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The Nature of
Chapter 1
Philosophy
“One thing I know is I know
nothing.”
- Socrates

Most Essential Learning Competencies

I.1 Distinguish a holistic perspective from a partial point of view
K to 12 CG Code: PPT11/12-la-1.1
I.2 Do a philosophical reflection on a concrete situation from a holistic
perspective
K to 12 CG Code: PPT11/12-lb-1.2
1.3 Realize the value of doing philosophy in obtaining a broad perspective on life
K to 12 CG Code: PPT11/12-lb-1.3

Lesson 1: What Philosophy Means

At the end of the lesson, the learner should be able to:

1. To distinguish a holistic perspective from a partial point of view
2. Explain some common meanings of philosophy as can be gathered from the
usage of the term “philosophy” in ordinary, everyday contexts and conversations.
3. Explain the deeper meaning of philosophy as love of wisdom.
4. Distinguish between the sophists and the philosophers.
5. Identify the traits of a wise person.
6. Discuss what framework questions are and why philosophical questions are
regarded as framework questions.
7. Identify the characteristics of the activity of philosophizing.

Pre-assessment

Based on your point of view explain the following question.

What is your understanding about philosophy?

Lesson Proper

A. The Difference Between Holistic Perspective from a Partial Point of View

Holistic thinking refers to a perspective that considers large-scale patterns in
systems. A holistic perspective requires an individual to have an open mind-set and
ability to get the general sense or impression regarding a situation while partial thinking
focuses on specific aspects of a situation. The partial view is an important component of
analytical thinking, as an individual focuses on certain areas or aspects of a problem in
order to understand it.

The term holistic thinking refers to a big picture mentality in which a person
recognizes the interconnectedness of various elements that form larger systems,
patterns and objects. Thinking holistically is the opposite of analysing something, which
involves breaking down a larger system into its details.

INTRODUCTION TO THE PHLOSOPHY OF THE HUMAN PERSON

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Holistic medicine is a prominent example of holistic thinking. A medical professional

who believes in holistic care considers the relationship between the mind, body and
spirit. For example, holistic doctors do not just provide patients with medications.
Instead, they look at ways to improve life balance and eradicate health problems from
their root source, such as high stress or bad nutrition.

In philosophy, point of view describes the perception of an event or phenomenon

and how exactly it is viewed. Point of view often is shaped by an individual’s beliefs or
experiences. Though partial thinking is useful, philosophy utilizes holistic thinking in
making sense of problems and issues related to the human experience.

People tend to apply analytical perspective when looking at problems or situations.

A holistic view gives rise to a more appreciative perspective about life, as we are able to
look at life in its totality.

B. Some Common Meanings

In understanding what philosophy means, it is best to begin with what already know
about it, referring to our common understanding of philosophy. Among the ordinary
meanings given to philosophy, let us focus on the following three: that philosophy refers
to (1) ideas, views, principles, perspectives or beliefs; (2) the activity of reasoning; (3) an
academic course or degree.

The first common meaning of philosophy is that it refers generally to ideas, views,
principles, perspectives, or beliefs held either by individuals or groups of individuals,
regardless of the specific nature of these ideas, views, principles, perspectives, or
beliefs. When, for instance, someone asks us about “philosophy of life”. The person is
presumably asking us about beliefs and principles (such as ethical rules).

The second common meaning of philosophy relates to the way we, Filipinos,
ordinarily use or understand the meaning of the word “pilosopo” – the literal Filipino
translation of the term “philosopher”. It shall be observed that a person that we call a
“pilosopo”, in most cases, is one who likes to reason out or to engage in the activity of
reasoning. A pilosopo is one who engages in reasoning for the purposes of covering up
an obvious truth, annoying someone, and engaging someone in an unwelcome
argumentation.

The third common meaning of “philosophy” is that it refers to an academic subject

or course that is taught usually in colleges, universities, and seminaries. In this course,
one usually studies reasoning skills and different theories about the nature of reality,
morality, society and justice, religious beliefs, and knowledge, among others.

Student
Activity 1.1

Directions: Share a philosophy in your life. Why do you

believe in this philosophy? How this philosophy of yours
help you in your life? Share your experience/s through
video with 3 minutes presentation and submit it to your
instructor.

File’s format to be submitted:

Strand&Sec – Complete name

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C. Love of Wisdom
The original meaning of philosophy,” based on its etymology (or origin of its
linguistic form), is love of wisdom. The term “philosophy” is an English translation of the
Greek word “philosophia,” which is a combination of two Greek words, namely, “philo”,
which means love, and “Sophia” which means wisdom. A philosopher, consequently, is a
lover of wisdom, or one who loves wisdom.

The term “philosopher” was first used by Pythagoras, the Ancient Greek thinker
more popularly known for his mathematical formula. Pythagoras preferred to be called a
“philosopher” rather than a “sophist “- which literally means wise man or one who
knows. The Greek philosophers Socrates and Plato are also noted for their early usage of
the term “philosopher” to mean lover of wisdom.

The sophists were a group of intellectuals who taught oratory (or the art of public
speaking) for a free to individuals aspiring to have a successful career in politics. The
belief then was that a successful career in politics would require skills in public speaking
and persuasion. The sophists believed that all truths are relative in that all truths are
determined by or based on human interests. And because human interests vary from
one person to another, or from one group of persons to another, there is no truth that
holds for all humans. This view was expressed well by Protagoras, a leading sophist,
when he said that “Man is the measure of all things.” Pythagoras, Socrates, and Plato
called themselves “philosophers” partly because they did not agree with this view of the
sophists. For the philosophers then, our reason will show us that certain truths are
universal (true for all humans) and objective (independent of human interests).
Pythagoras showed this in the area of mathematics. Socrates and Plato, on the other
hand, demonstrated this through a series of debates between Socrates and the sophists
as narrated in Plato’s Dialogues.

Based on its etymological meaning, philosophy, first and foremost, is a kind of love,
one that is directed at wisdom. This suggests that philosophy is not a purely intellectual
activity, for it is also kind of attitude or emotion. But it isn’t just a simple desire to know
or to be wise. Being characterized as “love”, the philosopher pursues wisdom with great
passion and seriousness. The elements of wisdom can be gathered from the traits that
someone would have if he or she were a wise person. So now, who is the wise person?
What would be his or her traits? Let us examine the following list.
1. A wise person is one who is aware of (or who knows) what he knows and what he
does not know.
2. A wise person holds beliefs that are not only true but which he/she can also
justify.
3. A wise person knows a lot about things that are valuable in life and of use in the
practical affairs of life.
4. A wise person can put/apply his/her knowledge to practical matters.
5. A wise person does not only know what is true but also knows what is good or
what ought to be done in a given situation and he/she acts accordingly.

D. Asking Framework Questions

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Philosophy is sometimes described as the umbrella discipline, for most, if not all, of
the other disciplines, used to be under it. Philosophy is also sometimes called the queen
of the sciences for different sciences, both natural and social, originated in philosophy.
One direct proof for this is that what we call “empirical or natural sciences” today used
to be called “natural philosophies.” Isaac Newton, for instance, called his scientific
research as a work of philosophy. And what we presently call “scientists” used to be
called “natural philosophers.” But how is philosophy different from other areas of
learning or disciplines that it has given rise to?

One distinct feature of Philosophy concerns the kind of questions that it asks about
the many things that it discusses. These questions are what some philosophers refer to
as framework questions, or sometimes as foundational questions. These questions that
are directed at the theory or set of beliefs that serves as the framework or foundation of
our interpretation of the things in the world. Consider, for instance, the difference
between the questions below:
1. What are the causes of earthquakes? (scientific question)
2. What is the nature of Causation? (philosophical question)
The first question seeks to understand the physical event called an “earthquake”
using scientific framework through the use of scientific concept of causation; whereas
the second question seeks to understand the nature of the concept of causation and the
scientific framework itself. The first question is not directed at some framework but
applies the framework; whereas the second question directed at the framework. The
distinction made by Rodolf Carnap (1992) between internal and external questions
concerning a framework further clarifies the quality of philosophical questions as
framework questions. On the other hand, questions that we ask in the course of using or
applying a framework to explain some events. Such questions are considered internal to
the framework for they are answerable using the rules and concepts of the framework.
On the other hand, there are questions that we ask about the framework itself (whether
it is a correct or effective framework). Such questions are regarded as external to the
framework for they are not answerable using the rules and concepts of the framework.

E. Philosophy as an Activity
Ludwig Wittgenstein writes that “philosophy is not a body of doctrine but an
activity”. Wittgenstein’s remark makes a distinction between two ways of understanding
the nature of philosophy: one sees philosophy as collection of theories; the other sees it
as an activity. One states that to study philosophy is to know the various philosophical
theories; the other states that to study philosophy is to engage in the very act of doing
philosophy.

Engaging in the philosophical activity, unlike in the case of mere knowing and
memorizing philosophical theories, can, however, lead us new and more relevant
philosophical doctrines. Philosophical theories are formulated in light of the current state
of knowledge and technology and in the background of realities and issues in a given
historical period. Engaging in the philosophical activity enables us to evaluate whether
previously formulated philosophical theories are still applicable today and whether they
should be revised or replaced with new and better ones.

Philosophy studied as an activity thus emphasizes the features of philosophy as a

dynamic, critical, and creative discipline. It is dynamic because it does not stop at certain
results; it continues to search for new and better solutions to the problems, old and new,
that it deals with. Philosophy search for truth is a continuous process. It is critical
because it examines and analyses the assumptions of our frameworks or perspectives of
things, including those frameworks provided by philosophy itself. In this connection

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philosophy is also a self-critical discipline. And it is creative in that it leads us to the

formulation of new and better frameworks or perspectives.

Name: Date :

Strand/Grade&Sec: Score:

Student
Activity 1

Directions: Research one influential philosopher (eastern/western). The content of your

output are including the following:
 Part I, his/her biography,
 Part II, his/her achievements, major contribution in the field of philosophy,
and
 Part III, his/her philosophy in life
 Part IV, Would you agree or disagree with his/her philosophy in life?
 Do this output in a 1/8 illustration board.
 Paste this instruction (student activity 1.2) at the back of your illustration
board
 The following are the points that you may needs to be considered:
a. Picture – 10 points
b. Part I – 15 points,
Part II -15 points,
Part III – 15 points,
Part IV – 15 points
c. Creativity – 10 points
d. Organization (consistency, following well instruction given and
grammar rules) -10 points
e. Illustration board – 10 points

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Student Worksheet 1

Name: Date :

Strand/Grade&Sec: Score:

Directions: Answer briefly the following questions. Defend your answer for letters A and
C. You may answer with a maximum of five (5) sentences. (Make your hand
written neat and clear)

A. Philosophy deals with questions that cannot be answered. Do you agree or disagree?

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B. Who do you considered as a wise person? What are his/her characteristics that make
him/her wise?
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C. A wise person is one who knows everything. Do you agree or disagree?

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Lesson 2: The Importance of Philosophy

At the end of the lesson, the learner should be able to:

1. Identify and analyse the reasons behind the perception that philosophy is a futile
activity.
2. Explain why despite not providing definite answers to the questions that it deals
with, philosophy remains to be a valuable activity.
3. Explain why it is wrong to think that philosophy is futile activity just because it
does not directly address our material needs.
4. Explain how philosophy contributed to the further development of other areas of
learning such as theology, natural sciences, mathematics, and computer science.
5. Explain how philosophy fills in certain gaps in scientific explanations.
6. Explain how philosophy aids in the evaluation of ethical issues brought about by
modern technology
7. Explain how philosophy contributes to social transformation and keeping our sense
of wonder alive.

Pre-assessment
What is the value of doing philosophy?
Should we always be scientific in our studies or efforts to know the truth of
something?

Lesson Proper

A. The Charge of Futility

Why should we philosophize or study philosophy? What good will philosophizing do
considering that we are living in a world where life is hard and largely dictated by
scientific and technological advances? What is the point of doing philosophy? We can
gather from Russell’s discussion that there are two main reasons behind the charge that
philosophy is a futile activity.

The first is the indefiniteness of philosophy with regard to the answers that it
provides to philosophical questions. Simply, this means that philosophy does not provide
final answers to the questions that it deals with, for the answers it offers differ from one
philosopher to another; and there seems to be no objective way to determine whose
answer is better. The second is the impracticality of philosophy. This means that the
activity of philosophizing has no practical benefits in that it does not help us in our
efforts to satisfy our material needs such as those related to the nourishment of our
body. Why waste our time then on something that will not help us survive in this world?

It is true that philosophy is indefinite in its answers to philosophical questions, but

this is only because of the kind of questions that philosophy deals with. It is not the goal
of philosophy to deal with the kind of questions that science deals with. The questions
that science deals with, the scientific questions are those questions already known with
some degree of certainty to be capable of being answered in a precise and definite way.
Scientific questions are questions in which it has already been established that there is

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precise and objective means of answering these questions. In contrast, the questions
dealt with philosophy, the philosophical questions, are questions in which it has not been
established yet whether there is a precise and objective means of answering questions.

Most scientific questions did not start out as scientific questions. They started out as
philosophical questions, questions that were thought to be indefinitely answerable. One
reason for this was the unavailability of the technology that could test hypotheses. For
instance, prior to the invention of the telescope, hypotheses about the stars and the
universe could not be tested. When philosophy deals with the unscientific questions (the
indefinitely answerable questions), one primary goal is precisely to determine whether
such questions can eventually become scientific - whether they could eventually be
answered in some definite way. How does philosophy do this? Philosophy examines all
possible angles to these questions, all possible formulations for these questions, and all
possible answers to these questions. It engages in debates, advancing and criticizing
arguments and answering objections, in order to ascertain which perspective is the most
promising or offers the best possible explanation. The moment that a philosophical
question is proven to be answerable in some definite way, the question becomes a
scientific question and ceases to be a philosophical one.

In other words, philosophy does the preliminary work for science in finding definite
answers to certain questions. And so, if we value science for the definiteness of its
answers to the questions that I deals with, the more we should value philosophy for
making it possible for science to deal with such questions. With regard to the charge of
being impractical, it is true that philosophy does not directly satisfy our material needs.
But as Russell explains, this is only because philosophy is focused on satisfying another
kind of valuable human needs: the needs of the mind. That we have this other kind of
needs that we also value, in addition to our material needs, is shown by the fact that
once most or all our material needs have already been satisfied we still have questions
about how to further improve the quality of our lives. In addition, while philosophy
mainly addresses the needs of the mind, which are valuable in themselves, some of the
tools of philosophy, such as logic and the skills of critical thinking, can also be used to
address questions directly related to the satisfaction of our material needs.

In sum, the charge that philosophy is an exercise in futility because of impracticality

is mistaken in two following ways. First, it is simply wrong to limit what is valuable in life
to the satisfaction of our material or practical concerns. Our non-physical needs, the
needs of our mind, are equally valuable. If our material needs concern our physical
existence and survival, our non-material needs concern the quality of our life and human
relations. Second, it is also wrong to think that philosophy, though focused on addressing
our mental needs, cannot contribute to how we can best satisfy our material needs.
Satisfying our material needs would also require adequate reasoning skills, which can be
provide by philosophy.

B. Some Major Achievements

After defending philosophy from the charge that it is a useless activity, let us now
focus on the achievements of philosophy. Among these achievements are the following.
First, as one of the goals of philosophy is to provide a holistic view of life, philosophy
supplements what is lacking in scientific explanations to come up with holistic
explanations of things or events in the world. Aristotle’s division of causes into four kinds
is a good model for explaining how philosophy does this. Aristotle believes that there are
material, formal, final and efficient types of causes; and that a complete explanation of
something must account for its four kinds of cause. Suppose there is a table (a wooden

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table) in front of us and we want to explain why. 1.) The table is there because there is
wood (material) 2.) The table is there because there is wood that has the form or shape
of a table (formal) 3.) The table is there because someone needs it there presumably to
put his/her things on (final) 4.) There is a table because someone, a carpenter, made it
(efficient). Now what science usually investigates about the world are its material, formal
and efficient cause. The final cause is usually not its concern. This is where philosophy
comes in. It is also concern with the purposes of things.

Second, philosophy contributes to the development of some disciplines or areas of

knowledge. During the Ancient period, the pre-Socratic philosophers (the Greek
philosophers before Socrates) broke away from mythological explanations of natural
processes (explaining events in nature by the actions of the gods) and started the
methods of explaining these processes in terms of observation and reasoning. Generally,
this gave birth to what we now call the scientific method.

Third, philosophy, through its investigations in the area of ethics, provides ethical
guidelines for the use of modern technology. With the invention of modern technology,
new ethical issues arise. Take, for instance, the technological advancements in the area
of biomedicine which have introduced new procedures in reproduction (such as in-vitro
fertilization, surrogacy, pre-natal screening, and gender selection) and treatment of
diseases (such as genetic therapy and enhancement, organ transplantation, dialysis, and
the use of ventilators), among others, have given rise to new ethical issues. These new
ethical issues require new and updated approaches, which philosophy supplies through
the different areas of applied or practical ethics which include bioethics, environmental
ethics, computer ethics, and business ethics.

Fourth, philosophy, through its investigations in the area of social and political
philosophy, has significantly contributes to social transformation. Consider, for instance,
the political revolutions that were inspired by the works of political philosophers like John
Locke and Karl Marx. In addition, our present concept of democracy, which includes the
principle of separation of powers (separation of the executive, judicial, and legislative
branches of government for checks and balances), was largely the product of the ideas
of some philosophers (like Locke and Montesquieu).

And fifth, philosophy continues to explore what is possible and consequently expand
the boundaries of knowledge or of what we can know. We earlier noted that philosophy
deals with questions in which there is no certainty whether these questions could be
answered in some definite way. According to Russell (1980), even if it so happens that
some of these questions do not become scientific ones, philosophy will continue to deal
with these questions for the following reasons. One is for us to get insights about the
human condition in terms of the limits of what we can know about ourselves and the
world around us. Another is to keep our sense of wonder, or amazement with the world
alive.
In sum, some of the major achievements of philosophy are as follows: philosophy
supplements scientific explanations to come up with holistic explanations, contributes to
the development of some disciplines, provide ethical guidelines for the use of modern
technology, contributes to social transformation, and expands the boundaries of
knowledge.

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Student Worksheet 2

Name: Date :

Strand/Grade&Sec: Score:

Directions: Read and answer the following. (make your hand written neat and clear)
1. What are the arguments used to claim that philosophy is a futile activity? And
what are the objections to these arguments?

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2. Among the major achievements of philosophy, what do you think is the most
significant one and why?

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