CONTENT STANDARD
The learner understands intersubjective human relations.
The content standard specifies what should be covered in this fourth lesson on the philosophy of the human person. The basic question here is "what is the human person?" The lesson should be about intersubjective human relations. A better way to understand this lesson is to see that this is all about the human person as a being with other human persons. Thus, the lesson is about what the relationship with others is and how this relationship should be lived.
The lesson should also demonstrate the philosophical approach to the human person as a being with other human persons. 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 being with other human persons should be the second lesson about the human person in relation to others. In this lesson, the other is the other human person. In this lesson also, the other person is seen as a human condition, that is, both a limitation and a possibility for transcendence. Thus, the human person must exercise freedom in her relation to this condition.
This lesson can make use of lessons from other core courses like 21st Century Literature, Oral Communication, Personal Development and Understanding Culture, Society and Politics.
PERFORMANCE STANDARD
The learner demonstrates an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.
The performance standard specifies how the transfer of learning on the human person as being with other human persons should be demonstrated by the learner at the end of the lesson. The learner should be able to demonstrate seeing not the condition, the disability or the underprivilegedness, but the human person who is differently abled or privileged.
LEARNING COMPETENCIES
6.1 Realize that intersubjectivity requires accepting differences and not imposing on others. (Understanding)
LC 6.1 is concerned with the acquisition of knowledge. This LC is about learners understanding (a) what interpersonal human relationship is, (b) that it requires accepting differences (allowing the other to be other), and (c) that it requires not imposing on others (treating the other as a fellow human, not a property). 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.
6.3 Explain that authentic dialogue means accepting others even if they are different from themselves. (Analyzing)
LC 6.3 is concerned with making meaning out of the acquired knowledge. This LC is about learners analyzing authentic dialogue according to the acquired understanding of interpersonal relationships. 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 among the analyzed elements.
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.
6.2 Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society. (Evaluating)
LC 6.2 is concerned with making meaning out of the analyzed knowledge. This LC is about learners evaluating relationships with fellow humans whose conditions make them truly other according to the framework of their applied understanding of interpersonal relationships. 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.
6.4 Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society. (Creating)
LC 6.4 is concerned with transfer of learning out of the evaluated knowledge. This LC is about learners demonstrating that persons whose conditions make them truly other doesn't diminish their being persons. 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.