DOING PHILOSPHY.docx
- 1. Daily Lesson Log School Panay National High School Grade 12-HUMSS,HE & ICT Teacher MARISSA P. FELOSOPO Learning Area INTRODUCTION TO PHILOSOPHY OF THE HUMAN PERSON Date/Time August 22-26, 2022/MTWTh Quarter 1 Session 1 Session 2 Session 3 Session 4 I. OBJECTIVES A. Content Standards The learner understands the meaning and process of doing philosophy The learner understands the meaning and process of doing philosophy The learner understands the meaning and process of doing philosophy The learner understands the meaning and process of doing philosophy B. Performance Standards The learner reflects on a concrete experience in a philosophical way The learner reflects on a concrete experience in a philosophical way The learner reflects on a concrete experience in a philosophical way The learner reflects on a concrete experience in a philosophical way C. Learning Competencies Distinguish a holistic perspective from a partial point of view Distinguish a holistic perspective from a partial point of view ( Distinguish a holistic perspective from a partial point of view Distinguish a holistic perspective from a partial point of view Write the LC code for each (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1) (PPT11/12-Ib-1.1) II. CONTENT (Subject Matter) Doing Philosophy Doing Philosophy Doing Philosophy Doing Philosophy III. Learning Resources A. References 1.Teacher’s Guide Pages 2.Learner’s Materials Pages 3.Textbook Pages 4. Additional Materials from Learning Resources (LR) Portal) B. Other Learning Resources Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. Intro. To the Philosophy of a Human Person slide 115-136 Pambungad sa Pilosopiya, pages 60-65 Dy, Manuel Jr. "Philosophy of Man", "The Philosophical Enterprise" by John Kavanaugh, S. J. IV.PROCEDURES
- 2. A. Review Previous Lessons Presentdistorted figures Review the previous lesson. Review the previous lesson. Synthesize the three previous lessons. B. Establishing purpose for the Lesson What Philosophy is and what philosophy is not. Philosophy differs in different eras in world history Ask the students: “Nakapagbyahe na ba kayo?” C. Presenting examples /instances of the new lessons Ask the students: “what comes to your minds when you encounter the word Philosophy?” Read: Sapagkat ang Pilosopiya ay Ginagawa ni Padre Roque Ferriols See appendix 1 How did Padre R. Ferriols presentphilosophy? Ask students aboutthe wisdom they can getfrom everyday objects. Examples: Pencil/Eraser Broom Stick Shoes Lecture discussion: Philosophy is a journey. D. Discussing new concepts and practicing new skills #1. Unlocking of Difficulties: Definition of Philosophy as a path towards the attainment of knowledge. Unlocking of Difficulties: Philosophy as a concept Philosophy is a system of beliefs aboutreality. It is one's integrated view of the world. It includes an understanding of the nature ofexistence, man, and his role in the world. It is a necessary productofman’s rational mind. Learning from Philosophers The teacher will presentthe different views ofphilosophers about the nature and meaning of philosophy AncientGreeks: to have a good life Medieval: to defend God Modern: to reason/rationalize Post-Modern: to find meaning Make an analogy: Scuba diving and Helicopter as vehicles ofdoing philosophy. E. Discussingnew concepts & practicing and concern to new skills #2 Unlocking of Difficulties: Meaning of Philosophy as a path towards the attainment of wisdom. Unlocking of Difficulties: Philosophy as a process Philosophy is employed as a method ofinquiry. It is an engagementin the search for the meaning of life, its value and relevance. Itis a process for finding significance in existence.
- 3. F. Developing Mastery (Leads to Formative Assessment 3 Ask the difference between knowledge and wisdom. Knowledge is knowing that tomato is a fruit Wisdom is knowing notto put it in a fruit salad Philosophy is asking ifketchup is a fruit shake. Give other examples Activity: Compare and Contrast Philosophy As a Concept As a Process Cite the differences of philosophy as a process and as a concept Activity: Tableau/Slogan/ The class will be grouped into 4 and will representeach era through a tableau, slogan or a short poem. Recitation: In what sense is philosophy related to human life? G. Finding Practical Applications of concepts and skills in daily living Flash the statements: “The unexamined life is not worth living” and “He who has a why to live for can bear with almostany how”. then will ask the students to relate the statements to their presentcondition as SHS Learners preparing for college. Give the analogy ofriding a bicycle. Riding a bicycle is not about knowing its parts but it is in riding the bicycle itself. Why do we need to respectthe view of other people? It must be emphasized that philosophy will notteach the learners how to earn a living, but how to make life worth living. H. Making Generalizations & Abstractions about the lessons The learners will be grouped and will be tasked to come up with a word web map based from their understanding of the discussion. Write associated words with philosophy. The class will be grouped into two. The first group will be tasked to give examples of Philosophy as a conceptwhile the other group will provide examples ofPhilosophy as a Process. Ask learners the following questions: What does itmean to philosophize? What is its significance to your life? I. Evaluating Learning Task the students to write an essay J. Additional activities for application or remediation
- 4. V.REMARKS VI. Reflection A. No. of learners who earned 80% in the evaluation B. No. of learners who requires additional actsforremediationwho scored below 80% C. Did the remedial lessons work? No. of learners who caught up withthe lessons D. No. of learners who continue to require remediation E. Whichof my teaching strategies worked well? Why did this work? F. What difficulties did I encounter which my principal/supervisorcan help me solve? G. What innovations orlocalized materials did I used/discover whichI wishto share with other teachers? Checked by: GENIE P. CUBITA, PhD School Head / HT-III GENIE P. CUBITA, PhD School Head / HT-III GENIE P. CUBITA, PhD School Head / HT-III GENIE P. CUBITA, PhD School Head / HT-III