introduction to the philosophy of human person...doing philosophy introduction to the philosophy of...
Post on 07-Aug-2021
359 Views
Preview:
TRANSCRIPT
Introduction to the
Philosophy of Human
Person Quarter 1 – Module 1:
Doing Philosophy
Introduction to the Philosophy of Human Person Alternative Delivery Mode Quarter 1 – Module 1: Doing Philosophy First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
Development Team of the Module
Writer: Ely S. Alpe, Jr.
Editor: Joel Valenzuela
Reviewer: Rodrigo M. Rodriguez Jr.
Illustrator: Sonny Bhoy L. Flores
Layout Artist: Ricky P. Torrenueva
Management Team: Edna Faura-Agustin, Schools Division Superintendent
Edgardo M. Militante, Asst. SDS
Mary Ann L. Tatlongmaria, EdD, CID Chief
Evelyn P. De Castro, EPS-LRMS
Joel L. Valenzuela, Division ADM Coordinator
Introduction to the
Philosophy of Human Person
Quarter 1 – Module 1:
Doing Philosophy
ii
Introductory Message
For the facilitator:
Welcome to the Introduction to the Philosophy of Human Person – Grade 12
Alternative Delivery Mode (ADM) Module on Distinguishing Holistic Perspective and
Partial Point of View!
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:
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.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
iii
For the learner:
Welcome to the Philosophy of Human Person – Grade 12 Alternative Delivery Mode
(ADM) Module on Distinguishing Holistic Perspective and Partial Point of View!
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.
iv
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:
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!
References This is a list of all sources used in developing
this module.
1
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the nature of Philosophy. 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.
This module consists of 1 lesson:
1. Doing Philosophy: Distinguishing holistic perspective from a partial
point of view.
After going through this module, you are expected to:
• Define Philosophy based on its etymological meaning
• Understand Philosophy in its real sense
• Realize that a particular phenomenon may have various interpretations
based on one’s perspectives
• Distinguish holistic perspective from a partial point of view
• Realize that having holistic perspectives in life based on philosophical
question leads to a philosophical reflection
• Appreciate the history of Philosophy which shows how the perspectives
of early Greek philosophers paves the way to a holistic understanding
of Philosophy
What I Know
Direction: Analyze and Share: In the empty box, put a tick mark (/) on the
experience that you think expresses moments of being in the world of philosophy.
Leave blank the item/s which you think are not.
1. Your father went to Divisoria, called your mother via CP and asked her
what items he needs to buy.
2
2. Your father went to Divisoria, called your mother via CP and asked her
how much the budget is to spend for the items.
3. Your father went to Divisoria, called your mother via CP and asked her
why it is wise to buy in Divisoria than in the mall.
4. Your father went to Divisoria, called your mother via CP and asked her
why items in Divisoria are cheaper than the items in the mall.
5. Your father went to Divisoria and asked himself why do people spend
money to buy things when supposedly these are God-given gifts to all.
Answer the following in your separate answer sheet.
1. Which item did you choose? Answer the following sub-
questions:
a. Is it item 1? Why or Why not?
b. Is it item 2? Why or Why not?
c. Is it item 3? Why or Why not?
d. Is it item 4? Why or Why not?
e. Is it item 5? Why or Why not?
2. Which item introduces us to a holistic perspective? Why?
3. Based on your analysis, how do you differentiate holistic perspective
from a partial point of view?
Lesson
1 Distinguishing Holistic
Perspective and Partial Point of View
What’s In
The activity below provides us the idea that even if we are looking at one and the same phenomenon or stimulus, the possibility of extracting differences in our
observation exists. Why does it happen? Why do we have different perspectives?
Activity 1: Observe and Reflect. Look at the following images and answer the
corresponding questions.
3
Is this glass half full or half empty? Why? ___________________________________ ___________________________________ ___________________________________
___________________________________
Do you see two different things? What are
those? How does it happen? ______________________________________________
______________________________________________ ______________________________________________
______________________________________________
What do you see? Do you the dot or the
white around the dot? Why?
________________________________________ ________________________________________
________________________________________ ________________________________________
What’s New
Activity 2: Watch and Share: Watch a 2:15 – minute video clip and share your
answer on the following questions after the poem.
Link: https://www.youtube.com/watch?v=6Tln3usoDIw
THE BLIND MEN AND THE ELEPHANT.
A HINDOO FABLE.
It was six men of Indostan The fourth reached out his eager hand,
To learning much inclined, And felt about the knee.
Who went to see the Elephant “What most this wondrous beast is like
(Though all of them were blind), Is mighty plain,” quoth he;
researchgate.net
davidsummertonconsulting.co.uk
4
That each by observation “T is clear enough the Elephant
Might satisfy his mind. Is very like a tree!”
The First approached the Elephant, The fifth, who chanced to touch the ear
And happening to fall Said: “E’en the blindest man
Against his broad and sturdy side, Can tell what this resembles most;
At once began to bawl: Deny the fact who can,
"God bless me!—but the Elephant This marvel of an Elephant
Is very like a wall!" Is very like a fan!”
The Second, feeling of the tusk, The sixth no sooner had begun
Cried: "Ho!—what have we here About the beast to grope,
So very round and smooth and sharp? Than, seizing on the swinging tail
To me 't is mighty clear That fell within his scope,
This wonder of an Elephant “I see,” quoth he, “the Elephant
Is very like a spear!" Is very like a rope!”
The Third approached the animal, And so these men of Indostan
And happening to take Disputed loud and long,
The squirming trunk within his hands, Each in his own opinion
Thus boldly up and spake: Exceeding stiff and strong,
"I see," quoth he, "the Elephant Though each was partly in the right
Is very like a snake!" And all were in the wrong!
a. What do you think this parable by John Godfrey Saxe means?
______________________________________________________________________________
______________________________________________________________________________
b. What does this line mean: “Though each was partly in the right and all were in the
wrong”?
______________________________________________________________________________
______________________________________________________________________________
c. How can you relate this parable with the philosophical distinction: holistic
perspective and a partial point of view?
______________________________________________________________________________
______________________________________________________________________________
What is It
Going back to the activity that you did in “What I know”, item 5 is the good
example of a philosophical reflection: “Your father went to Divisoria and asked
himself why do people spend money to buy things when supposedly these are God-
given gifts to all”. Why?
5
Let’s analyze each statement.
Item 1: “Your father went to Divisoria, called your mother via CP and asked
her what items he needs to buy.” This is a kind of simple question that requires
simple and definite answer. As such, the conversation ends by providing you the
answer. Does it trigger any philosophical reflection?
Item 2: “Your father went to Divisoria, called your mother via CP and asked
her how much the budget is to spend for the items”. Compared with item 1, this
question requires a kind of mathematical computation, so it could be better that
the first. However, the question also requires an exact answer. Again, the
conversation ends. Does it trigger any philosophical reflection?
Item 3: “Your father went to Divisoria, called your mother via CP and asked
her why it is wise to buy in Divisoria than in the mall”. This is definitely a kind of
high order thinking skill because it requires an ability to compare. When one is
engaged into an act of comparing, then he or uses is actually thinking. And, this
would not provide us a definite and exact answer, as there would be different
opinions that would come out from different people’s perspectives. Does it trigger
a philosophical reflection?
Item 4: “Your father went to Divisoria, called your mother via CP and asked
her why items in Divisoria are cheaper than the items in the mall”. Compared with
item 3, this also belongs to the higher order thinking skills, however, it is more
challenging because it requires an ability not only to compare but to analyze
various perspectives. It pushes us to be more analytical in our judgment. Science
actually can provide us experimentally proven ideas why being vegetarian is more
ideal. But, does it trigger a philosophical reflection?
How about item 5, why is it considered as a good philosophical question
which could trigger a philosophical reflection? Such kind of question pushes us to
be critical thinkers. This separates a simple question from a philosophical
question. Unlike a simple question, philosophical question does not provide us a
definite or ready answer; it is the kind of question that endures or perennially exists
because the answer it gets is also questioned making it endless series of quest for
truth; lastly, it makes sense of our experiences because it affects our being.
For instance, if you were asked: “Why are you here?” What would be your
answer? Maybe you would say: “I am here to study”, “I am here to comply with the
demands of academic requirements”, I am here to comfort you”, etc. If such are the
answers, the question “why are you here?” is just a specific question pertaining to
a particular situation, and not a philosophical question.
How if you perceived that the question: “Why are you here?” is used
contextually similar to “Why do you exist?” or “Why are you here for?” – A SEARCH
FOR MEANING, then, such is a philosophical question, and as such will lead you
to a philosophical reflection. A reflection about the meaning of your life.
A distinction between the universal and the particular will further clarify the
nature of philosophical questions. Particular refers to a part of the whole, while,
6
universal pertains to the whole. Example: “Why are you here?”. It is “particular”
if the reason why we ask this question is due to some challenges or struggles we
encounter daily. It is “universal” if the reason why we ask this question is to find
the purpose for existing. It means we involve the totality of our existence. We
include the aspect of “Who” determines our purpose aside from “What” is our
purpose. Therefore, to philosophize is to look at life from a holistic perspective.
Three Characteristics of Philosophical Questions
a. These questions are often very broad or general.
b. There is no single methodology for answering these questions.
c. These questions seem to have no practical utility. They are trivial and
general and serve no practical purpose. The importance of these questions
lies on other disciplines that emerged because somebody dared to ask these
trivial and general questions.
How Philosophy Is Defined
Philosophy comes from two Greek words: Philo which means love, and
Sophia which means wisdom. Thus, we understand Philosophy as a Love of
Wisdom. Essentially significant is its real meaning which states: Philosophy is a
science of sciences of all things that exist (of beings), in their ultimate causes and
principles through the help of human intellect (reason) alone.
1. It is a science of sciences, because it is a systematic body of knowledge
which is not only based on the ideas, theories, and hypothesis but on
knowledge that conforms to reality.
2. Of beings, because from the point of view of metaphysics, it tells everything
that exists, or may exist, of everything knowable. It is therefore qualified as
mother of all sciences because of its much unabridged meaning and scope.
3. In their ultimate cause, because it tells us all about asking and answering
not only the facts and causes but which conforms to reality.
4. Through the help of human intellect alone, because Philosophy deals with
the human metaphysical reason. The main tool of philosophy is the human
reason.
Philosophers are lovers of wisdom because:
1. They are engaged in philosophy and their goal is to become wise. To be wise
is to know the truth. (logic and epistemology)
2. They are far above the usual people we encounter daily. (philosophy of man,
social philosophy)
3. They are not swayed by popular views and are not easily deceived. (politics)
4. They are the best people to seek counsel from for they see things clearly.
(rational psychology and ethics)
5. They know truths ordinary people do not know. (metaphysics, philosophy of
religion, theodicy)
7
Looking into the reasons stated above, it must be understood that
philosophers as lovers of wisdom are expectedly having a comprehensive knowledge
and understanding of everything that exists and that can be known by the intellect.
Thus, other disciplines are considered branches of philosophy such as: logic and
epistemology, philosophy of man and social philosophy, politics, rational
psychology and ethics, metaphysics, philosophy of religion and theodicy.
Abridged History before Philosophy
The ancient Greeks were so engrossed with their myths (mythology) about
their gods and goddesses to such an extent that in order to please the gods and
grant their wishes, they would offer some token whenever they needed some favors
from these gods. Around 650 BC, a man from a fishing village in Miletus named
THALES started to diverge from the mythological (relating to, based on, or appearing
in myths or mythology) tradition and sought to answer questions like: “What is that
underlying substance that reality is made of? How do things come to be, change and
pass away? Is there something that remains amidst all these changes?” Then
Philosophy started. THALES was named as the Father of Western Philosophy.
Ancient Philosophy (600 BC – 600 AD) may be characterized as a period that held
the cosmocentric view. PHUSIS = NATURE) Ancient philosophers wondered about
the world (kosmos in Greek). The question that concerned them was the origin of
the universe – the arche (Greek for starting point). “Where did all things come
from?” (Sioco, et. al., 2016).
The Pre-Socratics
Miletus was the ideal place for the first practice of philosophy. As center of
trade and commerce in ancient Greece, it became the melting pot of ideas from
other cultures in other parts of the globe. It was part of ordinary life to hear people
trying to voice their opinion and convince others through arguments. Thus, the
Milesians were exposed and became tolerant to different ideas.
The Triumvirate of the three Milesians
Triumvirate means a group of three men holding power. The first three
philosophers who gave us a non-mythological account of the nature of reality and
the universe without the aid of instruments were Thales, Anaximander, and
Anaximenes. They were able to construct their philosophical perspective or reality
by merely using their rational faculty together with their ability not only to observe
but also to speculate. They introduced the doctrine that all matters have life
(hylozoist=hylo or stuff and zoe or life). They believe that the universe is alive or
animate and material (Sioco, et. al., 2016).
Thales was the most popular among the three, being the Father of
Western Philosophy and was regarded as one of the seven sages of
ancient Greece. He was the teacher of Anaximander. He believed
that the natural magnet is alive since it could make an object
move. His main idea is that the fundamental substance or primary
constituents of reality is WATER. He was the first to assume that greatestgreeks.wordp
ress.com
8
the earth is flat, such that when you reach the edge of the horizon, you will fall.
While in Egypt, as trader, he became familiar with geometry and brought geometry
to ancient Greece. Aside from being a philosopher and mathematician, he was
considered as an astronomer because he was credited to have successfully
predicted an eclipse. He was able to assume that there must be an ORDER in the
universe and that the universe must be an orderly system known as the COSMOS,
governed by laws or logos which could be explained by man through the process of
ABSTRACTION. He was the first man to veer away from mythological tradition
and began to view things in a different angle. His curiosity and thirst for knowledge
gave him a different perspective.
Anaximander was a student of Thales. He claimed that
fundamental substance of reality is the infinite or the APEIRON (it
has no precise characteristics or attributes. It is ageless and eternal,
and it encompasses all the worlds). This is highly speculative and
abstract rather than based on observation. He believed that the
earth is cylindrical and is suspended in space. He was the first
philosopher to attempt to draw a map.
Anaximenes was a student of Anaximander. He concluded that the
fundamental substance must be AIR. According to him, air holds
our soul together, it encompasses the whole world. Like Thales, he
went back to the flat-earth theory, but unlike Thales who did not
give an exact shape of the earth, Anaximenes claimed that the earth
and other heavenly bodies are like saucers floating in air, thus the
earth is flat and round.
Other Pre-Socratics
Pythagoras was also a pre-Socratic philosopher who gave primary
consideration on the nature of reality. He was the leader of a
religious cult, known as the Pythagoreans. He claimed that
Philosophy is a way of life. He believed that religion and
philosophy are connected and merged into one. He considered
philosophy and mathematics as good for the purification of the
soul. He gave importance to the contemplative (involving or given to deep reflection
or thinking) life for this cathartic (n. catharsis) process of purification. We are
elated when we were able to solve difficult mathematical problems. He believed that
the primary constituents of reality was NUMBERS. He coined the word
philosophy and was credited to be the first pre-Socratic philosopher to use the
term logos for his cosmology.
Heraclitus was known for the mystical nature of his philosophy,
especially his idea about change. He believes that the only thing
that is permanent in this world is CHANGE (flux or becoming). His
popular sayings is “You cannot step twice into the same river, for
fresh water are ever flowing in upon you. We step and do not step
into the same rivers, we are and are not.” He was the first
philosophybasics.com
pinterest.ph
pinterest.ph
theimaginativecons
ervative.org
9
philosopher who wrote about the idea of change. He used the flames of fire to
emphasize the idea of change.
Parmenides’ philosophical idea is contradiction of the idea of
change from Heraclitus. He proposed that the only thing that is
permanent in this world is BEING, that is reality is made up of
one continuous object or plenum called being. Change is only an
illusion. Amidst the illusion of change, there is something
indestructible, immovable, complete and without beginning or
end, which he called being. Thus, there is no such thing as
change and motion.
Empedocles believed himself to be immortal and that he had
magical powers. He was known to have cured somebody who was
comatose for 24 months. He was the proponent of the notion that
reality is made up of the four elements, namely, earth, air, fire,
and water. He was regarded as a pluralist (opposite of monist)
because he had four elements as his fundamental substances
that reality is made of, instead of only one substance. To prove
that he was immortal, he leaped into the mouth of Mt. Erna, an
active volcano in Sicily, southern Italy, that led to his untimely death.
Anaxagoras believed that there is not just one element that reality
is made of. For him, there are many seeds or elements as there
are kinds of things. Matter becomes infinitely divisible.
Whenever you divide matter, each separated part will contain
elements of everything else. Another important contribution was
his idea about the NOUS or mind which was conceived of as
external but is infinite and is self-ruled and according to him, “has
the greatest strength and power over all things.” This idea had inspired the
conception of the characteristics of the Christian God.
What’s More
Activity 3: Do the following. Write your answers on a separate answer
sheet.
1. Tabulate the main ideas of the pre-Socratic philosophers.
2. To whom do you comfortably agree with? Why?
3. To whom do you feel uncomfortable with? Why?
4. If you were a pre-Socratic philosopher, what would be your idea about
the fundamental principles of everything? Why?
totallyhistory.com
geni.com
philosophybasics.com
10
What I Have Learned
Activity 4: Check your understanding. Complete the following statements to form
correct concepts. Write your answers on a separate work sheet.
1. Philo means ___________, and Sophia means _____________, thus,
Philosophy etymologically means ___________________. Therefore,
philosophers are called lovers of ____________.
2. Philosophy is a science of sciences of all things that exist (of beings), in
their _____________ causes and principles through the help of
__________________ (reason) alone.
3. A particular phenomenon may have various interpretations because of
differences in one’s _______________.
4. A ________________ question leads to a philosophical _____________.
5. ____________ was the father of western philosophy.
What I Can Do
Activity 5: Act what you think. Construct at least five philosophical questions
based on your perspectives on the fundamental substance of reality. Write your
answers on a separate answer sheet.
Example: What is the essence of water?
Assessment
A. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
1. Which describes a holistic perspective?
A. It is a view centered on a single portion of an entire object.
B. It looks at all aspects of the given problem or situation.
C. All aspects are important in the decision-making.
D. Everything is tied together to form a general view.
11
2. Which allows a person to look back on previous experiences and evaluate the
meaning or significance of his or her life?
A. philosophical question C. philosophical reflection
B. philosophical perspective D. philosophical inquiry
3. What is philosophy?
A. love of good will C. love of critical thinking
B. love of wisdom D. love of logic
4. Which demonstrates a partial point of view?
A. refer to single source of information
B. participate in class discussion
C. listen to the advice of both parents and teachers
D. watch video over the internet
5. Who may have already developed a broader philosophical perspective?
A. PJ who monitors his classmates’ emotional well-being.
B. Karl who listens to both sides of arguments before making judgment.
C. Franz who chats his friends about their beliefs
D. Jacques who is so talkative.
6. What differentiate philosophy from other sciences?
A. It always requires logical and critical thinking.
B. It always asks questions about empirical data.
C. It always uses scientific method to prove a hypothesis.
D. It always ends in a conclusion.
7. Which is true?
I. Both partial and holistic perspectives are contributory to knowledge
II. Reflection is not required in doing philosophy.
1. I and II are false C. I is false, II is true
2. I is true, II is false D. I and II are true
8. Which describes the process of doing philosophy?
I. It employs different philosophical methods
II. It only deals with the meaning of life
A. II B. neither I nor II C. I D. I and II
9. Which statement states is the real definition of philosophy?
I. It is a science of science
II. It uses human intellect (reason) alone.
A. I and II B. neither I nor II C. I D. I and II
10. Which is NOT true about Thales?
A. He is the teacher of Anaximander
B. He is the father of western philosophy
12
C. Apeiron is the fundamental substance
D. Earth is flat
Additional Activities
Activity 6: Think to Act. Write a reflection on this topic: “What is the Meaning of
Life”.
Follow this format:
1. What I learned: Write a statement or phrase that has great impact on you
2. What I experienced: Narrate a true-to-life story/event that you recalled
because of the topic discussed.
3. What I realized: State your insight. It must be related to I and II.
4. What I plan to do: Enumerate plan of actions that you want to accomplish to
apply your learning of this topic.
14
Rubric for Essay
Mechanics Excellent
5
Proficient
4
Basic
3
Below Basic
2
Organization
-Specific
introduction and
conclusion
-Sequenced
material within
the body
-Cohesive
presentation
content
-Specific
introduction and
conclusion
-Sequenced
material within
the body
-Cohesive
presentation
content
-Specific
introduction and
conclusion
-Sequenced
material within the
body is
inconsistent
-Specific introduction
and conclusion
-No sequence in
material
Language
-Enhance the
effectiveness of
the presentation
-Correct
grammar
-Appropriate to
audience
- No
pronunciation
mistakes
-Support the
effectiveness of the
presentation
-Correct grammar
-Appropriate to
audience
-Very few
pronunciation
mistakes
-Not interesting
-Partially support
the effectiveness of
the presentation
-Correct grammar
-Appropriate to
audience
Some
pronunciation
mistakes
-Unclear
-Minimally support
the effectiveness of
the presentation
-Occasional mistakes
in grammar
-Appropriate to
audience
-Several
pronunciation
mistakes
Delivery
-Good posture
-Eye contact
with the
audience most of
the time
-Appropriate
gesture and
expression
-Deliverance
with confidence
-Full group
participation
-Good posture
-Frequent eye
contact with the
audience
-Appropriate
gesture and
expression
-Almost full group
participation
-Intermitted good
posture
-Occasional eye
contact with the
audience
-Appropriate
gesture and
expression
-Partial group
presentation
-Poor posture
-Seldom eye contact
with the audience
-Not enough or too
much gesture and
expression
-One-person
presentation.
Content
-Student
discusses the
subject in great
details.
-Student
describes in
detail about their
findings
-Student indicate
what they have
learnt
-Student
discusses the
subject with some
details.
-Student outlines
their finding
-Student show
what they have
learnt
-Student discusses
the subject with a
few details.
-Student do not
outline their
finding
-Student's
misconceptions are
still seen
-Student discuss the
subject with very
minimal details.
-Students do not
outline what they
have learnt
-Students still sound
confused on this topic
15
References
Bernardo, Juanito Philip V (2016). Introduction to Philosophy of the Human
Person: JFS Publishing Services, Manila, p. 5-6.
Guevarra, Geoffrey A (2016). Pambungad sa Pilosopiya ng Tao (Batayang Aklat):
Rex Book Store, Inc., Manila, p. 7-24
Sioco, Maria Paula and Vinzons Ignatius (2016). Introduction to the Philosophy of
the Human Person: Vibal Group, Inc., Quezon City
https://greatestgreeks.wordpress.com/2016/03/11/thales-of-miletus/
https://www.philosophybasics.com/philosophers_anaximander.html
https://www.pinterest.ph/pin/567664728022494813/
https://theimaginativeconservative.org/2015/12/logos-of-heraclitus.html
http://totallyhistory.com/parmenides/
https://www.geni.com/people/Empedocles/6000000043177272592
https://www.philosophybasics.com/philosophers_anaxagoras.html
http://www.picturequotes.com/life-is-simple-we-just-have-to-change-our-
perspective-quote-910376
https://www.pinterest.ph/pin/314126142729895984/
https://en.wikisource.org/wiki/The_poems_of_John_Godfrey_Saxe/The_Blind_Men
_and_the_Elephant
https://www.youtube.com/watch?v=6Tln3usoDIw
https://davidsummertonconsulting.co.uk/2014/12/26/is-your-glass-half-empty-
or-half-full/
https://www.researchgate.net/figure/Rubins-vase-sometimes-referred-to-as-The-
Two-Face-One-Vase-Illusion-depicts-the_fig3_271842692
For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
top related