TOPIC/LESSON NAME Chapter 1: Doing Philosophy

CONTENT STANDARDS The learner understands the meaning and process of doing philosophy
PERFORMANCE STANDARDS The learner reflects on a concrete experience in a philosophical way
LEARNING COMPETENCIES 1.1.Distinguish a holistic perspective from a partial point of view
1.2.Recognize human activities that emanated from deliberate reflection
1.3.Realize the value of doing philosophy in obtaining a broad perspective on life
1.4.Do a philosophical reflection on a concrete situation from a holistic perspective
SPECIFIC LEARNING At the end of the lesson, the learners are able to:
OUTCOMES 1. Create a sample scenario to which philosophical decision making leads to answer a particular life experience.
TIME ALLOTMENT 60 Minutes (1 Hour per day)

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction:
2. Motivation: Picture Presentation
3. Instruction/Delivery: Introduction of the Philosophy
4. Practice: Brainstorming
5. Enrichment: Question and Answer Portion
6. Evaluation: Journal writing

MATERIALS Power Point Presentation, downloaded pictures from Facebook.

RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:
1. Distinguish a holistic perspective from a participant of view 
2. To do a philosophical reflection on a concrete situations from a holistic perspective
3. To realize the value of doing philosophy in obtaining a broad perspective on life:
and
4. Do a philosophical reflection on a concrete situation from a holistic perspective.
MOTIVATION Teacher’s Tip:
1. The teacher will present sample common “memes” in Facebook that talk about a 
person being called “pilosopo”. After this, the teacher will ask the students to give
their own “memes”
INSTRUCTION/DELIVERY Teacher’s Tip
1. From the motivation; the teacher will introduce Philosophy. 
 2. Definitions of the term in Philosophy
2.1 Branches of Philosophy
2.2 The teacher will present different pictures with partial point of view. After this,
the teacher will ask the students to interpret the scenario, then after hearing what
is the student’s interpretation regarding to the picture. Then the teacher will
present the picture with its holistic point of view
PRACTICE Teacher’s Tip:
1. Sharing of student’s insights about what is right and wrong by giving definite 
examples.
2. From answers of the students, the teacher will conclude the session.

ENRICHMENT Teacher’s Tip:

1. Question and Answer Portion: “Is Lying a bad thing” 
2. The teacher will present a sample situation to elicit student’s understanding on the
concept of what is “right” and what is “wrong”.
EVALUATION Teacher’s Tip:
1. Students will compose a reflection paper consisting of 200 words about their 
philosophy in life

Rubric for Evaluation

TOPIC/LESSON NAME Methods of Philosophizing
CONTENT STANDARDS The learner demonstrates various ways of doing philosophy
LEARNING COMPETENCIES 2.1. Distinguish opinions from truth
2.2. Analyze situations that show the difference between opinion and truth
2.3. Realize that the methods of philosophy lead to wisdom and truth
2.4. Evaluate opinions

PERFORMANCE STANDARDS The learners evaluate opinions.

SPECIFIC LEARNING At the end of the lesson, the learners are able to:
OUTCOMES Create a reflection of everyday life as a pattern of activities within a society as a good source of information about structures
of life, worldview and individual decisions and struggles.
TIME ALLOTMENT 4 hours/ two meetings in a week

LESSON OUTLINE:
During the lesson, the learners will:
1. Introduction:
2. Motivation: Picture Presentation
3. Instruction/Delivery:
4. Practice: Debate and Role-play
5. Enrichment: Individual Paper work
6. Evaluation: Research Assignment and Self - Evaluation

MATERIALS Power point presentation, downloaded pictures from the Google

RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

2.1. Distinguish opinions from truth Teacher’s Tip:
2.2. Analyze situations that show the difference between opinion and truth 
2.3. Realize that the methods of philosophy lead to wisdom and truth
2.4. Evaluate opinions

MOTIVATION Teacher’s Tip:

 1. The teacher will present different kinds of Fallacies in Social Media 

INSTRUCTION/DELIVERY Teacher’s Tip

From the motivation, the teacher will discuss the Methods of Philosophizing 
1. Introduction: Methods of Philosophizing
1.1 Phenomenology
1.2 Existentialism
1.3 Post modernism
1.4 Analytic Tradition
1.5 Logic
1.6 Fallacies
2. Analyze Situations that show the difference between truth and opinion
3. Realize the methods of Philosophy that leads to wisdom and truth
4. Evaluate opinions

PRACTICE Teacher’s Tip:

Role-play: Act out a fallacy and let your classmates guess this fallacy  At least provide a timer (it could be on your laptop) so that the
student will be aware on their time on debate
Debate: Apply the methods of Philosophy. Construct arguments or preset a thesis
regarding their agreement or disagreement on the given passage. (The teacher can
also choose a theme to debate) A student from the agreement or disagreement side
will be chose, only three (3) minutes are allotted to articulate or give reasons to your
stand and there will only be five (5) rounds to end the debate. Criteria will be based
on the rubrics provided

ENRICHMENT Teacher’s Tip:

1. List the different methods of Philosophy and choose a specific method that is most 
meaningful to you.
2. Explain the importance of logic and critical thinking
3. Give five examples of informal fallacies and how they occur in life. How can we avoid
fallacies?
4. How can we differentiate truth from opinion? Explain in five sentences.

EVALUATION Teacher’s Tip:

 Students can download the debate for better quality

The Class will watch pre-recorded debates of the previous Presidential candidates and will
evaluate the arguments of the speakers. Are the arguments sound and valid? Why or why Teacher’s Tip:
not? Specify fallacies detected.  Instruct the students to blur or crop the names/profile picture of that
person
Assignment:

In social media take a screenshot that shows different kind of Fallacies, identify and label it.

TOPIC/LESSON NAME The human person as an embodied spirit

CONTENT STANDARDS The learner understands the human person as an embodied spirit
LEARNING COMPETENCIES 3.1. Recognize own limitations and possibilities
3.2. Evaluate own limitations and the possibilities for their transcendence
3.3. Recognize how the human body imposes limits and possibility for transcendence
3.4. Distinguish limitations and possibilities for transcendence

PERFORMANCE STANDARDS The learner distinguishes his/her own limitations and the possibilities for his/her transcendence.
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT 4 hours/ two meetings in a week

LESSON OUTLINE:
During the lesson, the learners will:

MATERIALS
RESOURCES

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:

MOTIVATION Teacher’s Tip:
Short Hinduism Meditation followed by Video Presentation about Hinduism, Buddhism 
and Christianity.
INSTRUCTION/DELIVERY
Introduction: Transcendence in the Global Age 
1. The Human Person as an Embodied Spirit
a. Hinduism
b. Buddhism
c. Christianity
2. Evaluate Own limitations and the Possibilities for their Transcendence
a. Forgiveness
b. The beauty of nature
c. Vulnerability
d. Failure
e. Loneliness
f. Love
3. Recognize the Human Body Imposes limits and possibilities for transcendence
a. Hinduism: Reincarnation and Karma
b. Buddhism: Nirvana
c. St. Augustine and St. Thomas Aquinas: Will and Love
4. Distinguish the Limitations and Possibilities for Transcendence
5. Evil and Suffering

PRACTICE Teacher’s Tip:

Group Presentation: Discuss to the Class the three main spiritual philosophies: Hinduism. 
Buddhism and Christianity.

ENRICHMENT Teacher’s Tip:

Essay: 
 Based on the Eight-Fold path, which is the most important to you to cultivate in
your life at present?
 Read lines from the Mahabharata pointing the essence of the Brahma. After reading,
reflect and write your ideas accumulated from the article.

EVALUATION Teacher’s Tip:


Essay:
  How do you view suffering (as a blessing or a curse)?
 How do you acknowledge the help of others?
 How can forgiveness free us from anger?

Quarterly Evaluation:
Interview:

Interview a priest, a nun, and monk and ask them regarding their philosophy of religion.
Submit the interview in class. Document the interview. Take pictures with the
interviewee. If you are a non-Catholic, interview a spiritual adviser

Guide Questions:
 What is Faith?
 Who is God in one’s life?
 Cite the things necessary for the salvation of humanity.

TOPIC/LESSON NAME The human person in their environment

CONTENT STANDARDS The learner understands the interplay between humans and their environments
LEARNING COMPETENCIES 4.1. Notice disorder in an environment
4.2. Notice things that are not in their proper place and organize them in an aesthetic way
4.3. Show that care for the environment contributes to health, well-being and sustainable development
4.4. Demonstrate the virtues of prudence and frugality towards environment
PERFORMANCE STANDARDS The learner can demonstrate the virtues of prudence and frugality towards his/her environment
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT 4 hours a week

LESSON OUTLINE:
During the lesson, the learners will:
1. To probe into a distinct frame about gaining valuable insights, regarding the human person in the environment.
2. To demonstrate the virtues of prudence and frugality toward his/her environment.
3. Appreciate the beauty of nature.
MATERIALS Laptop, Speaker
RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:
Discussing the objectives of the lesson. 
MOTIVATION Teacher’s Tip:
Search for Louis Armstrong’s song: What a Wonderful World. Listen and Sing. You can 
also watch video clips as guide.

After the clip, discuss:

 How did the song regard the environment? How did the song see the human person
in the environment?
 What is the tone of the song?
 Which lyrics serves as most meaningful? Why?

INSTRUCTION/DELIVERY Teacher’s Tip

Introduction: 
1. The Human Person in the Environment
 Anthropocentric Model
 Ecocentric Model
2. Notice Disorder in the Universe
3. Notice things that are not in their proper place and organize them in an aesthetic way
 Ancient Thinkers
 Modern Thinkers
 Immanuel Kant
 Herbert Marcuse / George Herbert Mead
4. Show that care for the Environment contributes to health, well-being and,
sustainable development
 Deep Ecology
 Social Economy
 Ecofinisim
5. Demonstrate the virtues of prudence and frugality toward environment
PRACTICE Teacher’s Tip:
Guided Learning: 
1. Discussion: Compare the importance of nature from the ancient to the modern
era.
2. Self – Review: Review the ecocentric model and evaluate your personal views
and attitudes toward nature.
3. Visually Guided Learning:
 In groups, answer how you can organize the following images in a more
aesthetic way?
 Draw and submit and class
 Discuss your drawings in class

ENRICHMENT Teacher’s Tip:

Guided Learning: 
 What is happiness? If possible, relate Fromm’s view with other philosophers
discussed.
 What is freedom? Relate Fromm’s view with others philosophers discussed on
previous lessons.
 What is joy? Do you agree with Fromm’s view

EVALUATION Teacher’s Tip:


Essay:
 What are the different environmental theories discussed in this lesson?
 What is carbon footprint?
 What is the worldview of the Chinese?

Essay II.
 Based on your own understanding, compare and contrast the Anthropocentric and
Ecocentric Models. Write your answers inside the circle

Assignment:
 Research about animal rights. In your opinion, do animals deserve respect? Why or
Why not?
 How do you understand the meaning of frugality and prudence toward the
environment? Cite the examples.
TOPIC/LESSON NAME Freedom of the human person
CONTENT STANDARDS Freedom of the human person
LEARNING COMPETENCIES 5.1. Realize that all actions have consequences
5.2. Evaluate and exercise prudence in choices
5.3. Realize that:
Choices have consequences
Some things are given up while others are obtained in making choices

PERFORMANCE STANDARDS The learner shows situations that demonstrate freedom of choice and the consequences of choices
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

LESSON OUTLINE:
During the lesson, the learners will:
 To realize the consequence of one’s actions.
 To show situations that demonstrate freedom of choice
 To evaluate and exercise prudence in one’s choice

MATERIALS
RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:

MOTIVATION Teacher’s Tip:
Survival Game: Stranded on an Island 
INSTRUCTION/DELIVERY Teacher’s Tip
Introduction: 
1. Realize that “All actions have Consequences”
a. Power of Volition
b. Love is freedom
c. Spiritual freedom
d. Individual freedom
e. Theory of Social Contract
f. Jean-Jacques Rousseau
2. Evaluate and Exercise Prudence in Choices
3. Choices have consequences handsome things are given up while others are obtained in
making choices.
4. Show situations that Demonstrate freedom of choice and the consequence of their
choices.

PRACTICE Teacher’s Tip:


Role Play: Write a short dialogue based on a morality play. Show the value of freedom and
responsibility in this play.

E- Every man (on a journey)

G - Good deeds (accompanies E to the judgment seat of God and pleads for him)
D - Death (hovers and sent by God to summon every creature and give account of their
lives in the world)
ENRICHMENT Teacher’s Tip:

Assignment:
1. Explain this quote from Ninoy Aquino: “The moment you say no to tyranny, you are
beginning the struggle, the long lonely road to freedom”
2. How can Flipino values such as “utang na loob” promote or hinder freedom?
3. What did you personally learn from the following?
A. 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.
B. Hobbes who argued that humans are fundamentally predisposed to selfishness and
“State of nature”.
C. Aristotle’s belief that freedom is based on reason.

EVALUATION Teacher’s Tip:


1. Film/Video viewing/Screening: Watch a video presentation of the EDSA Revolution or
the life of Mahatma Gandhi. Base on the film, answer the following questions:
A. How can reason be translated into action?
B. If there were no intellect, there would be no will. Explain
C. What is a social contract and how is it reflected in the EDSA Revolution

2. Reflective Journals:
A. In your view, what consists ‘free choice’? Cite examples in the current situation.
B. Are you a slave to something (e.g., technology)? Why or why not?

TOPIC/LESSON NAME Intersubjectivity

CONTENT STANDARDS The learner understands intersubjective human relation
LEARNING COMPETENCIES 6.1. Realize that intersubjectivity requires accepting differences and not to imposing on others
6.2. Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society
6.3. Explain that authentic dialogue means accepting others even if they are different from themselves
6.4. Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society
PERFORMANCE STANDARDS The learner performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the
underprivileged sectors of society
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

LESSON OUTLINE:
During the lesson, the learners will:
 To understand intersubjectivity
 To appreciate the talents of persons with disabilities and those from underprivileged sectors
 To perform activities demonstrating the talents of persons with disabilities and those from the underprivileged sectors of society.

MATERIALS
RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:

MOTIVATION: Teacher’s Tip:
Video Presentation 
INSTRUCTION/DELIVERY Teacher’s Tip
1. Realize that Intersubjectivity requires accepting difference and not to impose on others. 
2. Appreciate the talents of persons with disabilities (PWDs) and those from the
underprivileged sectors of society and their contributions
A. On PWDs
B. On Underprivileged sectors of society
3. Explain the authentic dialog that is accepting others regardless of individual differences
4. Perform activities that demonstrate the talent of PWDs and underprivileged sectors of
society
PRACTICE: Teacher’s Tip:

Collaborative Writing:

Choose a person with a disability, research about their life and works. Write a reflection
paper about their significant contributions.

ENRICHMENT Teacher’s Tip:

Essay: 
1. Who are the underprivileged sectors in the society? How similar or different are we with
one another? How can you show sensitivity to PWDs? The underprivileged? How do you
respond to them when you interacted with them in the activities?
2. How can you be a “whole” person in your relationship to others?

Slogan Making

EVALUATION Teacher’s Tip:


Outreach Program
TOPIC/LESSON NAME The Human Person in Society
CONTENT STANDARDS The learner understands the interplay between the individuality of human beings and their social context
LEARNING COMPETENCIES 7.1. Recognize how individuals form societies and how individuals are transformed by societies
7.2. Compare different forms of societies and individualities (eg. Agrarian, industrial and virtual)
7.3. Explain how human relations are transformed by social systems
7.4. Evaluate the transformation of human relationships by social systems and how societies transform individual human beings.

PERFORMANCE STANDARDS The learner evaluates the formation of human relationships and how individuals are shaped by their social contexts
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

LESSON OUTLINE:
During the lesson, the learners will:
 To understand the interplay between the individuality of human beings and their social contexts.
 To evaluate the formation of human relationship and how individuals are shaped by their social contexts.
 To compare different forms of societies and individualities.

MATERIALS
RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:
1. Discuss in class 
A. Recall your last post in your blog, Facebook, twitter or Instagram. Share it to the class.
B. What are the advantages and disadvantages of using social media?
C. How can you be responsible in using online activities?

MOTIVATION Teacher’s Tip:


INSTRUCTION/DELIVERY Teacher’s Tip
1. Recognize how individuals form societies and how individuals are transformed by 
societies
2. Compare different form of societies and individualities.
A. Medieval Period
B. Modern Period
C. Globalization and Technological Innovations
2. Explain how human relations are transformed by social systems
A. New knowledge
B. Policy making
C. Economic sphere
D. Social realm
E. Technology
F. On (Women) Friendships
4. Evaluate the transformation of human relationships by social systems and how societies
transform individual human beings.
PRACTICE Teacher’s Tip:
Group power point presentation regarding to the diff rent form of societies 
ENRICHMENT Teacher’s Tip:
Question and Answer: 
 How do you understand the “rebellious” spirit that defines the modern period?
 In what way did the modern philosophers and scientific discoveries transform us?
 Explain the Virtruvian man.

EVALUATION Teacher’s Tip:

Compare different forms of societies and individuals thru reflection paper 
TOPIC/LESSON NAME Human persons as oriented towards their impending death
CONTENT STANDARDS The learner understands human beings as oriented towards their impending death
LEARNING COMPETENCIES 8.1. Recognize the meaning of his/her own life
8.2. Enumerate the objectives he/she really wants to achieve and to define the projects he/she really wants to do in his/her life
8.3. Explain the meaning of life (where will all these lead to)
8.4. Reflect on the meaning of his/her own life
PERFORMANCE STANDARDS The learner writes a philosophical reflection on the meaning of his/her own life
SPECIFIC LEARNING
OUTCOMES
TIME ALLOTMENT

LESSON OUTLINE:
During the lesson, the learners will:
 To reflect on the meaning of one’s life
 To explain the meaning of one’s life
 To enumerate the projects or goals one ant to accomplish in life.

MATERIALS
RESOURCES Introduction to The Philosophy of The Human Person by Christine Carmela R. Ramos

THE PHILOSOPHY BOOK: Big Ideas Simply Explained

PROCEDURE MEETING THE LEARNERS’ NEEDS

INTRODUCTION Teacher’s Tip:
Introductory question: Who are you? What is your Purpose in life? 
MOTIVATION Teacher’s Tip:
Video Presentation about life purpose 
INSTRUCTION/DELIVERY Teacher’s Tip
Recognize the Meaning of One’s life 
A. Socrates
B. Plato
C. Aristotle
Enumerate the objectives one really wants to achieve and to define the project one wants to
do in life
Meaning of life (Where will this leads to?)
A. Friedrich Nietzsche
B. Arthur Schopenhauer
C. Martin Heidegger
D. Jean Paul Sartre
E. Karl Jaspers
F. Gabriel Marcel

PRACTICE Teacher’s Tip:

 It could be either be via Paper Presentation or Power point
Compare and abstract the different meaning of one’s life based from Socrates, Plato and presentation
Aristotle.

ENRICHMENT Teacher’s Tip:

Answer the following questions 

1. What is your personal definition of life? How do you appreciate life? 2. Is death absence
of life? Why or Why not?

EVALUATION Teacher’s Tip:


Reflection paper: Who I am?
After learning from the views of the philosophers, write your own short reflection regarding
the meaning of life. There should only be 3-5 sentences.