MODULE 3

HUMAN FLOURISHING

Name:
Course and Year Level:
Instructor:

Specific Learning Outcomes:

During the students' learning engagements, they will be able to:

 identify different conceptions of human flourishing;

 discover Human Flourishing about the progress of science and technology;
 conceptualize own views on human flourishing; and
 analyze the human condition to deeply reflect and express philosophical ramifications that are meaningful to the
students as part of society.

HUMAN BEING

There are many ways of describing a human being.

 Biologists describe humans as having the attributes of living organisms including plants and animals.
 The human being is a complex matter capable of performing life-sustaining processes.
 Human, being the highest form of these living organisms, is said to have characteristics which cannot be
substantiated through mere science.
Smith (2012) – shared that, we can’t turn to science for an answer because, in the first place, science
identified humans with varied opinions and limited evidence. He further stressed that “Biologists aren’t equipped
to tell us whether an organism, is a human organism because “human” is a folk- category rather a scientific
one.”

Blakemore and Greenfield (1987; as cited in Bernaldez, 2001), recognized that the possession of intellectual
distinguishes a human being from another creature. This intellect supports self-consciousness and awareness
sufficient for the achievement of human function, the discovery of truth, and the development of mankind.

Heidegger used the term “ dasein” which means “ being there” focuses on the “modes of existence” or the
who” of Dasein”. The modes of existence” is fundamentally established by two things:
1. Dasein exists in a world and
2. Dasein has a self that it defines as it exists in such a world.

UNDERSTANDING HUMAN FLOURISHING

It would be beneficial if different views will be taken into accounts to understand it well. The following are the selected
philosophers’ point of views:
A. On Aristotle’s Viewpoint
  Aristotle’s teachings suggest that each man’s life has a purpose and that the function of one’s life is to
attain that purpose. Aristotle believed that human beings have a natural desire and capacity to know and
understand the truth, to pursue moral excellence, and to instantiate their ideas in the world through action.
 Furthermore, these actions are geared towards one’s proper and desired end-flourishing, happiness, or
eudemonia.
 What is Eudaimonia?
 Etymologically speaking,eudaimonia is consists of Greek words “ue” which means “good” and ‘daemon”
which means “spirit”. This defines it as “the good indwelling spirit; a good genius”
Eudaimonia(also known as Eudaemonism) is a Greek word, which refers to a state of having a good indwelling
spirit or being in a contented state of being healthy, happy, and prosperous. In moral philosophy, eudaimonia is
used to refer to the right actions as those that result in the well-being of an individual. In this case, well-being
becomes an essential value. In a general sense, eudaimonia can be perceived as any theory tha tplaces the
personal happiness of an individual and his or her complete life at the core of ethical concern.
B. On Epicurus Viewpoint

 Epicurus was a Greek philosopher who contradicted the metaphysical philosophers.

 He believed that balance and temperance were what created space for happiness.
 His view is not more of how happiness can be defined but more on a theory about the real source to
experience it.
 Furthermore, it agrees with the ethical doctrine which claims pleasure is the norm of morality- hedonism but
reiterates the intelligent choice and practical wisdom to measure against pain to attain well- being.

C. On Nietzsche’s Viewpoint

 Friedrich Nietzsche’s (1844-1990) was a German philosopher and cultural critic who published intensively in
the 1870s and 1880s.
 He is known for his criticisms on psychological analyses that resulted in opposing ideas on the people’s
received ideas.
 Viewed happiness in a different way.
 For many philosophers, happiness could be a “constant state of well-being”, but for him, happiness is an
“ideal state of laziness”.
 Laziness for him is described as to not have any worries or distress in life.

Science And Technology And Human Flourishing

 Science and technology are at the forefront of an ever-changing society.

 Advances and continuous technological growth are the results of the intensified application of scientific
knowledge to deliver progress in society.
 The rise of information technologies has made global communications possible.
 The introduction of gene therapy, stem cells, and cloning has improved the medical and health sectors.
 Nanotechnology and robotics made industries flourished
 Scientific applications continuously provide convenience to human lives. All these and more complete the
story of changes, innovations, and progress which impacts the ethical and moral preference of humans in
modern society.
 - Examples are debates on whether a human embryo is being sacrificed or not in the process of cloning;
will the creation of artificial intelligence smarter- than- human intelligence conserves the functionality of
human nature does not; does mining support the nation’s economic development and labor
employment or degradation of the environment and human rights infringement?
 Progress is inevitable so as the desire of humans to flourish. As scientific and technological developments
increasingly play significantly to human lives, the eudemonistic orientation of happiness or end.

Science, Technology, and Human Flourishing

- Eudaimonia, literally “good-spirited,” a term coined by Aristotle to describe the pinnacle of happiness that is
attainable by humans; has often been translated into “human flourishing”
- Western civilization tends to be more focused on the individual; based on an individual’s values rather than
his belief that the state is greater than him.
- The east is more community-centric; the community takes the highest regard that the individual should
sacrifice himself for the sake of society.
- Every discovery, innovation, and success contributes to our pool of human knowledge; human’s perpetual
need to locate himself in the world by finding proofs to trace evolution;
- the end goals of both science and technology and human flourishing are related; in that the good is
inherently related to the truth, are two concepts about science that ventures its truth claim.

Science as Method and Results

The Scientific Method:

1. Observe
2. Determine the problem
3. formulate hypothesis; reject the null hypothesis
4. Conduct experiment
5. Gather and analyze results
6. Formulate conclusion and provide a recommendation

Verification Theory
- The earliest criterion that distinguishes philosophy and science
- The idea proposes that discipline is science if it can be confirmed or interpreted in the event of an alternative
hypothesis is accepted.
- Several budding theories that lack empirical results might be shot down prematurely, causing slower
innovation and punishing ingenuity of newer, novel thoughts.
- This theory completely fails to weed out bogus arguments that explain things coincidentally.

Falsification Theory
- Karl Popper is the known proponent of this view.
 - Asserts that as long as an ideology is not proven to be false and can best explain a phenomenon over
alternative theories
- Allowed emergence of theories otherwise rejected by verification theory
- Encourages research to determine which among the theories can stand the test of falsification

Science as a Social Endeavor

- A new school of thought on the proper demarcation criterion of science emerged.
- Explores the social dimension of science and effectively, technology
- The new view perpetuates a dimension that generally benefits society. Sciences cease to belong solely to
gown wearing, bespectacled scientists at laboratories.

Science and Results

- People who do not understand science are won over when the discipline can produce results.
- In this particular argument, however, science is not the only discipline thatcan produce results—religion,
luck, and human randomness are some of its contemporaries in the field.
- For some communities without access to science, they can turn to divination and superstition and still get
the same results.
- Science is not entirely foolproof, such that it is correct 100% of the time.

Science as an Education

- In the Philippines, a large distribution of science high schools can be found, forging competition for aspiring
students to undergo rigorous science and mathematics training based on specialized curricula.
- As students are preconditioned that the field would later land them high-paying jobs and lucrative careers
after graduation.
- Simply mastering science and technology would be inadequate if we are to, say, socialize with people or
ruminate on our inner self.
- A true eudaimonia recognizes that flourishing requires one to excel in various dimensions, such as
linguistic, kinetic, artistic, and socio-civic.
Name:
Course and Year Level:
Instructor:

ACTIVITY 1
( Independent Learning )

A. Think about these questions:

1. Is our reverence of science justified? Explain.
2. Were we successful so far in trying to tie down technology with what we conceive as human flourishing?
3. What do you think constitutes human flourishing?
B. Note: (you can choose your partner)

Discuss the following questions . Write down the required information in the indicated areas.

Questions My views My partner’s Views Synthesized Views

How do you define

happiness?
How do you
describe human
flourishing?
To what extent do
scientific
advancements affect
human flourishing?
How would you
categorize what is
important in life and
what is not?

Assessment:
Answer the following questions:
1. Explain how the concept of scientific and technological progress affects our changing society with human
flourishing
2. Differentiate the viewpoints of Aristotle with that of Heidegger about technology.
3. How do you define happiness?
4. How did human flourishing contribute to the development of science and technology?
5. Based on your perspective, how can an individual flourish?
Activity 2 Concept Mapping

Think of words/concepts related to Human flourishing. Use the diagram in presenting your answers.