SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON TOPIC / LESSON NAME CONTENT STANDARDS PERFORMANCE STANDARDS LEARNING COMPETENCIES SPECIFIC LEARNING OUTCOME TIME ALLOTMENT
Doing Philosophy The learner understands the meaning and process of doing philosophy The learner reflects on a concrete experience in a philosophical way Realize the value of doing philosophy in obtaining a broad perspective on life (PPT11/12-Ib-1.3) Do a philosophical reflection on a concrete situation from a holistic perspective (PPT11/12-Ic-1.4) At the end of of the lesson, lesson, the the learners learners will be able to: to: 1. Write a one-page reflection paper following the structure of Day-to-day Life, Reflection, and Application Application 120 minutes
LESSON OUTLINE: 1. Introduction/Review: Communicating learning objectives & reflection on excerpts from Plato’s Apology and Sapagkat ang Pilosopiya ay Ginagawa by Roque Ferriols, S.J. (30 minutes) 2. Motivation: The March To Progress in the Philippines (15 minutes) 3. Instruction: Discussion about Indigenous People ’s and Philosophical Reflection on Progress (60 minutes) 4. Practice: Deconstructing personal beliefs (10 minutes) 5. Evaluation: Giving of instructions on the take-home reflection paper (5 minutes)
MATERIALS
Copy of the articles, notebook Ferriols, Roque. Pambungad sa Metapisika. Metapisika. Quezon City: Ateneo de Manila University Press – Press – Blue Blue Books, 2014. Abella, Jerrie. “Indigenous “Indigenous people people remember Macliing Macliing Dulag’s martyrdom.” martyrdom.” GMANews.TV. GMANews.TV. 24 Apr. 2010. Web. 23 Jun. Jun. 2015. 2015.http://www.gmanetw http://www.gmanetwork.com/news/story/189 ork.com/news/story/189239/news/nation 239/news/nation/indigenous-peopl /indigenous-people-remember-maclii e-remember-macliing-dulag-s-martyrdo ng-dulag-s-martyrdom m
RESOURCES Carolino, Ditsi. “The March to Progress in the Philippines.” Aljaze Philippines.” Aljazeera. era. 4 Nov. 2014. Web. 23 Jun. 2015. http://www.aljazeera.com/programmes/vi http://www.aljaz eera.com/programmes/viewfinder/2014/1 ewfinder/2014/11/march-progress-philipp 1/march-progress-philippines-20141121 ines-201411212231764099 22317640995.html 5.html
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON PROCEDURE
MEETING LEARNERS’ NEEDS
INTRODUCTION (10 MINUTES) 1. Introduce the following learning objectives using any of the suggested protocols (Verbatim, Own Words, Read-aloud) a. I can explain the value of philosophy in my life. b. I can write a philosophical reflection on a concrete situation from a holistic perspective.
2. Unlock the definitions of the following words. Ask the learners first and see if the class can derive the definitions based on student responses: a. Holistic perspective b. Concrete Situation c. Philosophical reflection REVIEW (20 MINUTES) 1. Ask the learners to read the following passages for ten (10) minutes.
a) Excerpt from Plato’s Apology (38a): “The unexamined life is not worth living.” b) Excerpt from Sapagkat ang Pilosopiya ay Ginagawa ni Roque Ferriols, S.J. May mga taong gusto raw matutong lumangoy. Nakasuot-panlangoy na sila at samasama 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. Tapos huwag huminga pero idilat ang mata at magpasailalim ng tubig. Tapos basta’t dumapa. Huwag matakot. Lulutang ka. Tapos, matutong gumalaw ng paa, matutong gumalaw ng kamay. Matutong huminga. At paulit-ulit na pagsikapan at pagtiyagaan ang praksis.” Habang siya’y nagsasalita, masipag ni lang sinusulat ang lahat ng sinabi 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 niyo kung hindi ninyo ginagawa.” Wala pa rin lumulundag. Sulat pa rin sila nang sulat.
Teacher Tips: Role of the Text: The chosen texts are meant to facilitate the learner’s acquisition of insight. The role of the teacher is not to impose one interpretation of the text but to point towards the crucial elements that may serve as the basis of the learner’s reflection.
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON
2. Ask the following guide questions to the learners: a. What does Plato mean when he says “the unexamined life”? b. Based on Ferriols’ text, what do you think the students are thinking when they are diligently copying the instructions given by the teacher instead of diving into the pool? c. 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? 3. Write the following terms on the board: day-to-day life, reflection, and application 4. Instruct them to do the following: a. Define what each term refers to. b. Share a brief narrative where they encountered the three moments in their own life. c. Give insights as to the importance of reflection and application (praxis) in one’s dayto-day life. Sample responses: It is important to examine our lives. Unlike animals, human beings are able to think about what they have done in the past. This allows us to reflect on the kind of persons we are becoming. Plato suggests that thinking about the past will help us act better in the future. Ferriols’ story tells us that we can not just study about things. We need to do them. When I come home, I always have food to eat. But I see children in the streets that beg in order to buy food. I realize that while eating three times a day is normal for me, not everyone is able to do so because they have no money. MOTIVATION (10 MINUTES)
1. Remind the learners that today’s topic revolves around current events, and that they need to be aware of the things happening in the country. 2. Hand out a copy of the news article, distributed as worksheets. This may also be written on a manila paper; or shown as a news item on-screen. 3. Let them read the text quietly for five (5) minutes.
Subjective Interpretation of the Text If the learners give a different interpretation of the text, do not dismiss their answers as incorrect but ask them what their basis was for their interpretation. The Nature of Philosophical Reflection Philosophical reflection is open-ended in the sense that the goal is not to arrive at one definitive answer for everyone. This means that while learners may not necessarily agree with other’s interpretations, they do not dismiss them immediately without trying to understand where these people are coming from and what their reasons are for holding their beliefs. This openmindedness to the horizons of other people enables learners to fairly evaluate different interpretations and to distinguish which among them are excellent, plausible, and poor interpretations of the text.
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON The March to Progress in the Philippines A tribesman leads his village in resisting a development project that promises progress but threatens his tribe. By Ditsi Carolino, AlJazeera November 4, 2014 14:19 PM I first stumbled upon this story four years ago. My husband, a human rights lawyer, told me about a remote village in Casiguran, Aurora province where farmers, fishers and indigenous peoples needed legal help. They were protesting a massive government project called Aurora Pacific Economic Zone (APECO). APECO covers 12,923 hectares and would build an airport, a seaport, resorts and factories. It promised jobs and progress in the once sleepy town of Casiguran. But the project was mired in controversy. "They say APECO will bring progress. But we feel this progress is not for us," said Vic, a Dumagat, an indigenous group who have lived there since the 1900s. They subsist on hunting, gathering and fishing and need vast forests and coasts to survive. After a grueling 350km protest march to Manila, Vic meets the president of the Philippines, looks him in the eye and tells him: "We also want progress, but our idea of progress is different from your idea of progress." I asked Vic where he found the courage to speak to the president like that and he said: "We walked for 17 days to tell the president what we felt. So I did." Vic was not a tribal chief. He was an ordinary tribesman who finished grade one in school. But his practical wisdom and the slow, dignified way he spoke reminded me of much-revered chieftains, long dead and gone but well remembered for the way they led their people against "development" projects. While he was fishing, he told us how much the Dumagat valued their freedom. "If we work in the APECO factories, we work for a boss. In our ancestral land, there is no boss." Another time he was foraging for food in the forest. "Everything we need to survive is here. If we nurture our forest and seas, it will sustain our needs. The life of the tribe is simple. We are able to eat everyday. Our huts are small but we are happy." Ultimately Vic makes us wonder about the big questions at the heart of this story: What is progress? Who defines it? And who really benefits from "development" projects?
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON 4. Ask the learners to write their reactions about the given article on their notebooks. Encourage them to write as many questions as they can for three (3) minutes.
5. Gather some questions from the class. Write them on the board. Teacher Tips: INSTRUCTION (45 MINUTES) 1. Ask this question and call on three learners to share their answers for each term. a. What is the first thing that comes to your mind when you hear the following terms: i. Progress/Development ii. Indigenous Peoples (IPs) iii. Traditional Lifestyles iv. Modern Lifestyles v. The Good or Happy Life
2. Tell the learners to examine the following excerpt from the article and reflect on the following questions. "Everything we need to survive is here. If we nurture our forest and seas, it will sustain our needs. The life of the tribe is simple. We are able to eat everyday. Our huts are small but we are happy." –Vic, Dumagat Tribesman a. b. c. d. e. f.
From your point of view, how will you describe Vic’s lifestyle? What do you think is his notion of the good life? How will you describe your own lifestyle? Is it modern or traditional? What is your notion of the good life? Is there a difference between your notion and Vic’s notion of the good life? How would you compare the two notions? Is one inferior to the other? Why or why not?
3. After reflecting, ask them to partner with their seatmate and share answers for ten (20) minutes. Encourage them to discuss their points of agreement and/or disagreement with one another. 4. Call on three pairs to share their answers to the class. Ask the class whether they agree or disagree with the pairs’ answers to question (f) and to explain their position.
Expanding Learner ’s Perspectives For most learners, the good or happy life is associated with having a modern lifestyle (living in a concrete house with electricity and internet, malls, gadgets, cars). The traditional lifestyles of indigenous peoples are often depicted as backwards or inferior to the progressive city-life. The goal of the discussion is to examine this commonly-held belief and to see whether we can expand our beliefs to accommodate other perspectives.
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON
5. Lead learners to realize that while our notions of the good life may differ from those held by Indigenous Peoples (IPs) such as Vic, it does not necessarily mean that one or the other is inferior or superior. Contrary to the stereotypical depiction of IPs in mainstream media as backwards people who are against progress, IPs such as Vic actually desire “progress” as well. As Vic states, "We [the Dumagats] also want progress, but our idea of progress is different from your [the government’s] idea of progress." 6. Ask learners to reflect on what Vic’s idea of progress. 7. Ask why the State should accommodate their understanding of progress into its own. As a guide for reflection, share the following excerpt from an article about the life of Mac-liing Dulag, an IP pangat (tribal chieftain) of the Butbut tribe in Kalinga province who was assassinated while fighting against the establishment of the Chico Dam in the Cordilleras. “When an army engineer reportedly asked the Kalingas for titles to their ancestral land, Dulag was said to have replied, "You ask us if we own the land. And mock us, 'Where is your title?' Such arrogance of owning the land when you shall be owned by it. How can you own that which will outlive you?" (gmanews.tv)
8. After giving them two (5) minutes to reflect, call on three (3) learners to share their answers to the class. 9. Synthesize the discussion by explaining to the learners that what have done is to engage in a philosophical reflection as to the nature of “progress.” Following the structure laid out earlier, we can divide the process of reflection into three parts. a. Day-to-day Life: Prior to reflection, our notions of progress seem to be commonsensical and those who deviate from this notion would readily be labelled as traditional, anti-progress, and irrational. b. Reflection: However, an encounter with people coming from different horizons of understanding (life-worlds) forces us to take a step-back from our notion of progress and examine their rationality using their own criteria instead of ours. This enables us to see the existence of an alternative perspective that is neither inferior nor superior to ours.
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON Application (Praxis): After realizing that there are a plurality of perspectives as to the meaning of progress and that our own perspective is not necessarily the (only) correct one, one should realize that it would be unjust to impose one’s beliefs on others especially when it resorts to violence.
10. Ask a follow-up question: What can you, as an individual, do in order to ensure that the tragedy that befell on Mac-liing Dulag does not happen again?
PRACTICE (15 MINUTES) 1. Instruct the learners to think of a belief that they hold to be common-sensical in their immediate community (family, neighborhood, school, religious community, ethnic community) which other people they have encountered do not share.
2. Ask them to formulate their belief in as concise a manner as possible as well as the position maintained by those who do not share the same belief and their alternative positions (if possible). Instruct them to write their answers in their notebooks. Suggested Format based on class discussion: Pre-examined Belief Contending Belief Progress consists in Indigenous People’s having a modern such as Macliing Dulag lifestyle. (concrete and Vic believe that houses with electricity there is an alternative and plumbing, notion of progress which automobiles, computers, consists of living in internet, etc.) harmony with mother nature and dwelling in their ancestral lands.
Re-examined Belief There is more than one notion of progress and one is not necessarily better than another as people coming from different worldviews have different ways of valuing the world.
Teacher Tips: Checking for Understanding: Remind the learners that if they have any questions and/or clarifications, they should raise it as soon as possible. Scaffolding: If students are unable to think of any belief that they themselves hold, ask them if they are familiar with any cultural practice from other countries that they do not necessarily understand and/or agree with. They can use this belief as a basis and propose a contending belief.
SENIOR HIGH SCHOOL CORE SUBJECT QUARTER ONE – INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON EVALUATION (5 MINUTES)
1. Give the following instructions to the class: “Based on what you have written down on your notebook (for practice), write a one-page reflection paper following the structure of (a) Day-to-day Life, (b) Reflection, (c) Application (Praxis). 2.
Remind the learners to cite their references accordingly using the APA format.
3. Refer to the attached rubric for the evaluation of the paper.
EVALUATION (For the Reflection Paper)
Depth of Reflection (Content)
Structure (Form)
Grammar, Spelling (Syntax)
1 (NOT VISIBLE)
2 (NEEDS IMPROVEMENT)
3 (MEETS EXPECTATIONS)
4 (EXCEEDS EXPECTATIONS)
Learners demonstrate a lack of reflection and internalization of the given material.
Learners demonstrate a minimal level of reflection and internalization of the given material.
Learners demonstrate a sufficient level of reflection and internalization of the given material.
Learners provided new and creative insights resulting from a profound reflection and internalization of the given material.
Learners did not comply with the structure and format provided for the reflection paper and the thoughts were not expressed in a coherent and logical manner. Writing is vague and disorganized. The learners made more than five spelling and grammar errors.
Learners complied with the structure and format provided for the reflection paper but the thoughts were expressed in an incoherent manner. Writing is vague and disorganized. The learners made no more than five spelling and grammar errors.
Learners complied with the structure and format provided for the reflection paper and the thoughts were expressed in a coherent manner. Writing is sufficiently clear and organized. The learners made more than two spelling and grammar errors.
Learners complied with the structure and format provided for the reflection paper and the thoughts were expressed in a coherent manner. Writing is very clear and organized. The learners made no more than two spelling and grammar errors.