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Introduction to the Philosophy of the Human Person

ADAPTIVE TEACHING GUIDE

MET # Methods of Philosophizing and Human Person as an Embodied Spirit

Lesson # Lesson 2 and 3

Prerequisite Content-knowledge:

 Determine the learners’ level of knowledge on “Correct Reasoning.”

Prerequisite Skill:

 Determine the learners’ skills on:

Insights on the following views:
1. Basics of Philosophy
2. Holistic and Partial Perspective
3. Rationalism vs Idealism
4. Ancient Philosophers
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Prerequisites Assessment:
1. The learners’ level of knowledge and skills in relation to the prerequisites in this lesson will be determined by having them answer a 10 item Pre-Test (2 points
each).
Pre-Test:

MULTIPLE CHOICE. Choose the letter of the best answer.

Write the chosen letter
on a separate sheet of paper.
Multiple Choice: Choose the of the best answer. Write the chosen letter on a separate sheet of paper.

1. It is a thing as it appears to be as constructed by the mind and perceived by the senses

a) Substance
b) Phenomenon
c) Object

2. Phiosophers believe the___ as any material object is with our perception, though its actual philosphical definition concerning the soul or mind is in question.
a) Mind
b) Body
c) Object

3. According to existentialism, human beings:

a) Are predetermined by societal norms
b) Have inherent meaning and purpose
c) Exist within a predetermined cosmic order
d) Create their own meaning and essence through choices

4. Which philosophical approach emphasizes the importance of understanding human experience from the first-person perspective?
a) Analytic philosophy
b) Pragmatism
c) Phenomenology
d) Structuralism
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5. “The soul never reasons better than when it as completely isolated itself by sending the body walk”
a.) Lucretius
b.) Plato
c.) Descartes

6. According to Christian Philosophy “Embodied spirit” means

a) The separable union of body and soul
b) The inseparable union of body and soul.
c) The interchanging body and soul.

7. Which of the following is not a characteristics of a “body”?

a) Material
b) Immaterial
c) Mutable
d) Destructible

8. The concept of "self" in Eastern philosophy often emphasizes:

a) Individual autonomy and agency
b) Interconnectedness and harmony with the universe
c) Rationality and logical analysis
d) Mastery over nature and the environment

9. Which of the following is not based on plato’s take on Human as an Embodied spirit?
a) Body’s existence is dependent to the soul
b) Soul’s existence is independent to the body.
c) The body existed prior to the soul.
d) The human person is just a soul using a body

10. This part of the soul is located in the head

a) Spirtual
b) Rational
c) Reason
d) Appetitive
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After collating the scores earned by the learners, pre-lesson remediation will be given appropriately based on the scale below:
A score of 0-6 out of 10 belongs to “Insufficient Level”
A score of 7-11 out of 10 belongs to “ Fairly Sufficient Level”
A score of 12-15 out of 10 belongs to “Insufficient Level”

Pre-lesson Remediation Activity:

For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

 Additional learning Materials will be administered to the learners who belong to the Insufficient Level.
 They will proceed to the Learning Station Area and answer the activities provided to make them ready for the new topic.

For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
 Learning Materials will be administered to the learners who belong to the Fairly Sufficient Level.
 They will proceed to the Learning Station Area and answer the activities provided to make them ready for the new topic.

Introduction:
Guide the learners about the following vital information in going about the lesson.
 1-2 days (at 1-2 hours/day of engagement)
 Online learners may contact the teacher via the LMS messaging system, email, Google Chat, or messenger
 Offline (modular) learners may contact the teacher via SMS/Text, phone call or scheduled in-person consultation.
 In-person (Face-to-face consultation)

In this lesson, emphasize to the learners that they will be able to:
 Understand the significance of using correct reasoning

Overview of the Lesson

Many fields can be studied and learned without ever actually working with the tools in field. For instance, chemistry can be learned in depth without ever picking up a test tube
or mixing ionic compounds. Philosophy, however, is more about the methodology behind deriving answers than it is about the answers themselves. As such, students studying
philosophy must use the methodology of philosophy on the philosophy they are learning as they are learning it. Doing philosophy involves asking the right questions, critically
examining the work of previous philosophers, truly understanding the works and the reasoning behind the works, and possibly building on the works of previous philosophers by
expanding or testing this methodology.
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Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through the use of formative
questions.

Chunk 1 Methods of Philosophizing

The teacher will present pictures and let the students observe and reflect. After 5 minutes, ask the students randomly about the following questions below.

Process Questions:
1. How would you connect these two pictures to each other?
2. How do these pictures give you an idea of what is truth or opinion?
3. What are the most credible ways of doing philosophy?
Guide Questions:

1. What is the role of reason and rationality in philosophical inquiry?

2. How do different philosophical methods approach the search for truth and knowledge?
3. What are the strengths and limitations of deductive reasoning in philosophy?
4. How do philosophers utilize thought experiments to explore abstract concepts?
5. What distinguishes empirical methods from rationalistic approaches in philosophy?

Chunk 2 Human Person as an Embodied Spirit

The teacher will present pictures and let the students observe and reflect. After 5 minutes, ask the students randomly about the following questions below.
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Process Questions:

1. Define the term "embodied spirit" and explain how it differs from traditional understandings of the mind-body relationship in philosophy.
2. Discuss the implications of viewing the human person as an embodied spirit for ethical and moral decision-making.
3. How does the concept of the human person as an embodied spirit challenge reductionist views of human nature prevalent in certain scientific and philosophical discourses?

Guide Questions:

1. What does it mean to consider the human person as an "embodied spirit"?

2. How does the concept of embodiment influence our understanding of human identity and experience?
3. How do various philosophical traditions approach the relationship between the physical body and the spiritual or metaphysical aspects of the human person?
4. Can the mind-body problem be adequately addressed by viewing the human person as an embodied spirit? Why or why not?
5. Students are presented with the idea and importance of a doing philosophy in the light of ignorance of one’s existence. They are now confronted with realism,
from perception to reality.

Synthesis
Philosophical methods comprise a wide range of strategies used by intellectuals to address basic questions concerning existence, knowledge, and ethics. These techniques
span from the introspective investigation of human consciousness in phenomenology to the rigorous logical analysis of analytical philosophy. The idea of the human being as
an embodied spirit becomes a major theme in this philosophical landscape, challenging conventional dualistic viewpoints by highlighting the inseparable unity of mind, body,
and spirit. Philosophical investigations into the nature of the human person explore the complex interactions among bodily experiences, emotional states, and transcendent
goals, recognizing the significant influence of embodiment on perception, moral agency, and thought processes. Philosophers use a variety of techniques to try and solve the
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mysteries surrounding human existence in order to shed light on.

RUA of a Student’s Learning:

Essay Questions:

1. Phenomenology and Its Application: Explain the methodology of phenomenology in philosophy and its significance in understanding the human person as an embodied spirit. Provide
examples of how phenomenological approaches have been utilized in analyzing human experiences.
2. Existentialism and the Human Condition: Discuss the key tenets of existentialism and its implications for understanding the human condition. How does existentialist thought contribute
to our understanding of the human person as an embodied spirit facing choices and confronting the absurdity of existence?
3. Comparative Analysis of Dualism and Monism: Compare and contrast dualistic and monistic perspectives in the philosophy of mind. How do these perspectives shape our understanding
of the relationship between the mind, body, and spirit? Provide arguments for and against each position.

Short Answer Questions:

1. Define the concept of "embodied spirit" in the context of philosophy. How does this concept challenge traditional dualistic views of the human person?
2. Explain how Socratic philosophy encourages self-examination and introspection. How does this relate to understanding the human person as an embodied spirit?
3. Discuss the role of culture and society in shaping our understanding of the human person. How do different cultural and historical contexts influence philosophical perspectives on human
embodiment and spirituality?

Critical Thinking Exercises:

1. Consider a contemporary ethical dilemma and analyze it from the perspective of different philosophical methodologies discussed in class. How do phenomenology, existentialism, and
other philosophical approaches contribute to our understanding of this issue?
2. Reflect on your own experiences and beliefs about the nature of the human person. How have your studies in philosophy influenced your perspective on embodiment, spirituality, and
the human condition?Essay Questions:
3. Phenomenology and Its Application: Explain the methodology of phenomenology in philosophy and its significance in understanding the human person as an embodied spirit. Provide
examples of how phenomenological approaches have been utilized in analyzing human experiences.
4. Existentialism and the Human Condition: Discuss the key tenets of existentialism and its implications for understanding the human condition. How does existentialist thought contribute
to our understanding of the human person as an embodied spirit facing choices and confronting the absurdity of existence?
5. Comparative Analysis of Dualism and Monism: Compare and contrast dualistic and monistic perspectives in the philosophy of mind. How do these perspectives shape our understanding
of the relationship between the mind, body, and spirit? Provide arguments for and against each position.
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Post-lesson Remediation Activity:
The learners’ outputs (RUA demonstration/expression) will be evaluated by the teacher vis-à-vis the PAA #4 criteria. Unachieved standard(s) or criterion/a will require the
learners to revise that part of their output, with monitoring of the teacher. Once all standards/criteria are met, the learners can proceed to the next lesson.