Professional Documents
Culture Documents
Doing Philosophy
The learner understands the meaning and process of doing philosophy
The learner reflects on a concrete experience in a philosophical way
Realize the value of doing philosophy in obtaining a broad perspective on life (PPT11/12-Ib-1.3)
Do a philosophical reflection on a concrete situation from a holistic perspective (PPT11/12-Ic-1.4)
At the end of the lesson, the learners will be able to:
1. Write a one-page reflection paper following the structure of Day-to-day Life, Reflection, and
Application
120 minutes
LESSON OUTLINE:
1. Introduction/Review: Communicating learning objectives & reflection on excerpts from Platos Apology and Sapagkat ang Pilosopiya ay
Ginagawa by Roque Ferriols, S.J. (30 minutes)
2. Motivation: The March To Progress in the Philippines (15 minutes)
3. Instruction: Discussion about Indigenous Peoples and Philosophical Reflection on Progress (60 minutes)
4. Practice: Deconstructing personal beliefs (10 minutes)
5. Evaluation: Giving of instructions on the take-home reflection paper (5 minutes)
MATERIALS
RESOURCES
Carolino, Ditsi. The March to Progress in the Philippines. Aljazeera. 4 Nov. 2014. Web. 23 Jun. 2015.
http://www.aljazeera.com/programmes/viewfinder/2014/11/march-progress-philippines-2014112122317640995.html
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Teacher Tips:
Role of the Text:
The chosen texts are meant to facilitate the
learners acquisition of insight. The role of the
teacher is not to impose one interpretation of
the text but to point towards the crucial
elements that may serve as the basis of the
learners reflection.
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1. Remind the learners that todays topic revolves around current events, and that they need
to be aware of the things happening in the country.
2. Hand out a copy of the news article, distributed as worksheets. This may also be written
on a manila paper; or shown as a news item on-screen.
3. Let them read the text quietly for five (5) minutes.
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"Everything we need to survive is here. If we nurture our forest and seas, it will sustain
our needs. The life of the tribe is simple. We are able to eat everyday. Our huts are
small but we are happy." Vic, Dumagat Tribesman
a.
b.
c.
d.
e.
f.
From your point of view, how will you describe Vics lifestyle?
What do you think is his notion of the good life?
How will you describe your own lifestyle? Is it modern or traditional?
What is your notion of the good life?
Is there a difference between your notion and Vics notion of the good life?
How would you compare the two notions? Is one inferior to the other? Why or why
not?
3. After reflecting, ask them to partner with their seatmate and share answers for ten (20)
minutes. Encourage them to discuss their points of agreement and/or disagreement
with one another.
4. Call on three pairs to share their answers to the class. Ask the class whether they agree
or disagree with the pairs answers to question (f) and to explain their position.
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Re-examined Belief
There is more than one
notion of progress and
one is not necessarily
better than another as
people coming from
different worldviews have
different ways of valuing
the world.
Teacher Tips:
Checking for Understanding:
Remind the learners that if they have any
questions and/or clarifications, they should
raise it as soon as possible.
Scaffolding:
If students are unable to think of any belief that
they themselves hold, ask them if they are
familiar with any cultural practice from other
countries that they do not necessarily
understand and/or agree with. They can use
this belief as a basis and propose a contending
belief.
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Remind the learners to cite their references accordingly using the APA format.
Depth of
Reflection
(Content)
Structure
(Form)
Grammar,
Spelling
(Syntax)
2 (NEEDS IMPROVEMENT)
3 (MEETS EXPECTATIONS)
4 (EXCEEDS EXPECTATIONS)
Learners demonstrate a
minimal level of reflection and
internalization of the given
material.
Learners demonstrate a
sufficient level of reflection and
internalization of the given
material.
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