An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of life. Topics to be discussed include the human experiences of embodiment, being in the world with others and the environment, freedom, intersubjectivity, sociality, being unto death.
The learner should be able to demonstrate a capacity for a critical and analytical reflection from the perspective of a holistic and profound vision of life.
At the end of the course, the student should be able to:
1. Reflect on their daily experiences from a holistic point of view
2. Acquire critical and analytical thinking skills
3. Apply their critical and analytical thinking skills to the affairs of daily life
4. Become truthful, environment-friendly and service-oriented
5. Actively committed to the development of a more humane society
6. Articulate their own philosophy of life
CONTENT AND STANDARDS
1. Doing Philosophy.
The learner understands the meaning and process of doing philosophy by reflecting on a concrete experience in a philosophical way.
LEARNING COMPETENCIES
1.1 Distinguish a holistic perspective from a partial perspective. (Understanding)
1.2 Recognize human activities that emanated from deliberate reflection. (Applying)
1.3 Realize the value of doing philosophy in obtaining a broad perspective on life. (Evaluating)
1.4 Do a philosophical reflection on a concrete situation from a holistic perspective. (Creating)
CONTENT AND STANDARDS
The learner demonstrates the various ways of doing philosophy by realizing how they lead to wisdom and truth. (suggested revision)
LEARNING COMPETENCIES
2.1 Distinguish opinion from truth. (Understanding)
2.2 Analyze situations that show the difference between opinion and truth. (Analyzing)
2.4 Evaluate opinions. (Evaluating)
2.3 Realize the methods of philosophy lead to wisdom and truth. (Creating)
CONTENT AND STANDARDS
3. The Human Person as an Embodied Spirit.
The learner understands the human person as an embodied spirit by recognizing how the human body imposes limits and possibilities for transcendence. *
LEARNING COMPETENCIES
3.4 Distinguish the limitations and possibilities for transcendence. (Understanding)
3.1 Recognize own limitations and possibilities. (Applying)
3.2 Evaluate own limitations and the possibilities for their transcendence. (Evaluating)
3.3 Recognize how the human body imposes limits and possibilities for transcendence. (Creating)
CONTENT AND STANDARDS
5. Freedom of the Human Person.
The learner understands the human person's freedom by showing situations that demonstrate freedom of choice and the consequences of choices.
LEARNING COMPETENCIES
5.1. Realize that "all actions have consequences. (Understanding)
5.3 Realize that (a) choices have consequences, (b) some things are given up while others are obtained in making choices. (Analyzing)
5.2 Evaluate and exercise prudence in choices. (Evaluating)
5.4 Show situations that demonstrate freedom of choice and the consequences of their choices. (Creating)
CONTENT AND STANDARDS
4. The Human Person in Their Environment.
The learner understands the interplay between humans and their environments by demonstrating the virtues of prudence and frugality towards his/her environments.
LEARNING COMPETENCIES
4.1 Notice disorder in an environment. (Understanding)
4.2 Notice things that are not in their proper place and organize them in an aesthetic way. (Applying)
4.3 Show that care for the environment contributes to health, well-being, and sustainable development. (Evaluating)
4.4 Demonstrate the virtues of prudence and frugality towards the environment. (Creating)
CONTENT AND STANDARDS
The learner understands intersubjective human relations by performing activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.
LEARNING COMPETENCIES
6.1 Realize that intersubjectivity requires accepting differences and not imposing on others. (Understanding)
6.3 Explain that authentic dialogue means accepting others even if they are different from themselves. (Analyzing)
6.2 Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society. (Evaluating)
6.4 Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society. (Creating)
CONTENT AND STANDARDS
7. The Human Person in Society.
The learner understands the interplay between the individuality of human beings and their social contexts by evaluating the formation of human relationships by social systems and how individuals are shaped by their social contexts.
LEARNING COMPETENCIES
7.1 Recognize how individuals form societies and how individuals are transformed by societies. (Understanding)
7.2 Compare different forms of societies and individualities (eg. agrarian, industrial and virtual). (Applying)
7.3 Explain how human relations are transformed by social systems. (Analyzing)
7.4 Evaluate the transformation of human relationships by social systems and how societies transform individual human beings. (Creating)
CONTENT AND STANDARDS
8. The Human Person as Oriented towards Their Impending Death.
The learner understands human beings as oriented towards their impending deaths by writing a philosophical reflection on the meaning of his/ her own life.
LEARNING COMPETENCIES
8.1 Recognize the meaning of his/her own life. (Understanding) *
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. (Applying)
8.3 Explain the meaning of life (where will all these lead to). (Analyzing)
8.4 Reflect on the meaning of his/her own life. (Creating)
Performance Task Scenario 1
You have graduated from Senior High School already and is now a child trying to convince your parents on your life choices. To be allowed to pursue your life choices, you are required to prepare a letter posted on Facebook on why your chosen life is the appropriate life for you. You will be allowed or disallowed based on the comprehensiveness, logic, depth of insight, and manner of presentation.
Goal: To be allowed to pursue your life choices
Role: A child
Audience: Parents
Situation: Senior High School graduate
Product/Performance: Letter posted on Facebook
Standards: Comprehensiveness, logic, depth of insight, and manner of presentation
Performance Task Scenario 2
You are both a parent of a troubled adolescent and a middle manager in a very busy organization. Either as a spouse or as a subordinate employee, you must write a speech for either your spouse or your top manager on your rationally arrived resolution of the conflicting demands. Your success will be based on the comprehensiveness, logic, depth of insight, and manner of presentation.
Goal: To arrive rationally at a resolution of conflicting demands between family and work
Role: Spouse or subordinate employee
Audience: Spouse or top manager
Situation: Both a parent of a troubled adolescent and a middle manager in a very busy organization
Product/Performance: Written speech
Standards: Comprehensiveness, logic, depth of insight, and manner of presentation
Criteria
Comprehensiveness (30%)
Exemplar (4)
Experiences cover all the course topics.
Satisfactory (3)
Experiences cover the essential course topics.
Developing (2)
Experiences cover non-essential course topics.
Beginning (1)
Experiences do not cover any course topic.
Logic (30%)
Insights are validly derived from well- established premises.
Insights are validly derived from premises.
Insights are invalidly derived from premises.
Insights are not derived from any premise.
Depth of Insight (30%)
Choice of course is based on life's fundamental meaning.
Choice of course is based on reasons intrinsic to the course.
Choice of course is based on reasons extrinsic to the course.
Choice of course is based on accidental reasons.
Manner of presentation (10%)
Product is grammatically correct and fluent.
Product is grammatically correct.
Product has grammatical problems.
Product is grammatically poor.