SHS

Introduction to the Philosophy

of the Human Person
Quarter 2 : Module 1

1
INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON
Grade 11: Quarter 2: Module 1
First Edition, 2020

Copyright © 2020
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
written permission from the copyright owners.

Development Team of the Module

Author: Concepcion B. Dulay, T-III

Editor: SDO La Union, Learning Resource Quality Assurance Team
Illustrator: Ernesto F. Ramos Jr., P II
Management Team:
Atty. Donato D. Balderas, Jr.
Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Lorna O. Gaspar, EPS in Charge of Introduction to the Philosophy
of the Human Person

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

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 Introduction to the
Philosophy of the Human
Person
Quarter 2: Module 1

3
ii
 Target

This learning material highlights freedom from the intellectual, political,

spiritual, and economic aspects. To be free is a part of humanity’s authenticity. In
one way, understanding freedom is part of our transcendence. Freedom consists of
going beyond situations such as physical or economic.

This learning material is a lesson about Freedom of the Human Person.

After going through this learning material you are expected to:
a. Evaluate and exercise prudence in choices;
b. Realize that:
-Choices have consequences
-Some things are given up while others are obtained in making choices
c. Sow situations that demonstrate freedom of choice and the consequences
of their choices

Lesson “All Actions Have

1 Consequences”
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 Jumpstart
Direction: A short exercise from the previous lesson be answer by you and the
other half is a test for the new lesson you will take. Choose the correct answer and
write on a separate sheet of paper. (10 pts.)
_______ 1. What is meant by cosmophilia?
A. Love of other living things C. Love of other living beings
B. Love of technology D. Love of material world
_______ 2. Which of the following is the correct description of biophilia?
A. Love of other creatures B. Love of technology
B. Love of other living beings D. Love of other living things
_______ 3. In his third critique, Critique of Judgement, how did Immanuel Kant
expresses beauty?
A. Symbol of morality B. symbol of harmony
B. Symbol of order D. Symbol of destiny
_______4. What theory belongs to ecological crises as an outcome of
anthropocentrism?
A. Social Ecology B. Deep Ecology C. Ecofeminism D. Ecocentrism
_______5. Which of the following is the function of Fromm’s envisioned society?
A. Joy that comes from giving and sharing
B. Joy from hoarding and exploiting
C. Joy for one’s profit or gain
D. Joy of deceiving others
_______6. Among the following philosophers, who believe that thinking is volitional
aside from Aristotle?
A. Hobbes B. Rousseau C. Rand D. Plato
_______7. Filipinos generally believes in the innate goodness of the human beings,
which of the following Filipino values does not relate to persons?
A. Intermediaries or go-betweens C. Respect to authority
B. Selfish to others D. Selflessness
_______8. Repaying those who have helped us is a manifestation of what values?
A. Kagandahang-loob B.Pakikisama C.Utang na loob D. Loyalty
_______9. What is meant by “to be a free individual?”
A. All your choices must be decided upon your parents
B. Being selfish to yourself
C. To be responsible not only for oneself but also for all
D. Everything you do is conditional
______10.What is meant by Filipino “sakop”?
A. Opens up to embrace the whole Philippine society
B. Point only to few individuals in the society
C. Composed of a group of Filipino tribes
D. Consist only of people living in every region in the Philippines

Activity 1

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 Directions: Look at the two images below. Relate them to a person’s journey to
life. Make a reflection by answering the questions that follow the pictures.

Picture 1 Picture 2
1. What can you say about the pictures?

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______________________________________________________________________________
2. Have you been in this kind of situation?

______________________________________________________________________________
______________________________________________________________________________

3. What are the things that you considered in making choices?

______________________________________________________________________________
______________________________________________________________________________

Discover

You have already an idea on the lesson you will learn due to the activity you had.
The next step is for you to read and analyze the meaning of Freedom so that you
will understand why we have to use it in choosing and making a choice.

Freedom
• It is identified with the aspects of intellectual, political, spiritual and
economic. To be free is a part of humanity’s authenticity. Understanding
freedom is part of transcendence. It consists of going beyond situations such
as physical or economic.
Realize that all Actions have Consequences

A. Aristotle- The Power of Volition

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 The imperative quality of judgment of practical intellect is meaningless,
apart from will. Reason can legislate, but only through will can its legislation
be translated into action. The task of practical intellect is to guide will by
enlightening it. Will is to be understood wholly in terms of intellect for there
is no intellect if there is no will The will of humanity is an instrument of free
choice.
Will is borne out by:
• inner awareness of an aptitude to do right or wrong;
• the common testimony of all human beings;
• the rewards and punishment of rulers; and
• the general employment of praise and blame.
Moral acts are in our power and we are responsible for them. Character
or habit is no excuse for immoral conduct.
Example: Attending class is a student responsibility. Should the student cut
class, then he/she is responsible for the consequence of his actions. As a
result, he/she must be held responsible for any accident or failure in grades
that will befall on him/her. The student may regret what he/she had done,
but all the regrets in the world will not call it back. The point is the student
should not cut class in the first instance. When the matter is sifted down, the
happiness of every human being’s soul is in his own hands, to preserve and
develop, or to cast away.

Action

Reason

Figure 5.1. Aristotle: Intellectual Freedom

• For Aristotle, a human being is rational. Reason is a divine characteristic.

Humans have the spark of the divine. If there were no intellect, there would
be no will. Reason can legislate, but only through will can its legislation be
turned into action. Our will is an instrument of free choice. Reason, Will, and
Action drives each other.
B. St. Thomas of Aquinas: Love is Freedom
Of all creatures of God, human beings have the unique power to change
themselves and the things around them for the better. St. Thomas Aquinas
considers the human being as a moral agent, being both a spiritual and body
elements; the spiritual and material. The unity between both elements indeed
helps us to understand our complexity as human beings. Our spirituality
separates us from animals; it delineates moral dimension of our fulfillment in
an action. Through our spirituality, we have a conscience. Whether we choose
to be "good" or "evil" becomes our responsibility.

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 A human being, therefore, has a supernatural, transcendental
destiny, rising above his ordinary self to a highest self. If a human being
perseveringly lives a righteous and virtuous life, he transcends his mortal
state of life and soars to an immortal.
The power of change, however, cannot be done by human beings
alone, but is achieved through cooperation with God. Between humanity and
God, there is an infinite gap, which God alone can bridge through His power.
Perfection by participation here means that it is a union of humanity with
God. Change should promote not just any purely private advantage, but the
good of the community.
St. Thomas gives a fourfold classification of law: the eternal law, natural
law, human law, and divine law.
Natural Law applies only to human beings; good is to be sought after
and evil avoided (instruct of self-preservation). There is inherent in every
human being an inclination that he shares with all other beings, namely, the
desire to conserve human life and forbids the contrary.
Since the law looks to the common good as its end, it is then conceived
primarily with external acts and not with interior disposition.
Example: If someone does not lie to his parents so they will increase his
allowance, then the reason of his goodness stems not because he does not
want to lie but because he knows that there is a reward for being so.
For Aquinas, both natural and human laws are concerned with ends
determined simply by humanity's nature. However, human being is ordained
to an end transcending his nature, it is necessary that he has a law ordering
him to that end, and this is the divine law or revelation.
Divine Law deals with interior disposition as well as external acts and it
ensures the final punishment of all evildoing. It gives human beings the
certitude where human reason unaided could arrive only at possibilities. This
divine law is divided into old (Mosaic) and the new (Christian) that are related
as the immature and imperfect to the perfect and complete.
Eternal Law the decree of God that governs all creation. It is "That Law
which is the Supreme Reason cannot be understood to be otherwise than
unchangeable and eternal.
For Aristotle, the purpose of a human being is to be happy. To be happy,
one has to live a virtuous life – to develop to the full their powers—rational,
moral, social, emotional, and physical here on earth.
For St. Thomas, human is to be happy that is perfect happiness that
everyone seeks but could be found only in God alone.
• St. Thomas wisely and aptly chose and proposed Love rather than to bring
about the transformation of humanity. Love is in consonance with humanity's
free nature, for Law commands and complete; Love only calls and invites. He
also emphasizes the freedom of humanity but chooses love in governing
humanity's life. Since God is Love, then Love is the guiding principle of
humanity toward his self-perception and happiness his ultimate destiny.

C. St. Thomas of Aquinas: Spiritual Freedom

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 He establishes the existence of God as a first cause. Of all God's creations,
human beings have the unique Power to change themselves and things
around them for the better. As humans, we are both material and spiritual,
have conscience because of our spirituality. God is Love and Love is our
destiny.

Actions
(Good or evil)

Conscience

God ‘s
Love

Figure 5.2. Spiritual Freedom

D. Jean Paul Sartre: Individual Freedom

The human person is the desire to be God the desire to exist as a being
which has its sufficient ground in itself (en sui causa). The human person
builds the road to the destiny of his/her choosing; he/she is the creator
(Srathern 1998).
Principle of Sartre’s Existentialism
• The person, first, exists, encounters himself and surges up in the world then
defines himself afterward. The person is nothing else but that what he makes
of himself.
• The person is provided with a supreme opportunity to give meaning to one's
life. In the course of giving meaning to one's life, one fills the world with
meaning.
• Freedom is, therefore, the very core and the door to authentic existence.
Authentic existence is realized only in deeds that are committed alone, in
absolute freedom and responsibility and which, therefore, the character of
true creation.
• The person is what one has done and is doing, On the other hand, the human
person who tries to escape obligations and strives to be en-soi is acting on bad
faith (mauvais foi).
• Sartre emphasizes the importance of free individual choice, regardless of the
power of other people to influence and coerce our desires, beliefs and
decisions. To be human, to be conscious is to be free to imagine, free to choose
and to be responsible for one’s life.

E. Thomas Hobbes- Theory of Social Contract

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 Law of Nature (lex naturalis) a precept or general rule established by
reason, by which a person is forbidden to do that which is destructive of his
life or takes away the means of preserving the same; and to omit that by which
he thinks it may be best preserved.
• "The fundamental law of nature seeks peace and follows it, while at the same
time, by the sum of natural right, we should defend ourselves by all means
that we can.”
• The laws of nature are unable to achieve the desired end by themselves alone;
that is, unless there is coercive power able to enforce their observance by
sanctions.
• Plurality of individuals should confer all their power and strength upon one
human being or upon one assembly of human beings, which may reduce all
their wills, by plurality of voices, unto one will (Garvey 2006).
• Hobbes developed social in favor of absolute monarchy.
• Hobbes thinks that to end the continuous and self-destructive condition of
warfare, humanity founded the state with its sovereign power of control by
means of a mutual consent.

F. Jean-Jacques Rousseau

Rousseau interpreted the idea of social contract in terms of absolute

democracy and individualism.
• Rousseau and Hobbes believe that human beings have to form a community
or civil community to protect themselves from one another, because the
nature of human beings is to wage war against one another, and since by
nature, humanity tends toward self-preservation, then it follows that they
have to come to a free mutual agreement to protect themselves.
• Rousseau believes that a human being is born free and good. But human has
become bad due to the evil influence of society, civilization, learning, and
progress. human being lost his original goodness, his primitive tranquility of
spirit.
• In order to restore peace, he has to return to his true self. He has to see the
necessity and come to form the state through the social contract whereby
everyone grants his individual rights to the general will.
• The Constitution and the Bill of Rights constituted, as an instance of a social
contract
• This is an actual agreement and actually "signed" by the people or their
representatives (Solomon & Higgins 1996).
• There must be a common power or government which the plurality of
individuals (citizens) should confer all their powers and strength into (freedom)
one will (ruler).

Sovereign/Ruler
(State)
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 Freedom
(General will or mutual
transferring of rights)

Citizens

(Individual rights)

Explore

Activity 2
Direction : Read and answer the questions briefly and substantially. Write your
answer on a separate sheet of paper.

1. What is the understanding of freedom according to Aristotle, Thomas of

Aquinas, Jean Paul Sartre, Thomas Hobbes and Jean Jacques Rousseau?

__________________________________________________________________________________
__________________________________________________________________________________

2. What are the good and bad consequences of an action according to these
philosophers?

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__________________________________________________________________________________
__________________________________________________________________________________
3. Explain, “If there were no intellect, there would be no will.”

__________________________________________________________________________________
__________________________________________________________________________________

Rubrics

5 4 3 2-1

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 Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

Deepen

Activity 3

Direction: Read and understand the following questions. Answer it substantially.

Write your answer on a separate sheet of paper.

1. Explain Sartre’s belief: “Human being is free, human being is freedom.”

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__________________________________________________________________________________
__________________________________________________________________________________

3. Reflective Journal: Write a short paragraph based on the following questions as a

guide and write it on a separate sheet of pad paper.

Journal 1: In your view, what consists ‘free choice’? Cite examples in the current
Situation.

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__________________________________________________________________________________
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Journal 2: Are you a slave to something (e.g., technology)? Why or why not?

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__________________________________________________________________________________
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Rubrics

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

Great job! You’ve done well with the activities. Continue what you have started.

Lesson
Prudence
13
in Choices
2
 Discover

Activity 4
Direction: As a grade 11 student, you have made some important life decisions in
the past. Make a time-line of major decisions in your life and below the line then
write down the consequence of those particular decisions.

Life Decisions

__________________________________________________________________________________

12 years old 14 years old 16 years old

Consequences

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Guide Questions:
1. What can you say and feel about this activity you made?
2. What instances in your life have you had regrets and maintained your actions?

Amazing! So far you have shared a good idea on the activity we had. Continue to
gain more knowledge in your learning about the next topic.

Evaluate and Exercise Prudence in Choices

Freedom involves choice. It is man’s capacity to do otherwise. As Sartre said,
it is through choice that man lives an authentic human life.
If human beings have no capacity to choose, which means that they are
determined, then this seems to reduce the value and dignity of man, because it shows
that man cannot control the situations around him. Humanity without the capacity

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to choose is a pawn to whoever or whatever nature allows to happen. When man
cannot choose, he tends to believe that he cannot be made responsible for the choices
he makes because his actions are not from a deliberate act of choosing but a causal
connection between events beyond his control.
If human beings are determined, life seems to be futile or even absurd,
because they live to simply go with the flow, with that the law of nature dictates.
Whatever action they “choose” is not really a choice but it is what nature dictates.
This is fatalism, a view that states that one is powerless to do anything than what he
actually wants to do.
The act of choosing or the ability to choose is valuable because it gives the
human person the reason to make deliberate actions out of motives that reveal his
autonomy as an agent or as an individual. As what Sartre said? “To act in bad faith
is to allow others to choose for you or for chance to take its lead.” Chance and
choosing are not incommensurable.
If a person has the capacity to choose, then that person can be held
responsible over the consequences of his actions. If the choice lies in his own hands,
he would take considerable time before acting on something because he knows that
if the consequence is not what he intends to happen, he gets the blame. Hence, the
person becomes prudent with the choices he makes.
In the spirituality of imperfection, we learn to accept that life, our environment,
is both "evil" and ' 'good." B.F. Skinner believes that morality is a conditioned
response impressed on the child by society. To be responsible is when one feels
responsible. There must be added awareness that humans did it "independently," "of
his own initiative“; having knowledge about acting on one's own desires -
consciousness of freedom
Plato believes, the soul of every individual possesses the power of learning the
truth and living in a society that is in accordance to its nature. We are responsible,
whether we admit it or not, for what is in our power to do; and most of the time, we
cannot be sure what it is in our power to do until we attempt.

Choices Have Consequences and Some Things Are Given Up while others Are
Obtained in Making Choices
Twentieth century gave rise to the importance of the individual. Aristotle, Rand
believes that thinking is volitional. A person has the freedom to think or not.
Individual rights were upheld in capitalism that is the only system that can uphold
and protect them.
Individualism is lined in family dependency because Easterners believe that
the individual needs the community and vice versa. In Filipino's loob, for instance,
the individual is the captain of his own ship on a sea that is not entirely devoid of
uncertainties.
Filipinos' holistic and interior dimensions stress a being-with-others and
sensitivity to the needs of others that inhibits one's personal and individual
fulfillment.
It encompassed "give-and-take" relationship among Filipinos. As such, repaying
those who have helped us is a manifestation of utang na loob or debt of gratitude.
Self-sufficiency (kasarinlan) should recognize human worth and dignity. The use of
intermediaries or go-betweens, the values of loyalty, hospitality, pakikisama

15
(camaraderie), and respect to authority are such values that relate to persons.
Filipino generally believes in the innate goodness of the human being.

Did you understand well our lesson? I hope so, if not then you can go back to the topic
and read once more. If yes, you may now continue on the next activity to add more
your understanding on your lesson.

Explore
Activity 5

Direction: Answer briefly and substantially the following.

1. Despite our genetic defects, are we free? Defend your answer.

__________________________________________________________________________________
__________________________________________________________________________________
2. To what extent does the environment affect our choices? Cite examples.

__________________________________________________________________________________
__________________________________________________________________________________
3. Explain: “To be free individual is to be responsible not only for oneself but also
for all.”

______________________________________________________________________________
______________________________________________________________________________

4. How can Filipino values such as utang na loob promote or hinder freedom?
__________________________________________________________________________________
__________________________________________________________________________________

Rubrics

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened

16
 Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

Deepen
Activity 6

Direction: Read and follow the simple direction on how to make a choice answer
substantially what is ask for. Write your answer on a separate sheet of paper.
After you graduated from high school, your parents told you that you can
either go to college or look for a job. Remember that each choice you will make has a
consequence.
1. How will you make a choice? Come up with three choices that you may choose
from.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________
2. Using your imagination, creativity, and observation, think of possible
consequences that are realistic and measurable.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________

3. Think before you make a choice. Write the step- by- step process you followed
to make the choice.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________
4. Produce the results of the process you went through in booklet form, together
with the step-by-step procedure.
5. Include drawings and/or inspiring quotes that helped you in visualizing your
choice-making process.

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Rubrics

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

18
 Lesson
2.3 Freedom of Choice

Discover

Activity 7

Direction: Analyze the picture below

Guide Questions:
1. For you, what is the meaning of the picture? What is its message for you?
2. Write your reflection about this picture.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________

Great! I congratulate you for successfully answering this activity. If it happens that
you failed to understand any concept, you can go back and read again.

19
The Act of Making a Choice
If you have understood the importance of being prudent in making choices,
you will realize in this section that any deliberate act of choosing involves evaluating
alternatives.
Robert Nozick – renowned American philosopher explains in his 1981 book,
Philosophical Explanations that making a choice seems to feel like there are various
reasons for and against doing each of the alternative actions or courses of action one
is considering, and it seems and it feels as if one could do anyone of these
alternatives.
The act of making a choice involves evaluating the reasons and giving weight
to reasons. One alternative is chosen because the reason behind such alternative
have more weight than the others.
Nozick introduced the concept of weighing the reasons. He explained that
when you are choosing, the act involves not only weighing the reasons but giving
weight to reasons. After you have chosen each alternative, you will realize that some
considerations carry more weight than the others. That is why you choose one
alternative and discard the other.
Nozick further suggests a theory of values in the act of giving weights. These
values are intrinsic, instrumental, originate, and contributory. Intrinsic value is the
value that has in itself apart from or independent of its consequences. If intrinsic
value is applied to alternatives, you choose this alternative by the weight you give to
the alternative because the alternative itself is valuable in its own right. For example,
if you will have to choose between studying and going out with your friends, these
alternatives ca be both valuable and independent of the consequences the alternative
may lead to.
The instrumental value is the function and measure of the intrinsic value
that it leads to. It may be the sum of the intrinsic values of different things it actually
leads to or some measure of the intrinsic values it might lead to as weighed by
probabilities such as expected intrinsic value. Hence the given example, your
decision to study or go out with your friends depends on two things: (1) the intrinsic
worth of the alternative you will choose and (2) the weight of the consequences of the
alternative you will choose. This suggest that the weight you assign to each
alternative or choice may be a combination of intrinsic. So if you choose to study
over a night of fun with your friends, such choice involves the following:
(1) Intrinsic value: Studying is a good act in itself.
(2) Instrumental value: Studying will help you understand the lessons well
and it may help you earn a high grade.
The originative value introduces new values to the world. It may be newly
intrinsic values or newly instrumental values. Through this third value, you may
have all three kinds of values combined- intrinsic, instrumental, and originative.
That is why a person with an originative value can make a difference in this world.
His or her actions can effect change and different valuable consequences can happen.
However, the originative value can be denied by causal determination.
Imagine yourself three or four years from now. You are given the choice of
working in an office or staying in school to finish college. Whatever you choose from
these two alternatives has neither intrinsic value or an instrumental value may
produce an originative value after doing an action. For example, you chose to

20
continue your studies and you were able to graduate from college; later on you
became a scientist and invented a new tool or gadget. The originative value is based
on the invention which your choice effected.
The contributory value focuses on the value contribution that a human action
effects. Most human beings want their actions to have contributory values. At the
very least, even if the contributory value is not an original one, the contributory factor
helps in differentiating the existing case without the factors effected by the
contributory value if it did exist.
When you make a choice, the act of choosing is always intentional or
purposeful. It is a free choice that you made from among the alternatives, and such
choice was based on the weight of the reasons you put on the choices. In the act of
giving weights to the alternatives, you may find that some of these alternatives and
their reasons may have more weight or are more important to you, so you choose
that alternative and act on it.
According to Rand, individual freedom should be aligned with economic
freedom. The Filipino “sakop” or harmony can be a helping value to the full
development of the Filipino if it opens up to embrace the whole Philippine society.
Filipino “sakop” must begin to raise its members in a more responsible way
and the members should likewise take this attempt to raise them financially and
socially seriously so as not to squander the help bestowed on them. Moreover, they
must come to realize that their personal worth and dignity is not exterior to
themselves; it is not found in the body of “sakop” but in one’s “kalooban”. If these
are fulfilled, The Filipinos shall not only be better persons but a better nation with a
sound economy (Andres 1994).
A leader or a manager with “magandang kalooban” is not passive but plays
active role in economic development. Leaders should not just focus on the impact of
job performance but treats every individual worker as person and not as objects.
Filipinos can attain a sound economy through an integrative system as such there
is support and help among unit of organizations within a company. To make up for
the inferiority complex of Filipinos, a good Filipino leader/manager must encourage
fellow Filipinos to believe in themselves so that they can bounce back as an economic
power.

Did you get it? I hope so, if not then you can go back again to the topic and read once
more. If yes, you may now continue again on the next activity to add more your
understanding on your lesson.

21
 Explore

Activity 8

Directions: Analyze the situations found under the Action Column below and write
the consequences of each on the other Consequences C olumn. Write your answer
on a separate sheet of paper.

A.

ACTION CONSEQUENCES

A student studying his or her lesson

A driver observing traffic lights

Athletes practicing in the gym

A person taking illegal drugs

A student practicing conservation of

natural resources

Answer briefly and substantially the following questions based on the topic learned.
Write your answer on a separate pad paper.
1. Why is weighing reasons important in making a choice?

2. What are the four kinds of values that are helpful in giving weights?

3. What did you personally learn from the statement of Sartre’s claim that we must
recognize the moral choices we make for all humankind and must resist the urge to
escape this responsibility for all humankind?
Rubrics

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points

22
 points with elaborated are general. no specific
clear and with clear and Errors are details
accurate detailed also present.
information information

Deepen
Activity 9
Direction: The senior high school curriculum has four tracks. Each track has a
projected outcome based on industry or job opportunity and core courses you are
supposed to take. Analyze the alternatives listed in the table. Give weight to the
reasons for each of the given alternative action. Ask yourself how much of your
personal desire will affect your choice of action. Keep in mind that the weights are
your personal valuation possible alternative you will choose. Complete the table.

A.

Senior High School REASONS AND WEIGHTS

Track Intrinsic Instrumental Originative Contributory
Value Value Value Value
Academic Track
1. Humanities,
Education,
Social
Sciences
(HESS)

2. Science,
Technology,
Engineering,
and
Mathematics
(STEM)
3. Business,
Accountancy,
and
Management
(BAM)
Sports Track
Arts and Design
Track

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 Technical-
Vocational Track
1. Automotive
Technology
2. Welding
Technology

B. Your performance in the task must enable you to write an essay about
your experience in weighing your choices. Write a paragraph about your
experience in weighing your choices.

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__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
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Rubrics

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

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 Gauge

Let’s find out how far you have understood your lesson.

ASSESSMENT

I. MULTIPLE CHOICE: Read and understand each question. Select and write
the CAPITAL letter of your answer on another sheet of pad paper.

_______1. Who was the philosopher who asserted “If there were no intellect, there
would be no will?’
A. Plato B. Aristotle C. St. Thomas D. Sastre
_______2. According to Aristotle, human being is rational, therefore human reasoning
is
A. Divine characteristic C. Human characteristic
B. Technological characteristic Animal characteristic
_______3. According to St. Thomas, “Of all creatures of God, human beings have the
unique power to change themselves and the things around them for the
better,” therefore, he considers human being as________.
A. Moral agent B. Investigator C. Manipulator D. Indicator
_______4. According to the philosopher Jean Paul Sartre, “the human person has the
desire to be God”, this is _______.
A. Social contract theory C. Spiritual freedom
B. Individual freedom D. Powerful freedom
_______5. In the given situations, which of the following character or habit of a
student is not excused for immoral conduct?
A. The student cut class, he/she is responsible for the consequences of
his/her
actions.
B. The student failed in his grade in all his subject for the first grading, as a
consequence he/she dropped the subject.
C. The student didn’t regret when he cut classes and failed in all his subject.
D. The student give gifts to all his teachers in order to pass him/her because
his/her parents will get angry.

_______6. ”A human being has a supernatural, transcendental destiny”, what does

this mean?
A. He will be like God
B. He can be powerful among all creatures.
C. He can do everything he want in this world.
D. He can rise above his ordinary being or self to a highest being or self.
_______7. Among the following philosophers, who believe that thinking is volitional

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 aside from Aristotle?
B. Hobbes B. Rousseau C. Rand D. Plato
_______8. He stated that freedom is not about wanting to do things but being-for –
itself acting upon autonomous choices.
A. Rene Descartes C. Sartre
B. Socrates D. Thomas of Aquinas

_______9. The following statement is what Sartre asserts except one;

A. Bad faith is real as transcendence.
B. Faith is to believe what you do not see; the reward of this faith is to see
what you believe
C. You may choose to see your perpetual freedom either as a limit or as a
possibility
D. You make your choice and you take responsibility for your choice.
_______10. Studying will help you understand the lessons well and it may help you
earn a high grade. This example is what theory of values?
A. Intrinsic Value C. Instrumental Value
B. Originative Value D. Contributory Value
_______11. Steve Jobs, the founder of Apple, was a college dropout. He chose not to
finish college and instead focused on developing computers and such
devices. choice that Steve Jobs made ultimately led to the inventions of
Mac computers, iPhones, and iPads. This theory of value is called___.
A. Intrinsic Value C. Instrumental Value
B. Originative Value D. Contributory Value
_______12. What opposes the notion of freedom or free will is the concept of _______.
A. Determinism B. Existentialism C. Fatalism D. Ecumenism
_______13. You chose to continue your studies and you were able to graduate from
college; later on you became a businessman and put up a mall. This theory
of values is _________.
A. Intrinsic Value C. Instrumental Value
B. Originative Value D. Contributory Value
_______14. Studying will help you understand the lessons well and it may help you
earn a high grade, this theory of value is ____.
A. Intrinsic Value C. Instrumental Value
B. Originative Value D. Contributory Value
_______15. Which is True among the following.
A. Freedom involves choice.
B. Mood of anxiety reveals the good personality of the person.
C. Chance and choosing are commensurable.
D. Of all the creatures of God, animals have the unique power to change
themselves and the things around them for the better.

26
 II. Matching Type: Match column A to column B. Write the letters only on a
separate sheet of pad paper.

Column A Column B
1. For him, human being is rational a. Erich Fromm
2. gives a fourfold classification of law: eternal, b. Jean Paul Sartre
natural, human and divine c. St. Thomas of Aquinas
3. his philosophy is considered to be a d. Thomas Hobbes
representative of existentialism e. Robert Nozick
4. his first law of nature is to seek peace f. Martin Heidegger
5. his book Social Contract, elaborated his theory g. Aristotle
of human nature h. Jean-Jacques
6. maintains that behavior is shaped and Rousseau
maintained by its consequences i. B.F Skinner
7. disclosed that the mood of anxiety reveals the j. Ayn Rand
nothing
8. he introduced the concept of weighing the
reasons.
9. individual mind is the tool for economic
progress vis-à-vis laissez faire capitalism
10. foster prudence and moderation or frugality
toward environment.

III. Essay: Answer briefly and substantially the following questions. Write
your answers on the blanks provided.
1. Sartre emphasizes the importance of free individual choice, regardless of the
power of other people to influence and coerce our desires, beliefs, and
decisions. Explain Sartre’s statement “To be human, to be conscious, is to
be free to imagine, free to choose, and be responsible for one’s life.”

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Choose a concept and expound.
a. Great love and great achievements involve great risks.
b. Respect for self, respect for others, and responsibility for your actions.
c. The future is fixed; how one’s life unfolds is a matter of destiny. Agree or
disagree?

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__________________________________________________________________________________
__________________________________________________________________________________

27
Rubrics:

5 4 3 2-1
Ideas were Ideas may be Ideas were Ideas were
Development clearly evident but present but poorly
of Ideas organized, on the vague developed and
point and organization of lack
supported thoughts need organization
with valid to be
reasons strengthened
Well written Well written Awkward Poor writing
and fully and most writng style with little to
Elaboration elaborated points and points no specific
points with elaborated are general. details
clear and with clear and Errors are
accurate detailed also present.
information information

Great Job! I congratulate you for your patience in joining to this new learning. I
know that this is exhausting on your part but you will never regret because of the
learnings and knowledge you acquired on this lesson. Keep up the good work!

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Key Answers
Pre-Test Assessment

1. C II. Matching Type

2. D 1. G
3. A 2. C
4. A 3. B
5. A 4. D
6. C 5. H
7. B 6. I
8. C 7. F
9. C 8. E
10. A 9. J
10. A

Assessment
I. Multiple Choice

1. B
2. A
3. A
4. B
5. B
6. D
7. C
8. C
9. A
10. C
11. B
12. A
13. B
14. C
15. A

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References
Books

Ramos, Christine Carmela R. (2016). Introduction to the Philosophy, First Edition,

Rex Bookstore, Manila Philippines
Caraan, Aleli M. (2016). Introduction to Philosophy of the Human Person, Diwa
Learning Systems INC. Makati City Philippines

Website:

https://blogs.pschcentral.com/relationships/2012/08/the-timeline-of- your-life-
story-probing-to create-shift-to-life-liberating-meanings-2-of-2/

https://www.google.com/search?q=Introduction+to+the+philosophy+of+the+huma
n+person+learning+activities&oq=Introduction+to+the+philosophy+of+the+human+
person+learning+activities&aqs=chrome..69i57.20762j0j7&sourceid=chrome&ie=U
TF-8

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