CONTENT STANDARD
The learner understands the meaning and process of doing philosophy.
The content standard specifies what should be covered in the lesson on doing philosophy. The basic question here is "what is philosophy?" The essential knowledge here is that philosophy is seeing as a whole. The lesson begins with the meaning (what) of philosophy but must end with the process (how) of philosophy. Philosophy must be understood as a process of seeing, not as a body of knowledge. Thus, knowing what philosophy is requires knowing how philosophy is done.
PERFORMANCE STANDARD
The learner reflects on a concrete experience in a philosophical way.
The performance standard specifies how the transfer of learning on doing philosophy should be demonstrated by the learner at the end of the lesson. The learner should be able to perform the process of seeing that philosophy is all about. The object of seeing is a concrete experience. At the end of the process, the learner should be able to have a philosophical insight.
LEARNING COMPETENCIES
1.1 Distinguish a holistic perspective from a partial perspective. (Understanding)
LC 1 is concerned with the acquisition of knowledge. This LC is about learners understanding (a) what partial seeing is, (b) what holistic seeing is, (c) the difference between partial and holistic seeing, and (d) how to move from partial to holistic seeing. The appropriate assessment tool for the thinking skill targeted is an objective test of understanding. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves representation of ideas.
1.2 Recognize human activities that emanated from deliberate reflection. (Applying)
LC 2 is concerned with making meaning out of the acquired knowledge. This LC is about learners applying their acquired understanding of partial and holistic seeing to events in their own concrete experience. The appropriate assessment tool for the thinking skill targeted are written works. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves connection of ideas and experiences.
1.3 Realize the value of doing philosophy in obtaining a broad perspective on life. (Evaluating)
LC 3 is concerned with making meaning out of the applied knowledge. This LC about learners evaluating their applied understanding of partial and holistic seeing to realize that philosophy involves holistic seeing. The appropriate assessment tool for the thinking skill targeted are written works. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves reasoning and proof.
1.4 Do a philosophical reflection on a concrete situation from a holistic perspective. (Creating)
LC 4 is concerned with transfer of meaningful learning. This LC is about learners writing a philosophical reflection paper on a concrete experience. The appropriate assessment tool for the thinking skill targeted are performance-based tasks. The appropriate teaching strategy that prepares the student to be successful with the assessment is anything that involves problem-solving.
The "Introduction" section covers the preliminary activities and the overview. The preliminary activities may include the opening prayer, the roll call, and the class rules. The overview includes the overview of the unit content, and of the day's lesson. The overview of the unit content includes introduction of the particular content and performance standards, the learning competencies, and the unit summative assessment.
The "Motivation" section is an opportunity for students to make the unit lesson their own. The activities here include opportunities for students to unlock the difficult terms and facilitate understanding, opportunities for students to discover the necessity of asking and answering the lesson's driving question, and the opportunities to realize that these questions cannot just be answered by the students on their own.
This section sets the context that justifies the students' need to acquire and understand the essential topics.
The "Instruction" section is where the teacher inputs the core knowledge students are assumed not to know but need to acquire. This section allows the students to acquire the knowledge that lets them successfully develop the first learning competency.
The "Practice" section is where the students make the knowledge acquired become meaningful to them. The activities here provide the opportunities for them to translate the acquired knowledge into their own terms and experiences. This section allows the students to develop the second learning competency.
The "Enrichment" section is where the students are able to connect the lesson to the larger context. The activities here may include connecting this particular lesson with the other lessons of the course, with the lessons of the other courses, with one's personal experiences, with social experiences and problems. This sections allows the students to develop the third learning competency where they get to appreciate the value of philosophy.
The "Evaluation" section allows students to demonstrate transfer of learning. This section provides students with a summative assessment of the lesson.