CONTENT STANDARD
The learner understands the human person as an embodied spirit.
The content standard specifies what should be covered in this first lesson on the philosophy of the human person. The basic question here is "what is the human person?" The lesson should be about the human person as embodied spirit. The lesson refers to the human person as a spirit or a subject, which avoids the contentious discussion about the soul. The lesson emphasizes that this spirit is embodied and, conversely, that this body is spiritual; thus avoiding a dichotomized discussion of body and spirit.
The lesson should also demonstrate the philosophical approach to the human person as embodied spirit. It should distinguish the philosophical approach defined in the first two lessons, which requires a holistic seeing and a concern for the truth, from two other non-philosophical approaches. The first non-philosophical approach is the layperson's natural approach which sees holistically but remains at the level of opinions. The second non-philosophical approach is the scientific approach which sees partially but is concerned for the truth.
This lesson can make use of lessons from other core courses like Physical Science, Earth and Life Science, and Personality Development.
PERFORMANCE STANDARD
The learner distinguishes his/her own limitations and the possibilities for his/her transcendence.
[The learner evaluates his/her own limitations and possibilities for transcendence.]
The performance standard specifies how the transfer of learning on the human person as embodied spirit should be demonstrated by the learner at the end of the lesson. The learner should be able to perform the process of distinguishing his/her own limitations and the possibilities for his/her transcendence. This standard specifies that the discussion on the human person as embodied spirit must be confined to the meaning of embodiment to the human spirit, the meaning being that of source of limitations but also of possibilities for transcendence.
However, the necessary reordering of the learning competencies for this content requires the revision of this performance standard to reflect the last learning competency. The revised performance standard should be about the evaluation of one's own limitations and possibilities for transcendence.
LEARNING COMPETENCIES
3.4 Distinguish the limitations and possibilities for transcendence. (Understanding)
LC 3.4 is concerned with the acquisition of knowledge. This LC is about learners understanding (a) what limitation is, (b) what possibility for transcendence is, and (c) the difference between limitation and possibility for transcendence. 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.
This learning competency is re-ordered for logical reasons. The lesson should begin with the understanding of essential concepts, without which higher learning would not be possible.
3.1 Recognize own limitations and possibilities. (Applying)
LC 3.1 is concerned with making meaning out of the acquired knowledge. This LC is about learners applying of acquired understanding of limitations and possibilities of transcendence to situations 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 between concepts and experience.
3.3 Recognize how the human body imposes limits and possibilities for transcendence. (Analyzing)
LC 3.3 is concerned with making meaning out of the applied knowledge. This LC is about learners analyzing their applied understanding of limitations and possibilities for transcendence in their experience of being embodied. 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 communication of essential parts.
This learning competency is re-ordered for logical reasons. In the Revised Bloom's Taxonomy (2001), analyzing is a lower cognitive thinking skill compared to evaluating.
3.2 Evaluate own limitations and the possibilities for their transcendence (Creating)
LC 3.2 is concerned with transfer of learning out of the analyzed knowledge. This LC is about learners planning how to live their lives given their own limitations and possibilities for transcendence. 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.