LESSON 4: The Human Person in the Environment

Notice Disorder in the Universe

Anthropocentric Model
Humans are superior and central to the universe. The dominant of humanity
is linked to the dominant of nature.

HUMAN

CULTURE

INDIVIDUALISM

MIND

CALCULATIVE

HUMAN OVER / AGAINST

ENVIRONMENT
GLOBAL /
TECHNOLOGICAL

Ecocentric Model
The ecological or relational integrity of the humans. This puts the ecosystem
first and assumes that

NATURE

WILD

HOLISM

NATURE / COSMOS

BODY

RELATIONAL

EARTH / WISDOM
ECOLOGY OVER / AGAINST
HUMAN

Aesthetic Appreciation
Relaxation Social Interaction
Satisfaction Self-understanding
Enjoyment Growth toward Holism
Peace Calm
LESSON 5: Freedom of the Human Person
Realize that All actions have consequences

ARISTOTLE
The Power of Volition
The imperative quality of judgement of practical intellect is meaningless,
apart from will. The will of humanity is an instruments of free choice. It is within
the power of everyone to be good or bad, worth or worthless.
This is borne out by:
The general employment of praise and blame.
The common testimony of all human beings.
The rewards and punishment of rules.
Aristotle Intellectual Freedom

ACTION

WILL

REASON

ST. THOMAS AQUINAS

Love is Freedom
Of all creatures of God, human beings have the unique power to change
themselves and the things around them for the better.
Fourfold Classification of Law:
Internal Law Human Law
Natural Law Divine Law

Spiritual Freedom
ACTIONS
(GOOD OR
EVIL)

CONSCIENCE

GOD'S LOVE
JEAN PAUL SARTE
Individual Freedom
The human person is the desire to be God; the desire to exist as a being which
has its sufficient ground in itself.

THOMAS HOBBES
Theory of Social Contract
A Law of Nature is a precept or general rule established by reason, by which
a person is forbidden to do that which is destructive of his life or takes away the
means of preserving the same; and to omit that by which he thinks it may be best
preserved.

JEAN JACQUES ROUSSEAU

In his book, the Social Contract, he elaborated his theory of human nature. In
Rousseau, a new era of sentimental piety found its beginning.

Freedom (General will or

mutual transferring of
rights
Sovereign Rules (State) Citizen's (Individual Rights)

Evaluate and Exercise Prudence in Choices

Environment selects which is similar with natural selection.
Life is full of paradoxes; nobody could, non should control it. We have to be
open to life, learn to accept and live with paradoxes.
Behavioural Psychology is at fault for having overanalysed the words
reward and punishment.

Choices have consequences and some things are given up while

others are obtained in making choices
Loob touches the daily human aspect of the Filipinos
Filipinos Loob is the basis of Christian value of sensitivity to the needs of
others and gratitude.
Kagandahang loob, kabutihang loob, and kalooban are terms that show
sharing of ones self to others.
LESSON 6: Intersubjectivity
Realize that Intersubjectivity Requires Accepting Differences and
Not to Impose on Others
Though we are part of our society, we still different individuals living in this
society. Each of us will have different appearance or point of view.

INTERSUBJECTIVITY AS ANTOLOGY:
The Social Dimension of the Self
A. On PWDs
The process of suspecting, recognizing and identifying the handicap for
parents with PWD will include feeling of bewilderment, sorrow, anger and guilt.
Categories of PWD:
Diabetic
Asthmatic
Hearing impaired
Ethic fibrotic person

B. On Underprivileged Sectors of Society

Dimension of Poverty:
Health
Education
Income
Working condition
Empowerment
Hunger / Starving

C. On the Rights of Women

Way movestone craft, in vindication on the right of women (1782),
believes that women must be united to men in wisdom are nationality, society
should allow women to attain equal rights to philosophy and education given
to men. For wallstonecraft, if men would snap womens chairs, they would
find women more observant daughters, more affectionate sisters and faithful
wives, more reasonable mothers and better citizens.
LESSON 7: The Human Person in Society
Recognize how individuals form Societies and how individuals are
transformed by Societies

A. Medieval Period (500 1500 CE)

Some historians say that the middle ages began in AD 476 when the
Barbarian Odoacer over them Emperor Romulus Aguistulos; ending the
Western Roman Empire; still other say about 40,500 or even later.

B. Modern Period (1500 1800)

Modern Philosophy is an attack on and a rejection of the middle ages
that occupied the proceeding thousand years (Solomon and Hiogins).
Leadership in art and literature reached a peak in the Renaissance Period.

C. Globalization and Technological Innovation

Globalization is not a one-way process, but comprises the multilateral
interactions among global systems, local practices, transactional trends and
personal lifestyles.

Industrial Revolution
A movement in which machine changed peoples way of life as
well as their methods of manufacture.
Industrialism
The rapid growth of these institution is seen as creating new
system within the 1830s. The invention of machines in view of doing
the work of hand tools. The use of steam, and other kinds of power via
the muscles of human beings and of animals.
LESSON 8: Human Persons Are Oriented Toward
Their Impending Death

Recognizing the Meaning of Ones Life

This chapter shall evaluate the meaning of life and various perspectives of
human limitations such as death. It is vital that the learners contribute in identifying
their own goals and to be aware of the meaning of life.

A. Socrates
Socrates, a great teacher in Athens around 469 BC, believes that knowing
oneself is a condition to solve the present problem. Socrates has two different
ways of teaching: (1) to assess by questions the character of the student; and (2)
to set him problems, exhort him to reduce each problem to its constituent
elements, and criticize the solutions that he offers.
The first process is also called ironic process, a process that serves the
learner to seek for knowledge by ridding the mind of prejudices and then by
humbly accepting his ignorance. The second process is the maieutic process that
is employed after the first process has cleared the mind of the learner of the
ignorance, and then draws truth out of the learners mind.
Happiness
For Socrates, for a person to be happy, he as to live a virtuous life. Virtue
is not something to be taught or acquired through education, but rather it is merely
an awakening of the seeds of good deeds that lay dormant in the mind and heart
of a person.

B. Plato
Contemplation in the mind of Plato means that the mind is in communion
with the universal and eternal ideas. Contemplation is very important in the life
of humanity because this is the only available means for a mortal human being to
free himself from his space-time confinement to ascend to the heaven of ideas
and there commune with the immortal, eternal, the infinite, and the divine truths.
Platos Theory of Immortality
According to Plato, the body is the source of endless trouble to us by reason
of the mere requirement of food, and is liable also to diseases, which overtake
and impede us in the search after true being: it fills us full of love, lust and fears,
and fancies of all kinds, and endless foolishness.
C. Aristotle
Realizing Your Potential
For Aristotle, everything in nature seeks to realize itself to develop its
potentialities and finally realize its actualities. Aristotle has much more to say
about change. Change takes place in time and space. Since space and time are
infinitely indivisible, Aristotle analysed the notion of infinity.
Aristotle divided everything in the natural world into two main categories:
non-living things and living things.