CONTENT STANDARD
The learner understands the human person's freedom.
The content standard specifies what should be covered in this second 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 a free being. The lesson also limits itself to the concept of freedom as choice.
The lesson should also demonstrate the philosophical approach to the human person as free being. 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.
The lesson on freedom should follow from the discussion on the human person as embodied spirit, as it develops further the idea of the human person in itself. The other lessons already develop the idea of the human person as a being in relation.
This lesson can make use of lessons from other core courses like Personality Development, and Understanding Culture, Society and Politics.
PERFORMANCE STANDARD
The learner shows situations that demonstrate freedom of choice and the consequences of choices.
The performance standard specifies how the transfer of learning on the human person as free should be demonstrated by the learner at the end of the lesson. The learner should be able to demonstrate the free exercise of choices and their consequences.
LEARNING COMPETENCIES
5.1 Realize that "all actions have consequences." (Understanding)
LC 5.1 is concerned with the acquisition of knowledge. This LC is about learners understanding (a) what action is, (b) what consequence is, and (c) that actions have consequences. 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.
5.3 Realize that (a) choices have consequences, (b) some things are given up while others are obtained in making choices. (Analyzing)
LC 5.3 is concerned with making meaning out of the acquired knowledge. This LC is about learners analyzing choices as involving consequences and trade-offs based on the acquired understanding of actions. 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.
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.
5.2 Evaluate and exercise prudence in choices (Evaluating)
LC 5.2 is concerned with making meaning out of the analyzed knowledge. This LC is about learners evaluating their analyzed understanding of choices, consequences, and trade-offs. 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.
This learning competency is re-ordered for logical reasons. In the Revised Bloom's Taxonomy (2001), evaluating is a higher cognitive thinking skill compared to analyzing.
5.4 Show situations that demonstrate freedom of choice and the consequences of their choices. (Creating)
LC 5.4 is concerned with transfer of learning out of the evaluated knowledge. This LC is about learners making free, prudent choices in their 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.