First week lesson pdf, Study Guides, Projects, Research of Humanities

Download First week lesson pdf and more Study Guides, Projects, Research Humanities in PDF only on Docsity! GREENFIELD MONTESSORI SCHOOL 1* Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY |. Preliminaries I. Objectives A. Content Standard: The learner understands the meaning and process of doing philosophy. B. Performance Standard The learner reflects on a concrete experience in a philosophical way. C. Most Essential Learning Competencies e Realize the value of doing philosophy in obtaining a broad perspective on life ¢ Doa philosophical reflection on a concrete situation from a holistic perspective ¢ Recognize human activities that emanated from deliberate reflection Il. Content: DOING PHILOSOPHY GREENFIELD MONTESSORI SCHOOL 1° Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY Introduction to the philosophy of human person Humans, by nature , have a strong sense of inquiry. They inquire and investigate all the phenomena of human experience. They never cease to ask question. Because of this, philosophy came to exist as a field of study. This course aims to make the learners reflect on their daily experiences from a holistic point of view; acquire critical and analytical thinking skills, especially in dealing with all the phenomena of life; and eventually apply their critical and analytical thinking skill to the affairs of daily life. It is also hoped that the learners will become truthful, concerned about the environment, service-oriented, actively committed to the development of more humane society and active contributors to global development. Definition of Philosophy Etymologically speaking, the term philosophy came from two Greek words: philos (love) and sophia (wisdom). Thus, philosophy is defined as the love of wisdom." According to several accounts and testimonies, the discovery of philosophy may be attributed to Pythagoras of Samos who was the first to use the term “philosopher.” Manly P. Hall, a freemasonic philosopher, wrote in his book, The Secret Teachings of All Ages (1928): “Pythagoras went to Phlius, and made a great display of his learning before Leo the prince of the Phliasians. The prince, charmed with his discourse, asked him what art he professed. He answered that he knew no art, but was a Philosopher. Leo, surprised at this new name, asked, what are Philosophers and wherein do they differ from others? Pythagoras answered, that human life is like the Olympic Games, some attend for glory, some for profit, and some to observe curiously what is there performed These despise both glory and profit, and employ themselves studiously to inquire into the causes of all things. These are inquiries after wisdom, or Philosophers.” (Cicero Tuscul. quaest. 5.) Valerius Maximus relates also that when Pythagoras founded his school, he was asked what was the name of his System, and answered, | am not Sophos, wise: but Philo- sophos, a lover of wisdom; and my followers shall be called Philosophers.” There is a big difference between being a lover of wisdom and a mere receiver of knowledge. For philosophers, they aim to be wise in almost all aspects of human There _are_two_significant_domains in epistemology: rationalism _and empiri Rationalism views reason as the chief source of knowledge and the most important element in the acquisition of knowledge. A popular proponent of this view was René Descartes who was well-known for the quote, “Cogito, ergo sum—l think, therefore | am." He contended that a person was born with innate a priori or theoretical knowledge and could deduce truths through mental reasoning. Descartes further stated that only reason alone could validate knowledge, and this could be done independent of the senses. He strongly argued that experience could be the cause of illusions, and was therefore doubtful. According to him, the human mind could operate alone, and could come to terms about the physical world. Empiricism, on the other hand, asserts that all of a person's knowledge comes from his/her five senses. The chief proponent of this view was John Locke who conceived the concept of mind being a tabula rasa (empty tablet/blank sheet) upon which one could write and store his/her ideas based on experiences and learn out of those experiences. He argued that it was only through experience that one could derive knowledge. As a matter of fact, in his Essay Concerning Human Understanding (1689), Locke eliminated the idea of having innate knowledge. He sought to demonstrate where knowledge came from by contending that knowledge sprung from ideas which came exclusively through experience. Locke also provided two forms of experience where a person could acquire knowledge: a. Sensation (a kind of experience where the human mind grasps the world outside through the five senses); and b. Reflection (a kind of experience where the human mind goes internal, recognizing the ideas regarding its own essence thinking, doubting, and believing). Epistemologists explore questions such as the following. ¢ What is knowledge? How does a person acquire knowledge? How much can a person possibly know? Is an object of knowledge a by-product of the mind? Does the world exist independently from the way people see it? . . . 3. Ethics Also called moral philosophy, ethics came from the greek word Ethos which means” custom” or “habit”. As a branch of philosophy, it is a discipline which aims to synthesize the concents of right and wrong behavior. Modern philosophers have divided ethics into three domains: metaethics, normative ethics, and applied ethics. Metaethics deals with the origin and meaning of ethical concepts. It responds to questions focusing on the meaning of ethical terms such as "good" and "bad, issues on the universally accepted truths, and even people's justifications of their own judgments. Normative ethics is that part of moral philosophy concerned with the setting of certain standards of what is morally right and morally wrong. It involves the formulation of set values or moral norms which have an impact as to what should be the people's actions and ways of life. Applied ethics is the domain of moral philosophy that attempts to apply theories to situations in real life. It involves examining controversial issues such as abotion, euthanasia, infanticide, environmental concerns, and even animal rights. The solutions to these problems are being used in the formulation of public policy. To illustrate, here is an analysis of the statement "Stealing is immoral." For metaethicists, the question is not whether stealing IS good or bad, moral or immoral, but what makes stealing immoral. Here, the question Is not whether a person should not steal for it is immoral, nor whether stealing is bad or evil. Instead, it is about how one can come to determine what is moral and what is not. The normative ethicists point of view however, always questions whether society S norms and standards approve or Such act. Here, the determining factor on the morality and immorality of an act are the norms and standards imposed by Society; so in this case, one can say that "stealing is immoral because society says so. As for applied ethics, the generally accepted truth that "stealing is immoral" became a ground for the formulation of a public policy in the form of ordinances or laws penalizing the act of stealing 4. Aesthetics This is the branch of philosophy that deals with the nature and appreciation of art, beauty, and good taste. Derived from the Greek word aisthetikos which means of sense perception," aesthetics, (sometimes also spelled as esthetics), encompasses all the responses people may solicit from all forms of art, be it negative or positive. Human judgment of aesthetic value is not only anchored in one's ability to criticize and appreciate art using sense perception. One's judgment on what is beautiful transcends beyond sensory level, and includes both emotional and intellectual aspects. Immanuel Kant, a German philosopher considered as one of the most important thinkers of Europe, contended that beauty and art were both objective and universal. This means that there were things beautiful and pleasing to everyone's eyes. But according to him, there was also an aspect in the interpretation of art which was anchored upon the individual's taste. Art was subjective as it was based from one's background, culture, class, society, and education. Judgment of art's aesthetic value can also be tied up with one's political, economic, or moral values. For example, people may consider signature clothes or a highly expensive bag as beautiful simply because these are considered status symbols; or they may consider them as impractical for they do not fit their economic status or their moral values. Aesthetics usually focus on questions like: Can art be a vehicle of truth? What makes an art outstanding? How can one say that something is beautiful? Is a person's judgment of art objective or subjective? How does art relate to spirituality and religion? Is there a link between morality and art? Can people communicate their emotions through art? How can people relate the arts to issues on economy and politics? How do people relate artistic expression and meaning to culture? Can everybody become artists? DEFINITION OF TERMS Introduction to the philosophy of human person Humans, by nature , have a strong sense of inquiry. They inquire and investigate all the phenomena of human experience. They never cease to ask question. Because of this, philosophy came to exist as a field of study Definition of Philosophy Etymologically speaking, the term philosophy came from two Greek words: NATURE AND FUNCTIONS OF PHILOSOPHY 1. Philosophy integrates itself with other disciplines to achieve a comprehensive and coherent world view. 2. Philosophy analyzes the very foundations of other disciplines. 3. Philosophy analyzes and criticizes treasured beliefs and traditions. CORE BRANCHES OF PHILOSOPHY Philosophy as a field of study and as a discipline has four core branches: metaphysics, epistemology, ethics, and aesthetics. These branches have their own focus and concentration. 1. Metaphysics-Derived from the Greek word metaphysika (beyond physics), this branch of philosophy deals with the true nature of reality. Metaphysics usually investigates answers to the following questions. e What is the nature of reality? How did the world come to be? What is the first principle (or origin) from which all things came to be? Does the world exist outside of the mind? How can the incorporeal mind affect the physical body? Does God exist? What does it mean to be a person? Do human beings have souls? Is there an afterlife? Do human beings have will? Does time exist, or is it just an illusion? Did the universe ever have a beginning? e Is time infinite? 2. Epistemology-This branch of philosophy deals with the study of the nature and scope of knowledge and justified beliefs. J GREENFIELD MONTESSORI SCHOOL 1° Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY Seatwork No.2 Direction: Complete the table below. Write your answer in your notebook. ACTIONS WHAT MUST BE DONE BEFORE THE ACTION? 1. Buying new clothes 2. Choosing friends 3. Eating food 4. Deciding where to study for Senior High School 5. Attending classes in the afternoon 6. Going to school 7. Visiting a friend 8. Joining an organization in school 9. Playing computer games 10.Buying a new gadget 11.Asking permission if you would like to go out with friends 12.Helping a stranger 13.Traveling without your family 14.Going to mass or any religious activities 15.Watching movies that are not allowed for your age 16.Posting your opinion or feelings in the social media 17.Communicating to your siblings about a conflict 18.Giving opinions 19. Going out with the opposite sex 20.Confronting a person who verbally hurt you Direction: Answer the following questions and write your answer in your notebook. 1. Based on your answers in Activity 2, what must before making actions? 2. Is it helpful that you do this before making actions? Why or why not? 3. As a grade 12 student, what have you realized about this activity? Reflect and explain your answer in your notebook. GREENFIELD MONTESSORI SCHOOL Senior High School Department Name: Date: Grade & Section: Score: 1° Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY « Activity 2 Worksheet No.4 Direction: Answer the question below. a Are you a rationalist or an empiricist? Name one event in your life that made you believe in the said domain of epistemology. Elaborate your experience.. S ® GREENFIELD MONTESSORI SCHOOL Senior High School Department Name: Date: Grade & Section: Score: 1° Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY « Activity 2 Worksheet No.5 DIRECTION: Below are art pieces of two different artists. Answer the question based from your judgment of aesthetic value. Madona of the Meadow (1505) by Mother and Child (1901) by Pablo Raphael Picasso Answer the following question. 1. Compare the two paintings. What do they have in common? 2.Do you find both Painting beautiful? Explain your answer 3. Do the paintings speak of the artist's Cultural background? 4. What do the paintings appeal to you? GREENFIELD MONTESSORI SCHOOL Senior High School Department Name: Date: Grade & Section: Score: 1° Quarter Introduction to the Philosophy of the Human Person Week 1 Lesson: DOING PHILOSOPHY « Activity 2 Worksheet No.6 Direction: Using your own words define philosophy PHILOSOPHY