UNIT OVERVIEW
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 COMPETENCY
1.1 Distinguish a holistic perspective from a partial perspective. (Understanding)
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.
LEARNING COMPETENCY
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.
LEARNING COMPETENCY
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.
LEARNING COMPETENCY
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.
UNIT SUMMATIVE ASSESSMENT
The summative assessment for this unit is a reflection paper on a student's concrete experience. In this paper, the student must be able to demonstrate understanding of the distinction between seeing parts and seeing the whole through a concrete experience. In this demonstrated understanding, the student must be able to demonstrate also the value of holistic over partial seeing.
UNIT REFERENCES
Aristotle. Thales and the beginning of philosophy. Metaphysics.
Plato. The philosopher defined. The republic.
Saxe, John Godfrey. The blind men and the elephant.