12

Introduction to the
Philosophy of the
Human Person
Quarter 1 – Module 1:
The Meaning and
Process of Doing
Philosophy
Introduction to the Philosophy of the Human person – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1: The Meaning and Process of Doing Philosophy
First Edition, 2020

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 12
Introduction to the
Philosophy of the
Human Person
Quarter 1 – Module 1:
The Meaning and Process of
Doing Philosophy
Introductory Message
For the facilitator:

Welcome to the Introduction to the Philosophy of the Human Person with Grade
12 Alternative Delivery Mode (ADM) Module on The Meaning and Process of Doing
Philosophy!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the INTRODUCTION TO THE PHILOSOPHY OF THE HUMAN PERSON

Alternative Delivery Mode (ADM) Module on The Meaning and Process of Doing
Philosophy!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References: This is a list of all sources used in

developing this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the role of business in social and economic development. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The learners: (based on MELCs)

1.1 Distinguish a holistic from a partial point of view,
1.2 Realize the value of doing philosophy in obtaining a broad perspective on life,
1.3 Do a philosophical reflection on a concrete situation from a holistic perspective.

After going through this module, you are expected to:

1. Understand the meaning, process and value of doing philosophy,
2. Differentiate the notion of holistic from a partial of view,
3. Apply the process of philosophizing or the Socratic method, and
4. Do a philosophical reflection on a concrete situation from a holistic
perspective.
This module focuses on the topic The Meaning and Process of Doing Philosophy
which will be discussed for the whole week.

What I Know

This portion will determine what you know about the word Philosophy. Using
the graphic organizer below, write the WORD/S or NAME/S of persons that are
related to the term Philosophy. You may add more circles if you have additional
answers.

Philosophy
 Lesson
The Meaning and Process of
1 Doing Philosophy

What’s In?

To begin with this lesson, you have to read an excerpt from Plato’s Apology (37e)
and answer the question posted below.

“Now this is the most difficult point on which to convince some of you. If I say that it
is impossible for me to keep quiet because that means disobeying the god, you will
not believe me and will think I am being ironical. On the other hand, if I say that it
is the greatest good for a man to discuss virtue every day and those other things
about which you hear me conversing and testing myself and others, for the
unexamined life is not worth living for man, you will believe me even less.”

Source: Leibowitz, David. (2010). “The Ironing Defense of Socrates: Plato’s Defense.”
Cambridge University Press, New York, USA. p.163

What does Plato mean when he said: “the unexamined life is not worth living?”

Answer:
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CONGRATULATIONS!!! You have just started philosophizing. Keep it up!

 Reminders to the Teachers and Students
1. The origin of Philosophy mentioned below is very short. As
teachers and learners, you may read the longer version from
this link: http://dhspriory.org/kenny/PhilTexts/Copleston/

2. The meaning and process of doing philosophy is based on the

research article by Jason Pannone (2017) entitled “What is
Philosophy?” of Hardvard University. Feel free to read the full
article on the link provided below.

What’s New
GETTING TO KNOW THE THREE GREAT THINKERS/ PHILOSOPHERS:
Match the RIGHT column with the LEFT column. Draw an arrow to
match the Thinker/Philosopher and the IDENTITY.

PHILOSOPHERS IDENTITY/DESCRIPTION

Socrates He pioneered systematic, scientific

1 469/470- examination in literally every area of human
knowledge and was known, in his time, as
399 BCE "the man who knew everything."

He is considered the pre-eminent Greek

Plato philosopher, known for his Dialogues and
2 (428/427 for founding his Academy north of Athens,
- traditionally considered the first university
348/347 in the western world.
BCE)

He was a Greek philosopher and is

Aristotle considered the father of western
3 384-322 philosophy.
BCE

Sources: https://www.ancient.eu/socrates/
https://www.ancient.eu/plato/
https://www.ancient.eu/aristotle/
 What is It

Origin, Meaning and Process of Doing Philosophy

Origin of Philosophy:

As historical background: philosophy is several millennia old. In the

West, testimony indicates that philosophy originated in the 7th century BCE,
in the Greek colonies in Ionia (i.e., the western coast of present-day Turkey.)
During this time, reports state that Thales of Miletus, traditionally regarded
as the first philosopher, offered a natural, rather than a supernatural,
account of the world, using the natural science of his day. Thales, along with
his contemporaries and their successors, sought to offer accounts of the world
and humanity that challenged accounts based on the Homeric and Hesiodic
mythologies of their time. This questioning has continued to the present time,
in various forms.

Meaning and Process of Doing Philosophy:

Philosophy, as a term, has no fix meaning or definition. For the fact that once
a word or term is being defined, it creates limitation and boundary. In fact, questions
are more important than answers because having the answer stops the process of
doing philosophy while having the question leads us to wonder. According to
Pannone (2017) “what exactly is philosophy?” is a difficult question to answer, even
for philosophers. Perhaps it would be more accurate to ask: what is philosophy like?
He suggested some characteristics, which can be considered as processes of doing
Philosophy.

A. Philosophy begins in wonder (The unexamined and the examined life).

Wonder is the root from which philosophy arises. In fact, both Plato and
Aristotle argue that philosophy begins in ordinary wonder, when people look at the
world around them and inquire about its origins and nature, and their place and
functioning therein.

It is more akin to a child’s sense of the world, where everything is new and
fresh, unencumbered with concepts and labels. Wonder is, in short, the realization
that our ordinary understanding and sense of the world does not capture the totality
of the reality of the world. Wonder realizes that the ordinary bourgeois conceptions,
ideas, and understandings that we have received, based on utility, expediency, and
conformity, are not the totality of what is, nor do they capture the fullness and
complexity of the world and all that is therein. Wonder questions, but it does not
necessarily doubt or destroy. It may reject a bad, incomplete, naïve, or childish.
B. Philosophy engages its past and history in present day debates (The
abstract and the concrete).
Philosophy’s engagement with its past, even in its contemporary discourse, is
a different practice from other disciplines. Take chemistry and the theory of
phlogiston, for example. In the late seventeenth century and early eighteenth
century, scientists proposed that flammable objects emitted a substance called
"phlogiston" as they burned, and was responsible for combustion and for rusting. As
scientists conducted further empirical research, they challenged the hypothesis, and
at the end of the 8th century Lavoisier definitively discredited it.

No chemist today uses the phlogiston hypothesis to conduct research on

combustion and oxidation. Philosophy, unlike empirical science, for the most part
returns frequently to its past in order to continue its present-day inquiries. However,
we must qualify this statement. As Kaufman (2006) notes, certain areas of
philosophical practice rooted in the modern paradigm see little purpose in looking at
older parts of the tradition. Likewise, an analysis of philosophy’s past can become
more of an exercise in history than a continuation of the philosophical conversation.
Nonetheless, even with these qualifications, philosophy’s engagement with its past
can often lead to striking and profound insights and critiques insights and critiques
that have application for its current practice, and beyond.

C. Philosophy self-critiques its method, practice, and worth (The Process of

doing Philosophy).

A third feature of philosophical inquiry is that it is self-critiquing in a way that

other disciplines are not. What do I mean by this? The reader might offer the rebuttal
that empirical science is self-critiquing, and that this self-critique is part of how
scientists conduct and further their research and inquiries. In one sense, this
rebuttal is accurate. Science and philosophy are self-critiquing. However, the
difference in the critique is a profound one. The self-critique of science involves
looking at old data in light of new data and with new tools and techniques,
questioning the set up and conduct of experiments, testing hypotheses, and the like.
What empirical science does not critique is the scientific method: the process of
generating hypotheses, testing these hypotheses, replicating results, and generating
theories remains unchallenged in the practice of empirical science, even if it
questions the data, experiments, and the like found in its practice

D. The tension between the ideal and the real.

The tension between the ideal (the sage who knows) or (expectation) and the
reality (the philosopher who seeks facing the limitations of human knowledge).
Etymologically, the word “philosophy” derives from classical Greek and means "love
of wisdom.” Many philosophers in the ancient world held that the sage, the one who
knew, was, at best, an ideal towards which the seeker, i.e., the philosopher, the lover
of wisdom, strives, but never reaches.

Does this mean that philosophy never discovers answers to its questions? No.
Answers are found – then critiqued, reformulated, and challenged again – all part
of a conversation that has been going on for two-and-a-half millennia, and continues
to this day. At best, our answers to these questions are provisional. The provisional
nature of philosophical answers does not mean that all philosophy dissolves into
skepticism, at least not in the ordinary sense of the word: that no certitude is
possible, that there is no basis for judging the truth or validity of statements.
Granted, there are strains of philosophy that do argue just this, but they do not
represent the whole tradition.

What the philosophical tradition encourages is a tolerance for ambiguity,

ambivalence, nuance, and subtlety towards the world. This does not mean that one
can never know anything, or that one must embrace relativism, only that simplistic
black-and-white thinking is not one of the characteristics of philosophy. Part of the
reason why this tension is so problematic lies in its conflict with one of our cultural
assumptions: “progress,” i.e., for a line of inquiry to have value, it must be ever
progressing in an upward line towards a state of perfection leading to certitude.
Progress tells us that we “must” have answers, ever clearer, ever more profound. If
there is no “progress,” in this sense, then progress calls the value of the particular
line of inquiry into question. This is, at best, a problematic assumption, and one that
we should challenge.

What philosophy encourages (or should encourage) on the other hand, is

epistemic humility. In simpler terms, it encourages us to be mindful of the limits of
what we can know, and realistically ascertain how far we can successfully pursue
answers to philosophical questions. Against the dogmatist, whether secular or
religious, who “knows” with absolute certainty, the philosopher offers a humbler
account, delimiting the limits of knowledge, but open to exploring what is available
within these limits, and redefining the boundaries as necessary. Granted, there are
extreme positions – yet, even radical positions, such as that of Sextus Empiricus or
Montaigne, speak more of a humble awareness that we must be careful in what we
claim what we know.

Source: https://www.academia.edu/191015/What_is_Philosophy

What’s More
The Socratic Method: A Process of Philosophizing

The Socratic method is named after Greek philosopher Socrates who taught
students by asking question after question. Socrates sought to expose contradictions
in the students’ thoughts and ideas to then guide them to solid, tenable conclusions.
The method is still popular in legal classrooms today.
The principle underlying the Socratic method is that students learn through
the use of critical thinking, reasoning, and logic. This technique involves finding
holes in their own theories and then patching them up.

Source: https://www.thoughtco.com/
 In this part, you are tasked to apply the Socratic Method: A Process of
Philosophizing by using the concept Pannone (2017), which are: 1. finding the
answer, 2. being criticized/ hindrance, 3. reformulated/ finding solutions, and
4. challenged/ accepting the challenge.

Aided by YouTube tutorial video, jeepney driver’s P1k capital now a

P40k/month food business
-Julia Mari Ornedo/MDM, GMA News (Published July 22, 2020 9:26pm)

When jeepney driver Neil Serrano lost his job in March due to the coronavirus
pandemic, he knew he had to find other ways to generate money. Having sold
bananas and chocolates and worked as a delivery courier in the past, there was
nothing Serrano wasn’t game to do to feed his family. “Siyempre nagugutom kami.
Kailangan gumawa ka ng paraan para mabuhay. Lahat ng tao nagtitinda, ba’t di ka
magtinda?” he said. With a 1,000-peso capital and knowledge of how to make yema
spread which he learned from YouTube, Serrano ventured into food business.
After pouring hours into making jars of yema spread, he has grown his income
to P40,000 a month Serrano also expanded the menu to include chocolate and
cookies and cream spreads in just two months. “Sobrang thumbs up po talaga ‘ko
sa pagiging madiskarte ni Neil kasi wala siyang hindi kayang gawin,” said Lina,
Serrano’s partner who also lost her job in Taiwan amid the pandemic. Serrano made
sure to bring all his loved ones along with him in his success. His relatives, former
classmates, and friends are now resellers of his products. When he has the chance,
Serrano also shares some of his blessings to his fellow jeepney drivers.
“Sa mga kasamahan kong drayber, ‘wag kayong mawawalan ng pag-asa,” he
encouraged. “Matatapos din ‘to. Magtiwala tayo sa Diyos, matatapos ‘to sabay sabay
tayong makakaahon dito.”

Source: https://www.gmanetwork.com/news/news/metro/748069

Based on the news article above, answer the following questions.

1. Due to current Pandemic, Neil Serrano had lost his job. What solution or way
did he find to generate money to support his family?
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2. What was the main hindrance in achieving or generating money?
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3. How did he and his family able to survive during the pandemic?
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4. Why did he encourage his co-drivers to do same?
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 What I Have Learned

Etymologically, the word “philosophy” derives from classical Greek and means
____________. Many philosophers in the _________ world held that the _______, the one
who knew, was, at best, an ideal towards which the ________, i.e., the philosopher,
the lover of wisdom, ___________, but never reaches.
Socrates was a _________ philosopher and is considered the father of western
philosophy. Plato is considered the pre-eminent Greek philosopher, known for his
____________ and for founding his Academy north of _________, traditionally
considered the first university in the western world. Aristotle pioneered systematic,
_____________ examination in literally every area of human ___________ and was
known, in his time, as "the man who knew everything."

Sources: https://www.academia.edu/191015/What_is_Philosophy
https://www.ancient.eu/
 What I Can Do
Let us read an excerpt from “Sapagkat ang Pilosopiya ay Ginagawa”
by Fr. Roque Ferriols, S.J
ayaw nilang lumundag pero, para sa kanila, marunong na sila!
May mga taong gusto raw matutong lumangoy. Nakasuot panlangoy na sila
at sama-sama silang nakatayo sa tabi ng swimingpul. May notbuk at bolpen ang
bawat isa. Nagsasalita ang guro. “Una sa lahat,” aniya, “magsanay ka munang
magtampisaw sa tubig. Tapus, huwag huminga pero idilat ang mata at
magpasailalim ng tubig. Tapus basta’t dumapa. Huwag matakot. Lulutang ka.
Tapus, matutong gumalaw ng paa, Matutong gumalaw ng kamay. Matutong
huminga. At paulit-ulit na pagsikapan at pagtiyagaan ang praksis.” Habang siya’y
nagsasalita, masipag nilang sinusulat ang lahat ng sinasabi niya.
“At ngayon,” patuloy niya, “eto ang swimingpul. Oras nang magsimula.
Lundagin mo beybe!” Walang lumundag, pero sulat nang sulat pa rin sila. “Hoy, sa
tubig na kayo! Walang kabuluhan ang sulat-sulat ninyo kung hindi ninyo ginagawa.”
Wala pa rin lumundag. Sulat pa rin sila nang sulat. ”Hoy! Gising! Hindi ba ninyo
nakikita na nag-aaksaya lamang tayo ng panahon?” Dito may bumaling sa guro.
“Bakit ka ba nagagalit? Hindi mo ba nakikita na mahalaga sa amin ang lahat ng
sinasabi mo? Eto.” At ipinakita niya ang kanyang notbuk. Naroroon ang buong
talumpating guro mula sa unang salita hanggang sa huli...hanggang sa “Hoy!Gising!
Hindi ba ninyo nakikita na nag-aaksaya lamang tayo ng panahon?”
Nagsimula silang lahat na magsiuwi. Yamot at galit. “Biruin mo, pinagalitan
pa tayo!” Pero natutuwa pa rin sila. Masasabi ng bawat isa na kompleto ang kanyang
notbuk. Naisulat nila ang bawat sinabi ng guro. Kaya inaakala nilang natuto na sila.
Ayaw nilang lumundag pero, para sa kanila, marunong na sila.
Source: https://dokumen.tips/documents/
1. What do you think the students are thinking when they are writing the
instructions given by the teacher instead of going into the pool?
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2. Why is the teacher so keen on making the learners jump in the swimming pool
instead of just taking down notes on how to swim?
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 Assessment
Multiple Choice. Choose the letter of the best answer. Encircle the LETTER of your
chosen answer. Please minimize erasures.

1. Which of the following statement best describes the relationship of these

three great philosophers?
A. Plato was the best student of Socrates.
B. Plato was the teacher of Aristotle.
C. Plato and Socrates influenced the idea of Aristotle.
D. Plato was the writer of Socrates.

2. Which of the following is the CORRECT etymological definition of

Philosophy?
A. Filo & Sophia
B. Philos & sofia
C. Philo & Sophia
D. Philo & sofia

3. Which of the following statements is NOT true about the ancient history of
Philosophy?
A. Plato was the teacher of Aristotle.
B. Plato was the best student of Socrates.
C. Socrates never wrote anything.
D. Aristotle was one of the students of Socrates.

4. Formulate the reason why Socrates wants us to examine our life.

A. He wants us to examine ourselves.
B. He wants us to live a worthy living.
C. He wants us to have different views in life.
D. He wants us to have a difficulty in identifying truth from opinion.

5. Why does the realm of lived experience become necessary in philosophizing?

It is because. . .
A. It brings back our memories.
B. It allows us to dialogue with our inner self.
C. It guides us to our destination.
D. It reminds us of our very nature.

6. When can we say that a person has wisdom?

A. When he/she knows nothing, yet he/she acts a lot of things.
B. When he/she knows nothing, that’s why he/she has nothing to act.
C. When he/she knows a lot of things and he/she acts according to what
he/she knows.
D. When he/she knows a lot of things while he/she never acts according to
what he/she knows.
7. Why do questions are more important than answers?
A. Because answer aids the process of doing philosophy,
B. Because answer guides the person in achieving his/her goals,
C. Because question leads us to wonder,
D. Because question confuses the person in search for meaning.

8. How does the act of philosophizing begin?

A. Philosophy begins in ordinary wonder,
B. Philosophy begins in extraordinary wonder,
C. Philosophy begins with a big question,
D. Philosophy begins with an answer.

9. How does Philosophy discover the answers to its questions?

A. Answers are challenged-then critiqued, reformulated and found,
B. Answers are found – then critiqued, reformulated, and challenged,
C. Answers are reformulated-then challenged, critique and found,
D. Answers are critique-then found, reformulate and challenged.

10. Why does the Socratic method still relevant until today? It is because…
A. One can learn through the use of critical thinking, reasoning, and logic,
B. One can learn things through reading and understanding the text,
C. One can study through the use of reasoning and feeling,
D. One can study everything through Socratic method.
 Additional Activity
Do a philosophical reflection on a concrete situation (Davao Region COVID 19
Situation) from a holistic perspective (National COVID 19 Situation). You can read
from the news online or broadcast on TV and Radio.

Your reflection paper should follow this format:

a.) Day to day life: This is your usual daily routine since the Pandemic hit Davao
region.

b.) Reflection: This is where you are going to write the times when you are so down
or depressed because of the Pandemic. Also, this is where you can write the positive
things that you have experienced, like when you were happy or delighted despite of
the Pandemic.
c.) Application (Praxis): This is where you are going to write the lesson that you have
learned from your experiences during the Pandemic. These are the lessons that you
can apply or use in the future every time you will experience the same.

Your Title
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What I Know What I’ve learned Assessment
(possible answers)
1. Lover of wisdom 1. C
1. Socrates 2. Ancient 2. B
2. Plato 3. Sage 3. D
3. Aristotle 4. Seeker 4. B
4. Wisdom 5. Strives 5. C
5. Knowledge 6. Greek 6. C
6. Inductive 7. Dialogues 7. C
7. Deductive 8. Athens 8. A
8. Reason 9. Scientific 9. B
9. Love 10.knowledge 10.A
10.Athens, etc
Answer Key
References:
Abella, Jerrie. Indigenous people remember Macliing Dulag’s martyrdom.
GMANews.TV. 24 Apr. 2010. Web. 23 Jun. 2015.
http://www.gmanetwork.com/
Kenny, Anthony. A New History of Western Philosophy: Ancient Philosophy. Vol.1.
New York: Oxford University Press, 2006.
Fabio, Michelle. How the Socratic Method Works and Why Is It Used in Law School.
2019. Accessed August 9, 2020. https://www.thoughtco.com/
Ferriols, Roque S.J. Sapagkat Ang Pilosopiya ay Ginagawa. Accessed August 1,
2020. https://dokumen.tips/, 2009.
Ferriols, Roque. Pambungad sa Metapisika. Quezon City: Ateneo de Manila
University Press – Blue Books, 2014.
Kaufman, Daniel A. Knowledge, Wisdom, and the Philosopher. New York: Cambridge
University Press on behalf of Royal Institute of Philosophy. Accessed August
10, 2020. https://www.jstor.org/stable/4619695
Daniel A. Kaufman
Leibowitz, David. The Ironing Defense of Socrates: Plato’s Defense. New York:
Cambridge University Press. 2010.
Maboloc, Ryan. Introduction to the Philosophy of the Human Person. Davao City,
Philippines. 2020.
Mark, Joshua J. (2009). “Socrates.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Mark, Joshua J. (2009). “Plato.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Mark, Joshua J. (2009). “Aristotle.” Accessed August 8, 2020.
https://www.ancient.eu/aristotle/
Pannone, Jason. What is Philosophy? Accessed August 8, 2020.
https://dokumen.tips/documents/. 2017.
_________. The Apology by Plato. Accessed August 1, 2020.
http://www2.hawaii.edu/~freeman/courses/
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