PERDEV

PERSONAL DEVELOPMENT

(PERSONAL RELATIONSHIP)

SOCIAL COMPARISON

●​ Are Filipinos nowadays individualist or collectivist?

●​ Social Self is influenced by:
○​ Our self-concept is determined by how other people think of us.
○​ Culture plays a role in defining one’s identity.

SELF-KNOWLEDGE

●​ How well do you actually know yourself?

●​ Why did you fall in love with that person?
●​ Self-esteem is the overall sense of self-worth that we use to evaluate traits or abilities.
●​ Social rejection motivates us to meet others’ expectations, thereby maintaining or increasing our
self-esteem.

PERCEIVED SELF-CONTROL

●​ Albert Bandura defines self-efficacy as how competent and effective we feel when doing a task.
●​ Self-efficacy = believing you can do something.
●​ Self-esteem = liking yourself.

SELF-SERVING BIAS

●​ Self-serving attributions:
○​ We often take credit for our success and blame failure on external factors.
●​ Defensive pessimism:
○​ Anticipating problems and lowering expectations to prepare for the worst can help avoid
unrealistic optimism.

LOCUS OF CONTROL

●​ Internal locus of control: Belief that you are in control of your own destiny.
●​ External locus of control: Feeling that outside forces determine your fate.
●​ Learned helplessness vs. Self-determination

SELF-PRESENTATION

●​ We adjust our words and actions to create an impression that suits our audience.
●​ Self-presentation: The desire to present a favorable image to other people (external) and
ourselves (internal).
WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?

●​ Close connections between people formed by emotional bonds and interactions.

THREE KINDS OF PERSONAL RELATIONSHIPS

1.​ Family – Two or more persons related by birth, marriage, or adoption who live together.
2.​ Friends – Built upon mutual experiences, shared interests, proximity, and emotional
bonding.
3.​ Partnerships – Romantic relationships, including marriage, built upon affection, trust,
intimacy, and love.

MOST COMMON RELATIONSHIP PROBLEMS

●​ Affairs / Infidelity / Cheating ●​ Addictions

●​ Sexual Issues ●​ Excessive reliance on social media
●​ Significant differences in core values ●​ Lack of communication
and beliefs ●​ Lack of responsibility
●​ Life Stages ●​ Manipulation
●​ Traumatic / Life-Changing events ●​ Lack of support during difficult times
●​ Prolonged stress ●​ Significant personal disappointments
●​ Boredom in the relationship and traumas
●​ Dealing with a jealous partner ●​ Depression
●​ Blended family issues ●​ Differences in discipline / dealing with
●​ Domestic violence children
●​ Unrealistic expectations ●​ Unsupportive partner during
pregnancy

ATTRACTION, LOVE, AND COMMITMENT

Attraction

●​ The action or power of evoking interest, pleasure, or liking for someone or something; and a
quality or feature that evokes interest, liking, or desire

Love

●​ Has many meanings:

○​ Strong affection due to kinship or personal ties.
○​ Admiration-based affection from common interests.
○​ Sexual attraction with affection and tenderness.

Commitment

●​ A long-term relationship between individuals.

●​ Feelings and actions that keep partners working together to maintain the relationship.

THREE BRAIN SYSTEMS OF LOVE

1.​ Lust – Urge or desire for sexual activity.

2.​ Attraction – The "love-struck" phase.
 3.​ Attachment – Deep and enduring emotional bond.

Factors of Attraction:

●​ Physical attractiveness
●​ Proximity
●​ Similarity
●​ Reciprocity

TRIANGULAR THEORY OF LOVE

1.​ Intimacy – Emotional closeness and connectedness.

2.​ Passion – Intense emotions and enthusiasm.
3.​ Commitment – Dedication to maintaining the relationship.

TYPES OF LOVE
Type of Love Intimacy Passion Commitment Example

Non-Love No No No No relationship

Liking Yes No No Friendship

Infatuation No Yes No Love at first sight

Empty Love No No Yes Arranged marriage

Fatuous Love No Yes Yes Passion-driven relationship

Companionate Love Yes No Yes Close friendship, family love

Romantic Love Yes Yes No Physical and emotional bonding

Consummate Love Yes Yes Yes Complete love

GREEK TYPES OF LOVE

●​ Mania – Obsessive love.
●​ Eros – Romantic love.
●​ Pragma – Enduring love (long-term).
●​ Philia – Affectionate love (friendship).
●​ Philautia – Self-love.
●​ Storge – Familiar love (family bonds).
●​ Agape – Selfless, unconditional love.
●​ Ludus – Playful love (flirtation).

HEALTHY RELATIONSHIPS

In a healthy relationship, both partners:

●​ Are treated with kindness and respect.

●​ Are honest with each other.
●​ Like spending time together.
●​ Respect one another’s emotional, physical, and sexual limits.
TEN RULES FOR FINDING LOVE AND CREATING LONG-LASTING
RELATIONSHIPS

1.​ You must love yourself first. 7.​ Relationships will be challenged by
2.​ Partnering is a choice. change.
3.​ Creating love is a process. 8.​ You must nurture the relationship for it
4.​ Relationships provide opportunities to to thrive.
grow. 9.​ Renewal is the key to longevity.
5.​ Communication is essential. 10.​ You will forget all this the moment you
6.​ Negotiation will be required. fall in love.

HOW TO KEEP HEALTHY RELATIONSHIPS?

●​ Stay happy. ●​ Always trust.

●​ Be empathic. ●​ Show respect.
●​ Keep open communication. ●​ Be a helping hand.

(THE FAMILY AND THE ADOLESCENT)

●​ FAMILY - Families are the building blocks of society and play a crucial role in shaping an
individual’s development.

TYPE OF FAMILIES

1.​ NUCLEAR FAMILY

-​ Consists of two parents and their children living together.
-​ Common in many cultures.
2.​ SINGLE-PARENT FAMILY
-​ One parent raising children due to various circumstances (divorce, death, choice).
-​ Challenges include balancing work and family responsibilities.
3.​ EXTENDED FAMILY
-​ Common in Filipino households, offering support and shared responsibilities.
-​ Includes grandparents, aunts, uncles, and cousins living together or nearby.
4.​ BLENDED FAMILY
-​ Formed when two families come together through remarriage.
-​ Often requires adjustment to new family dynamics.

FAMILY STRUCTURE IN THE PHILIPPINES

-​ Multi-generational households are common, with grandparents actively involved in child-rearing.

-​ Values such as utang na loob (debt of gratitude) and pakikisama (social harmony) guide family
dynamics.
-​ Filipino family culture emphasizes strong familial ties and respect for elders.
THE FAMILY LIFE CYCLE

A series of stages that a family goes through as it grows and changes.

Stages:

1.​ Independence – Building self-reliance and forming your identity.

2.​ Marriage – Establishing a family unit with a partner.
3.​ Parenting – Raising children and nurturing their growth.
4.​ Preparing Adult Children – Helping children transition into adulthood.
5.​ Retirement – Reflecting on life and maintaining family connections.

What can disrupt the cycle?

●​ Factors like daily stress, medical conditions, or unexpected life crises can adversely affect the
family life cycle.

FAMILY SYSTEM THEORY

●​ Introduced by Dr. Murray Bowen (1913).

●​ The family is an emotional unit where members influence each other.

FAMILY INFLUENCES

●​ Family plays a key role in shaping values and behaviors.

Positive Influence:

●​ Support and guidance in difficult situations.

Negative Influence:

●​ Stress from conflicts or unresolved family issues.

CHALLENGES AND ISSUES AMONG ADOLESCENTS

●​ Adolescents go through “storms and stress.

COPING WITH FAMILY ISSUES

1.​ Open Communication

2.​ Seek Support
3.​ Build Positive Relationships
PR
 PRACTICAL RESEARCH 1

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY

How to write Chapter 3, Research Design and Research Methodology?

The first paragraph consists of 1-2 sentences (introductory statement, content of Chapter 3):

1.​ Research Method

2.​ Research Design
3.​ Respondents of the Study
4.​ Sampling Procedure
5.​ Research Instrument
6.​ Data Gathering Procedure

RESEARCH METHOD

●​ Introduce the research methodology (e.g., This study will utilize the qualitative research
method.)
●​ Give the conceptual definition:
○​ Etymology, history, or beginning of qualitative method
○​ Who used qualitative first?
○​ When did he/she start using it?
○​ Basic characteristics of qualitative research
●​ Give the rationale for choosing the method.

RESEARCH DESIGN

●​ Should be aligned to the method you will use.

●​ Introduce the research design.
●​ Give the conceptual definition:
○​ References, history of the design, people involved in creating it, purpose of its
development
●​ Provide the rationale for choosing the design:
○​ Discuss the appropriateness of the design.
○​ How does it help your study?

RESPONDENTS OF THE STUDY

●​ Present the respondents of the study.

●​ Explain how respondents were chosen:
○​ Present the criteria used.
●​ Present the profile of the students (e.g., SHS students, age range, economic status).
○​ Use pseudonyms, numbers, or letters to protect identity (e.g., student 1, 2, group 1,
2).
POPULATION, SAMPLE, AND SAMPLING

●​ Population: The entire group you want to draw conclusions about.

●​ Sample: The specific group you will collect data from.
●​ Sampling: The process of selecting a sample.
●​ Sample size: Always less than the total population.

Rule of Thumb Based on Data Collection Method (by Dr. Bonie Nastasi)

SAMPLING METHODS

Non-Probability Sampling

(Non-random selection based on convenience or criteria, making data easier to collect.)

1.​ Convenience Sampling – Respondents are selected based on availability and willingness.
2.​ Quota Sampling – Used by market researchers; participants are chosen based on set quotas
(e.g., 20 adult men, 20 adult women, 10 teenage girls, 10 teenage boys).
3.​ Purposive Sampling (Judgment) – Also known as selective or subjective sampling; the
researcher chooses respondents based on judgment.
4.​ Snowball Sampling – Used for hard-to-reach groups, where existing subjects nominate others
to participate.

SAMPLING PROCEDURE

(Getting a small portion of the total population.)

●​ Present the sampling method used.

●​ Give the conceptual definition of the sampling method.
●​ Provide the rationale for choosing the method.
●​ Discuss the procedure for implementing the sampling method (must be sequential and
organized in a narrative form).

RESEARCH INSTRUMENT

●​ Present the instrument(s) used (e.g., video recording, interview, observation, focus group
discussion).
●​ Give the conceptual definition:
○​ Why did you choose this instrument?
●​ Provide the rationale or appropriateness of the instrument.
●​ Discuss how the instrument was created and validated:
○​ How were the questions formulated?
○​ Were the instruments checked by experts?

DATA GATHERING PROCEDURE

●​ Present the step-by-step sequence for gathering data (from distribution to collection).
●​ Include video/audio recording if applicable.
 WRITING RESEARCH QUESTIONS

RESEARCH QUESTIONS

●​ An answerable inquiry into a specific concern or issue.

●​ The first active step in a research project.
●​ Forms the base of where you are going.

FORMULATING RESEARCH QUESTIONS

●​ The questions you ask will determine the data you will analyze in Chapter 4.
●​ Helps focus research by creating a clear path for writing.
●​ Should be developed specifically for your discipline.

WRITING A RESEARCH QUESTIONS

1.​ Specify the concern or issue.

2.​ Decide what you want to know about the issue.
3.​ Turn your concern into a question.
4.​ Ensure the question is answerable.
5.​ Make sure the question is not too broad or too narrow.

A RESEARCH QUESTION SHOULD BE

1.​ CLEAR – Easy to understand without extra explanation.

2.​ FOCUSED – Narrow enough to be answered thoroughly.
3.​ CONCISE – Uses the fewest possible words.
4.​ COMPLEX – Cannot be answered with just "yes" or "no".
5.​ ARGUABLE – The answer should be open to debate.

Example:

❌ Unclear: How should social networking sites address harm?​

✅ Clear: What action should social networking sites like Facebook take to protect users’ privacy?

DATA COLLECTION INSTRUMENTS

INTERVIEWS

●​ Structured – Pre-set questions.

●​ Unstructured – No pre-made questions; only an outline.
●​ Semi-Structured – Mix of structured & unstructured; allows for follow-ups.

OBSERVATIONS

●​ Naturalistic – Observing people in their natural environment.

●​ Participant – The researcher joins the group being observed.
 ●​ Non-Naturalistic – Respondents are placed in a different environment.

QUESTIONAIRES

●​ Closed-Ended – Like a structured interview; mainly for statistical purposes.

●​ Open-Ended – Provides space for respondents to explain their answers.
●​ Combination – Mix of closed-ended and open-ended.

FOCUS GROUP DISCUSSION

●​ A group interview where respondents discuss a topic together.

●​ The researcher acts as a moderator.

THE INTERVIEWER MINDSET

●​ The research interview is not a normal conversation.
●​ The interviewer must:
○​ Be knowledgeable about the topic.
○​ Guide the interview while staying flexible.
○​ Be sensitive to the interviewee’s rights.

Quick Tips for Interview Preparation:

✔ Research the topic & interviewee beforehand.​

✔ Prepare topics & questions to guide the interview.​
✔ Build rapport with the interviewee before starting.​
✔ Use proper recording equipment.​
✔ Conduct the interview in a comfortable & quiet space.

Characteristics of Good Interview Questions:

✔ Open-ended (not just "yes" or "no")​

✔ Experience-based (asks about interviewee’s experiences)​
✔ Non-leading (does not suggest a specific answer)​
✔ Focused on one issue (no multi-part questions)

Writing Interview Questions (Harvard Guide):

1.​ Write broad research questions.

2.​ Develop questions to fit different respondents.
3.​ Adjust language based on interviewee’s background.
4.​ Ensure honest & complete responses.
5.​ Use "how" questions instead of "why".
6.​ Develop follow-up probes.
PHYSICAL EDUCATION
 PHYSICAL EDUCATION

(CAREER OPPORTUNITIES THROUGH TABLE TENNIS: A GATEWAY TO

HEALTH AND SPORTS PROFESSIONS)

INTRODUCTION TO SPORTS SPORTS PSYCHOLOGY CAREER

CAREER PATHWAYS PATH

●​ Understanding the connection between ●​ Understanding the role of sports

table tennis and professional careers psychologists
●​ Overview of health and sports-related ●​ Mental training and performance
career opportunities enhancement
●​ How participation in table tennis ●​ Working with individual athletes and
develops transferable skills teams
●​ The growing sports industry and its ●​ Educational requirements and
career potential certification
●​ Application of psychology principles in
table tennis

TABLE TENNIS COACHING AS A

CAREER
PHYSICAL THERAPY IN SPORTS
●​ Required qualifications and
certifications ●​ Role of physical therapists in table
●​ Different coaching levels and tennis
opportunities ●​ Injury prevention and rehabilitation
●​ Income potential and market demand ●​ Treatment techniques and
●​ Skills developed: leadership, methodologies
communication, technical expertise ●​ Educational requirements and licensing
●​ Career progression from amateur to ●​ Specialization in sports physical therapy
professional coaching

TRANSFERABLE SKILLS FROM

SPORTS MANAGEMENT TABLE TENNIS
OPPORTUNITIES
●​ Decision-making and quick thinking
●​ Role of sports managers in table tennis ●​ Hand-eye coordination and spatial
organizations awareness
●​ Event planning and tournament ●​ Mental focus and concentration
organization ●​ Team collaboration and leadership
●​ Facility management and program ●​ Time management and organization
development
●​ Business aspects of sports management
●​ Marketing and promotion in table tennis
SPORTS MEDICINE AND ATHLETIC PERFORMANCE ANALYSIS AND
TRAINING DATA SCIENCE

●​ Career opportunities in sports medicine ●​ Statistical analysis in table tennis

●​ Injury assessment and treatment ●​ Video analysis and technique
●​ Rehabilitation programs assessment
●​ Prevention strategies ●​ Performance metrics
●​ Working with table tennis athletes ●​ Technology integration
●​ Data-driven decision making

SPORTS MARKETING AND

COMMUNICATIONS ENTREPRENEURSHIP IN TABLE
TENNIS
●​ Promoting table tennis events and
programs ●​ Starting a table tennis business
●​ Social media management ●​ Equipment sales and distribution
●​ Public relations in sports ●​ Training center management
●​ Brand development ●​ Online coaching platforms
●​ Sponsorship and partnerships ●​ Innovation in sports business

SPORTS EDUCATION AND FUTURE CAREER TRENDS AND

RESEARCH OPPORTUNITIES

●​ Teaching opportunities in academic ●​ Emerging careers in sports technology

settings ●​ Virtual reality and training innovations
●​ Research in sports science ●​ Sports analytics advancement
●​ Biomechanics studies ●​ Global market expansion
●​ Performance analysis ●​ Professional development pathways
●​ Sports technology development

SPORTS ADMINISTRATION

●​ Roles in national and international

organizations
●​ Policy development and implementation
●​ Program coordination
●​ Governance and compliance
●​ Budget management

SPORTS NUTRITION

●​ Dietary planning for athletes

●​ Performance nutrition
●​ Hydration strategies
●​ Supplement guidance
●​ Recovery nutrition
DISCIPLINE IN SOCIAL SCIENCE – 11
 DISCIPLINE IN SOCIAL SCIENCE – 11

INSTITUTIONALISM
●​ It is to have a belongingness (e.g., Family, Community, etc.)
●​ Institution — Patterns, norms, rules, and schemes that govern and direct social thought and
action.​
(Ex: During an exam, the types of exams like multiple choice, identification, and so on, are all
institutionalism.)
●​ Institutionalism — An approach that aims to understand and analyze how actions, thoughts, and
meanings behind social consciousness deeply embed themselves in the social psyche.
●​ Isomorphism — The similarity in form, shape, and structure.​
(Ex: Public and Private Schools, Different Religions like INC and Catholic.)

KEY CONCEPTS IN INSTITUTIONALISM

●​ Formal Institutions — Codified (Written) rules, policies, and norms that are considered official
and originate from state laws, governments, or organizations.​
(Ex: Constitution, Official Law, Regulation, etc.)
●​ Informal Institutions — Equally known rules and norms but are not commonly written down.​
Verbal agreement only.​
(Ex: Teacher’s rules in a classroom setting, Self-enforced morals, Traditions, Beliefs.)

DAVID MITRANY

●​ Father of Functionalism
●​ A Romanian-born British scholar, historian, and political theorist.
●​ Functionalism proposes an alternative to territorialism.

TERRITORIALISM

●​ Foundation from which states derive their power of authority from territory.

JEAN MONNET

●​ A French political economist and diplomat.

●​ One of the originators of the European Union.
●​ Disagreed with David Mitrany that territory is the source of authority.
●​ Instead, Monnet argues that it is about erasing country borderlines.​
(Blun & OLSHCO – borderlines.)

STEPHEN KRASNER

●​ An American professor of International Relations.

●​ Argues to prioritize the stabilization of weakened states or countries.
●​ Addresses the continued deterioration of weaker states and suggests the creation of solutions for
them.

TYPES OF INSTITUTIONS

●​ Normative Institutionalism — A sociological interpretation of institutions that holds the logic of

“appropriateness,” guiding the behavior of actors within an institution.
 ●​ Rational Choice Institutionalism — Argues that actors use institutions to maximize their utility.
Actors usually face rule-based constraints that influence their behavior.
●​ Historical Institutionalism — Emphasizes timing, sequences, and dependence in affecting
institutions, shaping behavior, and creating change.
●​ Sociological Institutionalism — Concerns how institutions create meaning for individuals,
providing important theoretical building blocks.​
(Ex: EGO.)
●​ Institutional Economics — Focuses on understanding the role of institutions in shaping
economic behavior.​
(Ex: The gap between rich and poor—middle class.)
●​ Discursive Institutionalism — An umbrella concept for approaches concerned with the
substantive content of ideas and the interactive process of discourse.
●​ Constructivist Institutionalism — Focuses on bringing constructivist ideas into various
academic fields.
●​ Feminist Institutionalism — Examines how gender norms operate within institutions.​
(Ex: LGBTQIA+ community.)

PSYCHOANALYSIS

SIGMUND FREUD

●​ 1856 – 1939
●​ Austrian Neurologist and known as the “Father of Psychoanalysis”.
●​ Believed that people could be cured by making their unconscious thoughts and motivations
conscious, thus gaining “insight”.
●​ The aim of psychoanalytic therapy is to release repressed emotions and experiences (make
the unconscious conscious).

PSYCHOANALYSIS

●​ A type of therapy that aims to release pent-up or repressed emotions and memories, leading to
catharsis/healing (McLeod, 2014).
●​ A theory of the mind and its direct connection to personality and behavior.
●​ The basic premise is that the human mind has an “unconscious state”.
●​ A system of psychological theory and therapy investigating the interaction of conscious and
unconscious elements in the mind.​
(Ex: When you feel a sense of déjà vu toward a certain situation or event.)
●​ Psychoanalysis is a method for treating depression, anxiety disorders, or mental illness.

FREUD'S BELIEFS

●​ Most unconscious desires originate from childhood experiences that people have long
forgotten or repressed.
●​ Childhood experiences greatly influence adult life, shaping personality.
●​ Developed a personality theory called “Psychosexual Development of Personality”.
●​ States that at different stages of growth, individuals seek pleasure from different parts of the body.

6 STAGES OF PSYCHOSEXUAL DEVELOPMENT OF PERSONALITY

1.​ Oral Stage (Birth – 18 months)

○​ A child is totally dependent on others for their needs.
○​ Pleasure comes from sucking, chewing, and biting.
○​ Personality trait developed: Dependence.
2.​ Anal Stage (18 months – 3 years old)
○​ A child undergoes toilet training.
 ○​ Personality traits developed: Independence, self-control, orderliness, and a sense of
accomplishment.
3.​ Phallic Stage (3 – 6 years old)
○​ A child develops attraction to the parent of the opposite sex and experiences jealousy
and rivalry with the other parent.
○​ Oedipus Complex (boys) & Electra Complex (girls).
4.​ Latent Stage (6 – 12 years old)
○​ Personality traits developed in this stage are associated with social skills and peer
friendships.
5.​ Genital Stage (Puberty – Adulthood)
○​ Seeks a marriage partner and prepares for adult life.
○​ Personality trait developed: Sexual maturity.

KEY CONCEPTS IN PSYCHOANALYSIS

According to Freud, the Id, Ego, and Superego operate across three levels of awareness in the human
mind:

1.​ Unconscious — Contains thoughts, emotions, feelings, and memories that are inaccessible.​
(Ex: Sleepwalking, dreaming, comatose, Alzheimer’s.)
2.​ Preconscious (Subconscious) — Home of retrievable memories.​
(Ex: Mannerisms, habits, traits.)
3.​ Conscious — Where current thoughts, feelings, and focus exist.​
(Ex: What you are thinking right now.)

PSYCHODYNAMICS OF A PERSON'S PERSONALITY

Freud used the Id, Ego, and Superego to explain the functions of the mind and how it shapes personality.

THE ID

●​ Operates in the unconscious level.

●​ Primitive and instinctive.
●​ Operates on the Pleasure Principle—seeks immediate gratification without considering reality or
logic.

THE EGO

●​ Resides between the conscious and preconscious levels.

●​ The mediator between the Id and Superego.
●​ Operates on the Reality Principle, which satisfies the Id but within societal norms.
●​ The center of logic and reasoning.

THE SUPEREGO

●​ Exists in all three levels of the mind (conscious, preconscious, unconscious).

●​ The moral compass—determines right and wrong.
●​ Operates on the Morality Principle.

DEFENSE MECHANISMS
Freud believed that the Id, Ego, and Superego are in constant conflict. When overwhelmed, the Ego uses
defense mechanisms for protection.
MAJOR DEFENSE MECHANISMS

●​ Denial – Refusing to accept reality.

●​ Displacement – Redirecting emotions onto a safer target.
●​ Repression – Pushing thoughts into the unconscious.
●​ Sublimation – Redirecting impulses into a socially acceptable activity.
●​ Projection – Attributing one's own feelings to others.
●​ Regression – Acting childishly in response to stress.
RELIGIOUS EDUCATION
 RELIGIOUS EDUCATION

THE CHURCH

REPORTS ON THE INSTITUTION OF THE CHURCH AND ITS MISSION:

●​ Matthew Chapter 16:

○​ Jesus asks disciples about his identity.
○​ Peter identifies Jesus as the Messiah, the Son of God.
○​ Jesus praises Peter's revelation and renames him "Peter" (rock).
○​ Jesus declares he will build his Church on this "rock," giving Peter authority.
○​ Peter receives keys to the kingdom of heaven and authority to bind and loose.

CHAPTER TOUR (BUEHL, 2001)

TWELVE APOSTLES AND TWELVE TRIBES PARALLELISM:

●​ Jesus chooses twelve apostles paralleling the twelve tribes of Israel.

●​ Each apostle corresponds to a tribe, forming the foundation of the Church.

CHURCH BUILT ON A ROCK:

●​ Jesus compares building on rock vs. sand, emphasizing stability.

●​ Peter is identified as the "rock" upon which Jesus will build His Church.
●​ Peter is appointed as the leader of the Church, receiving authority.

CHURCH GOVERNANCE AND FORGIVENESS OF SINS:

●​ Apostles and their successors are given authority to govern the Church.
●​ This authority includes decreeing norms and officiating forgiveness of sins.
●​ The mandate is extended to all apostles, represented by Peter.

MISSION OF THE CHURCH:

●​ Apostles are tasked with teaching the Gospel and making disciples.
●​ The mission includes baptizing all nations and teaching Jesus' commands.
●​ The Church is viewed as a "boat" gathering people for conversion.
●​ Parable of the Net symbolizes the Church's mission to gather people, separating good
from bad at the end of time.

OLSHCO MISSION STATEMENT:

PASSIONATE IN COMMUNAL WORK

●​ The Church's mission, embodied by the apostles, involves:

○​ Teaching the Gospel.
○​ Fostering inclusivity.
○​ Engaging communities.
○​ Upholding ethical leadership.
●​ Communal workers, like the apostles,:
○​ Educate and mentor.
○​ Embrace diversity.
○​ Involve community members.
○​ Lead with integrity.
●​ Both strive for collective growth by:
 ○​ Guiding others.
○​ Reaching out inclusively.
○​ Empowering communities.
○​ Promoting ethical accountability.

THE TEACHINGS OF JESUS CONCERNING THE FATHER, THE SON, AND THE HOLY
SPIRIT

MATTHEW 5:

●​ Jesus emphasizes the importance of reflecting the Father's nature through one's
actions.
●​ Urges followers to let their light shine through good deeds.
●​ Loving enemies and praying for persecutors are ways to demonstrate kinship with
the Father in Heaven.
●​ Jesus sets the standard of perfection, mirroring the perfection of the heavenly
Father.

MATTHEW 6:

●​ Jesus reassures believers that the Father is aware of their needs even before they
ask.
●​ Encourages addressing Him as "Our Father" in prayer.
●​ Advises against anxiety, pointing out that the Father knows what His children need.

MATTHEW 24:

●​ Jesus asserts that while heaven and earth may pass away, His words, guided by the
Father's wisdom, will remain enduring.
●​ He states that the Father alone knows the timing of future events, signifying
exclusive divine knowledge.

JOHN 10:

●​ Jesus speaks of the intimate relationship between Himself and the Father.
●​ Highlights their unity and mutual knowledge.
●​ Declares Himself as the manifestation of the Father, emphasizing their inseparable
connection.

JOHN 14:

●​ When Philip requests to see the Father, Jesus reveals that the Father's presence is in
Him.
●​ Promises the Holy Spirit as another Advocate, sent by the Father in His name to
guide believers.

MATTHEW 28:

●​ Jesus commissions His disciples to baptize in the name of the Father, Son, and
Holy Spirit.
●​ This affirms their equality and divine nature.
●​ The baptismal formula signifies the triune nature of God, showing unity in the
Father, Son, and Holy Spirit.

SACRED TEACHINGS:

●​ Jesus' mission includes revealing the existence of the Father, Son, Holy Spirit, and
the Kingdom of God.
 ●​ The Father is portrayed as a loving and caring figure, accessible through prayer.
●​ Jesus, the Son, serves as the earthly manifestation of the Father's love and
wisdom.
●​ The Holy Spirit is sent by the Father and Son as a constant guide and teacher.
●​ The triune nature of God, revealed in Jesus' baptism, emphasizes the unity and
equality of the Father, Son, and Holy Spirit.

MIRACLES OF JESUS: HEALING AND FAITH

HEALING MIRACLES:

●​ Jesus heals the blind, lame, lepers, and the demon-possessed.

●​ Shows compassion and divine power over sickness.
●​ Healing often requires faith from the recipient.​
(Ex: The woman who touched His cloak and was healed.)

RAISING THE DEAD:

●​ Jesus raises Jairus' daughter, the widow’s son, and Lazarus.

●​ Demonstrates His authority over life and death.
●​ Strengthens faith in His divine power.

CALMING THE STORM:

●​ Jesus calms the storm while on a boat with His disciples.

●​ Shows His authority over nature.
●​ The disciples are reminded to trust in Him.

MULTIPLICATION OF LOAVES AND FISHES:

●​ Feeds 5,000 and 4,000 people with just a few loaves and fishes.
●​ Reveals His divine provision.
●​ Demonstrates God's abundance when people have faith.

CASTING OUT DEMONS:

●​ Jesus expels evil spirits from possessed individuals.

●​ Shows His power over spiritual forces.
●​ Reinforces faith in His authority as the Son of God.

JESUS' USE OF PARABLES IN TEACHING THE PEOPLE

REPORT ON JESUS' USE OF PARABLES IN TEACHING:

MARK CHAPTER 4:

●​ Jesus teaches by the sea, using many parables to convey His message.
●​ He speaks in parables to the crowd but explains everything to His disciples.
MATTHEW CHAPTER 13:

●​ Disciples question why Jesus speaks in parables.

●​ Jesus explains that the mysteries of the kingdom of heaven are granted to the
disciples, but not to all.
●​ He quotes Isaiah's prophecy about people seeing but not understanding, fulfilling it with
His use of parables.

METHOD OF TEACHING THROUGH PARABLES:

●​ Parables were used in the Old Testament, conveying special messages through
familiar symbols.
●​ Example: Nathan’s parable to King David about his wrongdoing. (Read 2 Samuel
12:1-14)

REASONS FOR JESUS' USE OF PARABLES (ACCORDING TO MATTHEW):

●​ Apostles granted knowledge of the mysteries, unlike others.

●​ People have closed hearts and minds, fulfilling Isaiah's prophecy.
●​ Parables serve to both reveal and conceal truths.

EXPLANATION OF PARABLES TO THE APOSTLES:

●​ Jesus directly explains parables to the disciples, not to the crowds.

●​ Apostles are the primary recipients of the message, being prepared to spread the
Gospel.
●​ Emphasizes the importance of attentiveness to teachings during the Holy Eucharist.
THE TWO DEBTORS (Luke 7:40-43)

A creditor forgives two debtors—one who owed a large amount and another who owed less.
Jesus asks which debtor would love the creditor more, and the answer is the one who was
forgiven more. This parable teaches that those who have been forgiven much will love much in
return. It emphasizes God’s mercy and how deep gratitude comes from experiencing His
forgiveness.

THE FRIEND AT MIDNIGHT (Luke 11:5-13)

A man persistently knocks on his friend's door at midnight, asking for bread. At first, the friend
refuses, but he eventually gives in because of the man's persistence. Jesus uses this parable to
teach the importance of persistent prayer and trust in God's willingness to provide for His
people.

THE GROWING SEED (Mark 4:26-29)

Jesus describes how a farmer scatters seeds, and without his intervention, they grow and
mature until harvest time. The farmer does not understand how it happens, yet the process
continues. This parable illustrates that the kingdom of God grows mysteriously and powerfully,
even when it is not fully understood. It teaches trust in God’s timing and His unseen ways of
working in people’s hearts.

THE RICH FOOL (Luke 12:13-21)

A wealthy man stores up excess goods and plans to enjoy a life of ease, believing he has
secured his future. However, God calls him a fool and tells him that he will die that very night,
making his wealth meaningless. This parable warns against placing security in material
possessions rather than in God. It reminds people that true riches are found in living for God
and not in selfish accumulation.

THE WATCHFUL SERVANTS (Luke 13:6-9)

A master leaves his servants in charge while he is away and expects them to be prepared for
his return. The wise servants remain ready, while the foolish ones are caught unprepared. Jesus
emphasizes the importance of always being spiritually ready because no one knows when He
will return. The parable teaches faithfulness and obedience to God’s teachings.

THE WEEDS (Matthew 13:24-30, 36-43)

A farmer plants good wheat, but an enemy secretly sows weeds among them. The servants ask
if they should pull up the weeds, but the farmer tells them to wait until the harvest to prevent
harming the wheat. Jesus explains that good and evil will coexist in the world until the final
judgment, when the righteous will be separated from the wicked. This parable teaches patience
and trust in God’s ultimate justice.

THE LOST SHEEP (Matthew 18:12-14)

A shepherd leaves ninety-nine sheep to search for the one that is lost. When he finds it, he
rejoices greatly. Jesus uses this parable to show God’s deep love and mercy, illustrating that He
actively seeks out lost sinners and rejoices when they return to Him.

THE LOST COIN (Luke 15:8-10)

A woman has ten silver coins and loses one. She lights a lamp, sweeps the house, and
searches carefully until she finds it. When she does, she calls her friends to celebrate. Jesus
teaches that God values each person and rejoices when even one sinner repents. This parable
emphasizes the great joy in heaven over the return of a lost soul.

THE TWO SONS (Matthew 21:28-32)

A father asks his two sons to work in his vineyard. The first son refuses but later changes his
mind and goes. The second son agrees to work but never follows through. Jesus explains that
true obedience is shown through actions, not just words. He applies this lesson to religious
leaders, stating that sinners who genuinely repent are entering the kingdom of God before those
who claim to be righteous but do not live accordingly.

THE TEN VIRGINS (Matthew 25:1-13)

Ten virgins wait for a wedding feast, bringing their lamps. Five bring extra oil, while the other five
do not. When the bridegroom arrives, the unprepared virgins run out of oil and are shut out of
the feast. Jesus explains that this represents being spiritually prepared for His second coming.
Those who remain faithful and ready will enter the kingdom, while those who are careless will
miss out. This parable teaches the importance of watchfulness and readiness for Christ’s return.

LESSONS FROM THE PARABLES:

1.​ God values each person and seeks the lost with great love (The Lost Sheep, The Lost
Coin).
2.​ Faith and persistence in prayer are important (The Friend at Midnight).
3.​ Trust in God's mysterious ways of working in our lives (The Growing Seed).
4.​ Earthly wealth is temporary, and spiritual riches matter more (The Rich Fool).
5.​ We must always be spiritually prepared for Christ’s return (The Watchful Servants, The
Ten Virgins).
6.​ True obedience is reflected in actions, not just words (The Two Sons).
7.​ God’s judgment will come, and good will be separated from evil (The Weeds).
PHYSICAL SCIENCE
 PHYSICAL SCIENCE

ANCIENT GREEK MODELS OF THE UNIVERSE

FLAT VS. SPHERICAL EARTH

●​ Ancient people believed the Earth was a flat disk, where reaching the edge meant falling into
space.
●​ The Greeks around the 6th century BC developed the philosophical concept of a spherical
Earth.
●​ By the 3rd century BC, Hellenistic astronomers concluded that the Earth was physically
spherical based on observations of the stars and horizon.

EVIDENCE OF A SPHERICAL EARTH

1.​ North Star Position – The Greeks noticed that the North Star appeared lower in the sky when
traveling toward the equator.
2.​ Shape of the Sun and Moon – Aristotle argued that if the Sun and Moon were spherical, then
Earth must also be spherical.
3.​ Disappearing Ships – When ships sailed away, their hull disappeared before their sails,
suggesting a curved Earth.

OBSERVING ASTRONOMICAL PHENOMENA WITHOUT A TELESCOPE

●​ Eratosthenes (276–194 BC) measured Earth's circumference using a stick, shadows, and basic
geometry.
●​ Babylonians and Egyptians used sundials (gnomon) to observe the Sun’s movement.
●​ Ancient people noted that the Sun rises in the east, moves highest at noon, and sets in the
west.

LUNAR AND SOLAR ECLIPSES

●​ Lunar Eclipse – Happens when the Earth casts its shadow on the Moon, causing it to darken or
turn red.
●​ Solar Eclipse – Occurs when the Moon blocks the Sun, either partially or fully.

PHASES OF THE MOON

●​ The Moon changes shape in a 29.5-day cycle, from a thin crescent to a full moon, then back to a
crescent.
●​ These observations led to the creation of ancient calendars.

MODELS OF THE SOLAR SYSTEM

PLATONIC MODEL

●​ Proposed by Plato, who believed that the Earth was at the center of the universe.
●​ The Sun, Moon, and five known planets (Mercury, Venus, Mars, Jupiter, Saturn) were
attached to spherical crystalline shells around Earth.
●​ The outermost shell contained the stars and rotated annually.

EUDOXUS OF CNIDUS
 ●​ Introduced 27 auxiliary spheres to explain the complex motion of planets.

ARISTOTELIAN MODEL

●​ Aristotle expanded on Plato’s geocentric idea, believing the Earth was at the center and
surrounded by celestial spheres.
●​ Celestial bodies were considered perfect and unchanging, moving in circular orbits.

PTOLEMAIC MODEL

●​ Claudius Ptolemy developed a geocentric model to explain planetary motion.

●​ Planets move in small circular orbits (epicycles) while revolving around larger circular paths
(deferents).
●​ This model was used to explain retrograde motion, where planets appear to move backward
temporarily.

KEPLER’S LAWS AND PLANETARY MOTION

KEPLER’S THREE LAWS

1.​ Law of Ellipses – Planets move in elliptical orbits with the Sun at one focus.
2.​ Law of Equal Areas – A planet moves faster when closer to the Sun and slower when farther
away.
3.​ Law of Harmonies – The square of a planet’s orbital period is proportional to the cube of its
distance from the Sun.

APPLICATIONS OF KEPLER’S LAWS

●​ Used to track planetary motion and predict satellite orbits.

●​ Applied in NASA’s space missions to navigate planetary probes.

GALILEO VS. ARISTOTLE: CONCEPT OF MOTION

ARISTOTLE’S VIEW OF MOTION

●​ Natural Motion – Objects move based on their natural place (e.g., earth falls, fire rises).
●​ Violent Motion – Objects move only when pushed or pulled.
●​ He believed heavier objects fall faster than lighter ones.

GALILEO’S VIEW OF MOTION

●​ Uniformly Accelerated Motion – Objects accelerate equally regardless of mass.

●​ Free Fall – All objects, when air resistance is removed, fall at the same rate.
●​ Conducted an experiment from the Leaning Tower of Pisa, dropping two balls of different
masses and proving they hit the ground at the same time.

PROJECTILE MOTION

●​ Aristotle’s Idea: A fired cannonball moves straight, then falls vertically due to losing force.
●​ Galileo’s Idea: A cannonball follows a parabolic path due to the combination of forward
motion and gravity pulling it downward.

MOTION GRAPHS

●​ Graphs are used to visualize movement, speed, and acceleration more effectively.
FLAT VS. SPHERICAL EARTH

●​ Ancient people believed the Earth was a flat disk, where reaching the edge meant falling into
space.
●​ The Greeks around the 6th century BC developed the philosophical concept of a spherical
Earth.
●​ By the 3rd century BC, Hellenistic astronomers concluded that the Earth was physically
spherical based on observations of the stars and horizon.

EVIDENCE OF A SPHERICAL EARTH

1.​ North Star Position – The Greeks noticed that the North Star appeared lower in the sky when
traveling toward the equator.
2.​ Shape of the Sun and Moon – Aristotle argued that if the Sun and Moon were spherical, then
Earth must also be spherical.
3.​ Disappearing Ships – When ships sailed away, their hull disappeared before their sails,
suggesting a curved Earth.

OBSERVING ASTRONOMICAL PHENOMENA WITHOUT A TELESCOPE

●​ Eratosthenes (276–194 BC) measured Earth's circumference using a stick, shadows, and basic
geometry.
●​ Babylonians and Egyptians used sundials (gnomon) to observe the Sun’s movement.
●​ Ancient people noted that the Sun rises in the east, moves highest at noon, and sets in the
west.

LUNAR AND SOLAR ECLIPSES

●​ Lunar Eclipse – Happens when the Earth casts its shadow on the Moon, causing it to darken or
turn red.
●​ Solar Eclipse – Occurs when the Moon blocks the Sun, either partially or fully.

PHASES OF THE MOON

●​ The Moon changes shape in a 29.5-day cycle, from a thin crescent to a full moon, then back to a
crescent.
●​ These observations led to the creation of ancient calendars.

PARALLAX

●​ Parallax is the apparent shift of an object’s position when viewed from two different points.
●​ It is used in astronomy to measure the distance of stars and celestial objects.

HOW DID THE GREEKS USE PARALLAX?

●​ The Greeks knew that if Earth moved, the stars should appear to shift positions relative to each
other.
●​ Since they could not observe this shift, they believed either the Earth was stationary or the
stars were extremely far away.
●​ Aristarchus of Samos suggested that parallax exists, but the distances to stars were so vast that
the shift was too small to detect with the naked eye.

MODERN USE OF PARALLAX

●​ Stellar parallax is now used to calculate the distance to nearby stars.

 ●​ Astronomers measure the position of a star from two opposite points of Earth's orbit (six
months apart) to detect a slight shift.
●​ This method confirms that the Earth moves around the Sun and helps measure cosmic
distances accurately.

KEPLER’S LAWS AND PLANETARY MOTION

KEPLER’S THREE LAWS

1.​ Law of Ellipses – Planets move in elliptical orbits with the Sun at one focus.
2.​ Law of Equal Areas – A planet moves faster when closer to the Sun and slower when farther
away.
3.​ Law of Harmonies – The square of a planet’s orbital period is proportional to the cube of its
distance from the Sun.

APPLICATIONS OF KEPLER’S LAWS

●​ Used to track planetary motion and predict satellite orbits.

●​ Applied in NASA’s space missions to navigate planetary probes.

GALILEO VS. ARISTOTLE: CONCEPT OF MOTION

ARISTOTLE’S VIEW OF MOTION

●​ Natural Motion – Objects move based on their natural place (e.g., earth falls, fire rises).
●​ Violent Motion – Objects move only when pushed or pulled.
●​ He believed heavier objects fall faster than lighter ones.

GALILEO’S VIEW OF MOTION

●​ Uniformly Accelerated Motion – Objects accelerate equally regardless of mass.

●​ Free Fall – All objects, when air resistance is removed, fall at the same rate.
●​ Conducted an experiment from the Leaning Tower of Pisa, dropping two balls of different
masses and proving they hit the ground at the same time.

PROJECTILE MOTION

●​ Aristotle’s Idea: A fired cannonball moves straight, then falls vertically due to losing force.
●​ Galileo’s Idea: A cannonball follows a parabolic path due to the combination of forward
motion and gravity pulling it downward.

MOTION GRAPHS

●​ Graphs are used to visualize movement, speed, and acceleration more effectively.