Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION HED MEMORANDUM ORDER No. _26. Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF ARTS IN PHILOSOPHY PROGRAM In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994." in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 series of 2012, and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017 the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission ARTICLE| INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 series of 2012, this PSG implements the ‘shift to learning competency-based standards/ outcomes-based education.” It specifies the ‘core competencies’ expected of AB in Philosophy Program graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and... of the typology of HEIs,” this PSG also provides ‘ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their Particular contexts and their respective missions...” ARTICLE I AUTHORITY TO OPERATE Government Recognition All private higher education institutions (PHE!s) intending to offer AB in Philosophy program must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing AB in Philosophy program are required to shift to an outcomes- based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards Jevelop ding, CP. Garcia Ave, smpus, Diliman, Quezon City, Philippines igher Education Development Genter Building, C.P. Garcia Ave., UP Campus, Dil y Wiob Sito unwwichod.gouph Tol Nos. 441-1177, 3058991, 441-1169, 441-1149, 441-1170, 441-1216, 92-5296, 441-1220 1441-1228, 986-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1671ARTICLE Ill GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. Section 4. Section 5. The Articles that follow give minimum standards and other requirements and prescriptions, The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as @ sample curriculum. The number of units of this curriculum is here prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty, See Article VI The HEls are allowed to design curricula suited to their own contexts, and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) 25 a guide in making their ‘submissions for Sections 17, 18 and 19 of Article VII ARTICLE IV PROGRAM SPECIFICATIONS Program Description 5.1 Degree Name The degree program described herein shall be called Bachelor of Arts in Philosophy program, Page 2 of 345.2 Nature of the Field of Study The Humanities program emanates along a broad front which addresses the concerns of the historical studia humanitatis: @ humanistic education rooted in the great traditions; the formation of human beings according to cultural, moral, and aesthetic ideals derived from various cultures and civilizations. Programs in the humanities encompass philosophy, literature, history, archaeology, religions, languages, the arts and music, cultural studies; and those aspects of the social sciences, which share the content, and methods of humanistic disciplines. The program for philosophy stems from the tradition of human search for the true, the good, beautiful and the just grounded on the various ancient and contemporary traditions: the rational, intuitive, analytic, humanistic, scientific, technological, biological, intellection of both East and West. The program welcomes disciplines that cross the boundaries between humanistic disciplines and other programs that explore the connection between the humanities and other areas of scholarship. 5.3 Program Goals The program specifically aims to: + Develop critical and creative thinking; + Empower students with the ability to form sound value judgment; and + Equip students with skills necessary for research along and across multi- disciplines 5.4 Specific Professions/careers/occupations for graduates Graduates of Philosophy programs are expected to excel in the field of education, religious vocation, management, government, politics, communication, media and research. 5.5 Allied Fields The AB in Philosophy program is allied with programs in Literature, Languages, Social Sciences and Religious Studies Section 6. Program Outcomes The minimum standards for the AB in Philosophy program are expressed in the following minimum set of learning outcomes: 6.1 Common to all programs in all types of schools a. Articulate and discuss the latest developments in the specific field of practice. (POF level 6 descriptor) b. Effectively communicate orally and in writing using both English and Filipino Page 3 of 34©. Work effectively and independently in multi-disciplinary and multi-cultural teams. (POF level 6 descriptor) d. Act in recognition of professional, social, and ethical responsibility e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline The graduates have the ability to: a. Recognize the need for and demonstrate the ability for lifelong leaming b. Identify multi-perspectives and interrelations among texts and contexts ©. Apply analytical and interpretive skills in the study of texts d, Discuss and/or create artistic forms e, Demonstrate research skils specific to the sub-disciplines in the humanities f. Use appropriate theories and methodologies critically and creatively Q. Appraise the role of humanistic education in the formation of the human being and society 6.3. Specific to a sub-discipline and a major a. Demonstrate critical thinking and cogent argumentation, b. Understand and analyze and apply theories to concrete situations. ©. Evaluate judiciously the essence of philosophical learning of the True, the Good, and the Just. d. Communicate philosophical understanding and insight within the appropriate cultural perspective. 6.4 Common to a horizontal type as defined in CMO No. 46 series of 2012 + For professional institutions: a service orientation in one’s profession + For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves ‘+ For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans.” (RA 7722) ‘A PHEl, at its option, may adopt mission-related program outcomes that are not included in the minimum set. Page 4 of 34Section 7. Sample Performance Indicators Graduates of this program are expected to have imbibed the love of learning, and should therefore have the habit of reading philosophical texts and other literature related to philosophy. Specifically, they should be able to’ analyze problems; think critically and reflectively (self-critique) on any issue; synthesize ideas, and think holistically, and ‘communicate inteligibly, logically and coherently. PROGRAM OUTCOMES PERFORMANCE INDICATOR To understand and analyze theories & apply them to concrete situation ‘Advanced Philosophy of Man/Human Person/ Rational Psychology/Philosophical Anthropology 1, To understand various theories of human person 2. To analyze the commonality of the different cultural understanding of the human person 3. To be able to write a synthesis paper answering the question “What Js it to be human in a globalized world?” ARTICLE V CURRICULUM Section 8. Curriculum Description The curriculum consists of seven parts, thus: (1) the CHED prescribed General Education Curriculum (in accordance with CMO No. 20, s. 2013); (2) the professional courses; (3) the seminar courses; (4) the electives; (6) the 6-unit foreign language courses; (6) the undergraduate thesis/oral comprehensive examination and synthesis paper and (7) other required courses. Section 9. Sample Curriculum 9.1. Components: General Education, Core Courses, Electives, etc. Equivalent Courses Noo | Units per | fits Course \._ General Education (GE) Courses 36 Professional Courses 51 Logic 4 | 3 |___Introduction to Philosophy [ 1 3 History of Western Philosophy 1 4 3 History of Western Philosophy 2 Li 3 History of Chinese Philosophy 1 3 Page § of 34History of indian Philosophy Existentialism/Phenomenology/Herme neutics/Post Modernism. ‘Cosmology/Philosophy of Science and Technology ‘Advanced Philosophy of Man/Human Person/ Rational Psychology/Philosophical Anthropology Epistemology/ Theory of Knowledge Metaphysics Theodicy/Philosophy of Religion Political Philosophy/Social Philosophy Philosophy of Language Aesthetics/Theories of Art Modern Asian Thoughts Comparative Philosophy (East West) ‘coco c2]c0|0|e0| ca] 00 iil, Seminar Courses 5 ‘Seminar on Filipino Philosophy ‘Special Questions in Philosophy ‘Special Questions in Ethics ‘Seminar on Contemporary Philosophy ‘Seminar on Plato/or Seminar on Aristotle IV. Electives 15 Disciplinal/Allied Elective 1 Disciplinav/Allied Elective 2 DisciplinaVAllied Elective 3 Free Elective 1 Free Elective 2 c2]c3]e0] e209 Foreign Language \VI. Undergraduate Thesis / Oral Comprehensive exam and Synthesis Paper \Vil. Mandated Subjects 4 Physical Education (PE) National Service Training Program (NSTP) TOTAL 140 ‘SUMMARY OF UNITS: General Education (GE) courses Professional Courses Seminar Courses Electives Foreign Language Undergraduate Thesis/Oral Comprehensive exam and ‘Synthesis Paper PE and NSTP TOTAL 36 units, 51 units, 15 units 15 units 6 units 3 units 14 units 140 units Page 6 of 349.2. Program of Study FIRST YEAR 4* Semester No. of Hours Courses a week Units Tee. Lab. Introduction to Philosophy 3 0 3 History of Western Philosophy 1 3 0 3 Ethics 3 0 3 Understanding the SelfPag-unawa sa a 7" 3 Sarl Readings in Philippine History/Miga Babasahin Hinggil sa Kasaysayan ng 3 0 3 Pilipinas ‘Science, Technology and Society/Agham, a 5 a Teknolohiya at Lipunan PE1 2 NSTP 1 3 TOTAL| 18 ° 23 2"4 Semester No. of Hours 5 Courses a week fa Lec. Lab. Logic 3 0 3 History of Western Philosophy 2 3 0 3 History of Chinese Philosophy 3 0 3 The Contemporary World/Ang 3 0 3 Kasalukuyang Daigdig ‘Mathematics in the Modern World/Matematika sa Makabagong 3 0 3 Daigdig GE Elective 1 3 0 3 PE2 2 NSTP2 3 TOTAL| 18 0 23 Page 7 of 34 *SECOND YEAR 1 Semester No, of Hours i Courses a week Uns, Lec. Lab. History of Indian Philosophy 3 0 3 Epistemology 3 0 3 Advanced Philosophy of Man/ Human Person/Rational Psychology/Philosophical 3 oO 3 ‘Anthropology Existentialism/Phenomenology/Hermeneut 3 0 3 ics/Post Modernism Purposive Communication/Malayuning 4 Komunikasyon GE Elective 2 3 PES 2 TOTAL 18 oO 20 2" Semester _ Ai Courses units Aesthetics/Theories of Art 3 Metaphysics 3 Elective 1 3 Cosmology/Philosophy of Science and 3 Technolog) [Art Appreciation/Pagpapahalaga sa Sining 3 Life and Works of Rizal 3 [PE 2 I TOTAL | 76 o 20 THIRD YEAR 41° Semester No. of Hours Courses aweek Units Lee. Lab. ‘Special Seminar on Filipino Philosophy 3 0 3 Theodicy 3 oO 3 Modern Asian Thoughts 3 0 3 Political Philosophy/ Social Philosophy 3 oO 3 Foreign Language 1 3 oO 3 Elective 2 3 oO 3 TOTAL 18 oO 18 Page 8 of 342° Semester No. of Hours Courses a week Units Lec. Lab. ‘Seminar on Special Questions on 3 4 = Philosoph Philosophy of Language 3 0 3 ‘Comparative Philosophy 3 0 3 Foreign Language 2 3 0 3 GE Elective 3 3 oO 3 Elective 3 3 0 3 L TOTAL | 48 0 8 FOURTH YEAR - 1% Semester No. of Hours: Courses a week Units Lec. Lab. ‘Special Questions in Ethics 3 0 3 Thesis Writing 3 0 3 Elective 4 3 0 3 TOTAL | 9 0 9 2"! Semester No. of Hours Courses a week Units Lec. Lab. ‘Seminar on Contemporary Philosoph; 3 0 3 ‘Seminar on Plato/Aristotle 3 0 3 Thesis Defense Elective 5 3 0 3 TOTAL 9 0 9 Summary: Year 1 First Semester 23 units Second Semester 23 units Year 2 First Semester 20 units Second Semester 20 units Year 3 First Semester 18 units Second Semester 18 units Year 4 First Semester 9 units Second Semester 9 units Total 140 units Page 9 of 34Section 10. Sample Curriculum Map (Please see Annex A) Curriculum map is “a matrix relating all the courses listed in the program curriculum with one or more of the declared program outcomes.” ‘The HEIs/LUCs/SUGs shall create a complete curriculum map of their current existing AB in Philosophy Curriculum. Refer to Annex A for a sample curriculum map that relates all the courses in the sample curriculum with the minimum set of program outcomes. Section 11. Sample Means of Curriculum Delivery 11.1 Lecture input - refers to the delivery of the course content as specified in the course syllabus i.e. General Ethics 11.2 Case Study — refer to some cases to current condition i, € corruption 11.3 Role Playing ~ students are situationally assigned to a particular social station and tasks to solve concrete moral problem 11.4 Group Study — students are organized into several groups and assigned to come up with some practical ethical moral problems 11.5 Related Studies — students are required to read some literary text that touches on moral issues and student is required to come with value of moral judgment 11.6 Multimedia Instructions — watch a film on moral issues e.g. Kapit sa Patalim, Les Miserables or the Quiz; optimum use of e-learning 11.7 Immersion to some social reality — 12 hours of a work in the department store, market, street vendors, interview of prostitutes or informal sectors 11.8 Volunteerism in times of social calamities - assignment to situational response in times of disaster, typhoon. fire, earthquake, flood and other man caused calamities Section 12. Sample Syllabi for Selected Core Courses (Please see Annex B) ARTICLE VI REQUIRED RESOURCES Section 13. Administration ‘The program shall be administered by a Department Chair/Program Coordinator or Dean. 13.1 Qualifications of a Department Chair/Program Coordinator or Dean a) Must be a Filipino citizen b) Department Chair’ Program Coordinator must at least be a holder of a Master's Degree in Philosophy; ©) Dean must at least be a holder of a Master's Degree; d) Must have a good record of teaching experience for at least three (3) years; and @) Must be a published scholar in the field. Page 10 of 34Section 14. Section 15. Section 16. 13.2 Responsibilities of a Dean/Department Chair ‘The general functions and responsibilities of a Dean/Department Chair usually include the following: a) To assist the schoo! head in all matters affecting the general policies of the entire institution; b) To provide academic leadership in his/her college or unit; and ©) To provide overall administrative supervision over all activities in his/her college or unit. Faculty 14.1 Qualifications Fifty percent (50%) of the fulltime faculty must have a Master of Arts in Philosophy degree and the rest of the existing regular faculties are pursuing an M.A. in Philosophy. No new faculty without an MA in Philosophy should be admitted effective upon implementation of the new PSG on AB in Philosophy. 14.2 Load ‘The teaching load of faculty whether fulltime or part-time shall be governed by institutional policies following CHED requirements. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses. in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for AB in Philosophy program. Laboratory and Physical Faci 16.1 Classroom requirements The Standard classroom shall be a minimum of 30 square meters for a class of 25 students and 56 square meters for a class of 50 students. Classrooms must be well lighted and well ventilated These should contain the necessary equipment and furniture such as chairs, instructor's podium, and black/white boards. 16.2 Audio-visual equipment Audio-visual equipment and facilities should be provided as instructional support. Page 11 of 34ARTICLE VII COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for a new program’ Section 17. Section 18. Section 19. Section 20. Section 21. Section 22. The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum, and its justification including a curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course. Proposed system of program assessment and evaluation Proposed system of program Continuous Quality Improvement (cal) For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcome - based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Section 23. Section 24. Transitory Provision All private HEls, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Arts in Philosophy program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. Repealing Clause Any provision of this Order, which may thereafter be held invalid, shall Not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Page 12 of 34 SaSection 25. _Effectivity Clause ‘This CMO shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019. Quezon City, Philippines _May 9 » 2017. For the Commission: filint jee PATRICIA B. LICUANAN, Ph.D. Chairperson Attachments: ‘Annex A — Sample Curriculum Map Annex B - Sample Syllabi for Selected Core Courses Page 13 of 34 ome, coProgram Outcomes ANNEX A. SAMPLE CURRICULUM MAP a) Ability to think critically and to argue cogently. b) To understand and analyze theories & apply them to concrete situation. ©) Not just to know the Truth but to live by and for the Truth 4) Not just to know the good but to live by and for the good. e) Not just to know what is just but to live by and for Justice ) Ability to distinguish Truth from falsity, Right from wrong, and the good from evil (a) (b) (c) (d) (e) (fy Major Courses Logic UPIO_|UPIO_|UP/O_ | UPIO_ | UPIO | UP/O Introduction to PIO | PIO | P/O | P/LIO | PILIO | P/L/IO Philosophy History of Western | P/O | P/O | P/O | P/LIO | PIO | PILIO Philosophy 1 History of Wester | P/O | P/LIO | P/O | PILIO | PMO | PILIO Philosophy 2 History of Chinese PL | PIL PIL PL PIL PIL Philosophy | History of Indian v P P P U Philosophy Existentialism? U v t cB v v Phenomenology! Hermeneutics/Post Modernism Cosmology/Philosop | _L v v C C v hy of Science and ‘Technology Philosophy of T T v v v v Language ‘Advanced Philosophy | UP | UP uP uP uP uP ‘of Man/Human Personi Rational Psychology Epistemology/Theory | L v v v a T of Knowledge Metaphysics c T L c v t Theodicy/Philosophy | LIP | UP uP UP uP UP of Religion Political Philosophy/ P P P Social Philosophy ‘Aesthelics/Theories | UO LO UO uo uo uo of Art Modem Asian uo | vo | Uo U0 U0 uO Thoughts Comparative uo LO uO uo uo uo Philosophy Page 14 of 34‘Seminar Courses, ‘Seminar on Filipino is T v v E v Philosophy ‘Special Questions in | UP [UP UP uP uP uP Philosophy ‘Special Questions uP | _UP uP uP UP uP Ethios ‘Seminar on v E v e c v Contemporary Philosophy ‘Seminar on Plato/or v t v t C E Seminar on Aristotle Page 15 of 34ANNEX B SAMPLE COURSE SYLLABI |. Professional Courses Course Name LoGic Course This course is an introduction to the meaning and formation of Description terms, propositions and logical reasoning. It will acquaint the student with the fundamental principles and methods of valid reasoning so as to equip him/her with the logical tools necessary for his/her constant battles against fallacies and inconsistencies. This course is also an introduction to symbolic logic and other forms of logical reasoning. Course ‘At the end of the course, students are expected to’ Objectives. 1, express ideas with clarity and precision 2. detect formal and material fallacies 3. acquire the skill of logical method of reasoning 4. formulate sound and valid arguments No. of units 3 No. of contact 3 hrs/wk Prerequisites Course Outline preferences. Terms and logical reasoning; Terms and_ its Functions; Signification, Comprehension and Extension, Term and Sign; Definition Division and Classification Judgment and Proposition; Truth and Falsity; Kinds of Proposition: Categorical, Hypothetical and Modal Propositions. Inference: Immediate Inference: Oppositional Inference: Observation and Conversion Mediate Inference: Deductive Reasoning Categorical and Hypothetical Other Forms of Inference Induction and the Fallacies: The Nature and Principles of Induction, The Five Scientific Methods of Inquiry, The Formal Fallacies, The Informal Fallacies ‘Symbolic Logic: Non-syllogistic Arguments, Statement Constant and variables, Truth Functional Connectives, Negation, Conjunction, Material Implication, Material Equivalence, Scope Indicators, Truth Tables for Statements Sentential Arguments: Stating Sentential Arguments in Symbolic Forms, Testing for Validity, Formal Proof of Validity, Rules of Replacement, Proof of Validity Other Forms of Reasoning: Asian (Indian, Filipino or Chinese, elc.): A Preliminary Analysis [Filipino Value Logic is neither valid nor invalid by Western logical principles; but it may be either functional or nonfunctional, operational or non-operational, appropriate or inappropriate, by the value system of the people themselves.] Laboratory Equipment None Page 16 of 34‘Suggested Readings | Ceniza, Claro R. Elementary Logic. Third Edition. Taft Avenue, Manila: De La Salle University Press, 1994. Cohen, Morris R. and Emest Nagel. An Introduction to Logic. New York: Harcourt, Brace and World, 1962 Copi, Irving and Cari Cohen, Introduction to Logic, 12% edition, Prentice Hall, Upper Saddle River 2005. Copi, Irving M. and Carl Cohen, introduction to Logic. Tenth Edition. Singapore: Prentice - Hall, 1998. Copi, Irving M. Symbolic Logic. Fifth Edition. New York: Macmillan, 1979, Mendelsohn, Richard L. and Lewis M. Schwartz. Basic Logic. Engelewood Cliffs, New Jersey: Prentice — Hall, 1987. Moore, Brooke Noel and Parker, Richard. Critical Thinking. ‘Seventh Edition. New York: McGraw Hill, 2005. ‘Shaw, Patrick. Logic and Its Limits. New York: Oxford University Press, 1997. Strawson, P. F. introduction to Logical Theory. Harper and Row Publishers. 1960, [Course Name INTRODUCTION TO PHILOSOPHY Course Description This course will introduce students to the great philosophers whose ideas have revolutionized the world and shaped the way in which human beings think and live. It will further acquaint him with the perennial philosophical problems that bewilder and mystify every individual in his/her struggle for survival and in search for truth and meanings, namely: the problem of origin and finality of the world, problem of knowledge, problem of freedom, problem of the soul, problem of god, problem of evil and the problem of death, Course Objectives At the end of the course, students should be able to: 1. State and explain the central issues and problems in philosophy as discussed in the various areas of philosophical inquiry. 2. Discuss some applications of philosophy to ordinary life situationsiproblems. 3. Analyze and evaluate the arguments used by philosophers in justifying or refuting a certain philosophical view. 4. develop his (student) reasoning and problem-solving skills by examining the various reasoning techniques employed by thinkers in resolving critical philosophical issues. 5. acquire the habit of formulating and defending one’s own stance on critical issues, while showing respect for intellectual openness to other people's views. 6. cultivate in himself a deep sense of self-worth by reflecting on the ideas of philosophers about the value and meaning of human life and on the proper place of persons in society, nature, and the world in general. No. of units 3 No. of contact hrs/wk 3 Prerequisites None Course Outline ‘Subject to the teacher's preferences. Introduction: Reflection on the Human Condition, Characteristics of Philosophical Inquiry, Various Branches of Philosophy Page 17 of 34Il Three General World-Views: Cosmocentrism, Theocentrism, Anthropocentrism Ill Theories of Reality: Creationism, Materialism Laboratory None | Equipment Suggested Readings may be sourced from anthologies of history of | Readings philosophy ‘Course Name HISTORY OF WESTERN PHILOSOPHY 4 Course This course surveys the highlight of intellectual events from the Description West from the dawn of history to the medieval period. The course tackles the Sensualists, the Rationalist, the Pythagorean and the ‘Atomists. The ancient philosophical troika- Socrates, Plato and Aristotle - and representative medieval thinkers such as Augustine, Anselm, Averroes, Avicenna and Thomas Aquinas are given greater emphasis. Course ‘At the end of the course, students are: Objectives. 4. Introduced to the historical development of philosophy from the beginning of western civilization up to the medieval times, 2. Exposed the students to the writings of the Greek and medieval masters, No. of units: 3 No. of contact 3 hrs/wk | Prerequisites None Course Outline |: 1 Pre-Socratic Philosophers Il Socrates ~ Plato — Aristotle Il_Anselm, Augustine, Averroes, Avicenna and Aquinas ‘Suggested Readings may be sourced from the original works. Readings ‘Course Name HISTORY OF WESTERN PHILOSOPHY 2 Course This course is a continuation of the History of Western Philosophy Description 1 and picks up where it ends covering the renaissance thinkers and the moder philosophers of the Enlightenment period. Course ‘At the end of the course, students are Objectives 1. Introduced to the development of philosophy from the renaissance to the modern period. | 2. Exposed to the writings of the renaissance thinkers and the ‘modern philosophers. No. of units 3 No. of contact 3 hrsiwk Prerequisites ‘Course Outline | Renaissance thoughts of Nicolas de Cusa, Florentino Marcelio Ficino, Pico della Mirandola, Giordano Bruno Il Modem Thinkers Rene Descartes, Baruch Spinosa, Emmanuel Kant, John Locke, David Hume, George Berkeley, Thomas Hobbes, Jean — Jacque Russeau, Louie de Secondat Baron De Montesquieu, Diderot ‘Suggested Readings Readings may be sourced from the original works. Page 18 of 34‘Course Name HISTORY OF CHINESE PHILOSOPHY Course This course studies the great indigenous thoughts of Chinese Desoription Philosophy that developed during the Spring and Autumn Period and Period of Warring States in China. Course ‘At the end of the course, students are: Objectives 4. Introduced to the intellectual history of China. 2. Exposed to the writings of Chinese philosophers. No. of units 3 No. of contact 3 hrs/wk Prerequisites None. Course Outline Philosophers to be tackled are those of 4. Kong Zi (Confucius) 2. Lao Zi 3. MoZi 4. Shang Yang 5. Sun Zi 6. Yang Chu 7. Lie Zi 8 Zhuang Zi 9. Meng Zi 10. Hui Shi 11. Kung Sun Long 12. Xun Zi 43. Han Fei Zi Suggested Readings Readings may be sourced from chinese philosphical classics. Course Name HISTORY OF INDIAN PHILOSOPHY Course This is a survey of the Orthodox Schools of thoughts of India Description namely: 4. Nyaya 2. Yoga 3. Vai 4. Samkya 5. Mimamsa 6. Vedanta 7. Advaita Also indispensable are the Heterodox Schools of Buddhism, Jainism, and Carvaca. Course At the end of the course, students are: Objectives. 1. Introduced to the intellectual history of India. __| 2. Exposed to the writings of Indian philosophers. No. of units [3 No. of contact 3 hrsiwk. Prerequisites None: ‘Course Outline |" Spirit of Indian Philosophy Ml Orthodox Schools Il Heterodox Schools IV _Contemporary Indian Thoughts Suggested Readings Readings may be sourced from Indian philosophical classics. Page 19 of 34Course Name EXISTENTIALISM/PHENOMENOLOGY/HERMENEUTICS/POST MODERNISM | Course ‘A study of the major philosophers of the contemporary Description philosophical movements: existentialism, — phenomenology, hermeneutics and postmodernism. ‘Course At the end of the course, students are expected to’ Objectives: 1. Familiarize with the philosophies of the major existentialist thinkers, phenomenologists, hermeneutic philosophers, and postmodern thinkers; 2. engage in primary source readings; and 3._Arouse interest in contemporary philosophy No. of units 3 No. of contact, 3 hrs/wk Prerequisites None Course Outline 1. The Phenomenological and Existentialist Movement 4. Soren Kierkegaard 2. Martin Heidegger 3. Jean-Paul Sartre 4. Gabriel Marcel 5. Maurice Merleau-Ponty 6. Edmund Husserl I Hermeneutics 4. Hans-George Gadamer 2. Jutgen Habermas 3. Paul Ricoeur I. Postmodernism 1. Michel Foucault 2. Jacques Derrida 3._Emmanuel Levinas Laboratory None Equipment ‘Suggested 1. HJ. Blackham (ed.) Realily, Man, and Existence: Essential Readings Works of Existentialism (Bantam Books, 1969) 2. Herbert Spiegelberg, The Phenomenological Movement, vols. | & Ii (The Hague: Martinus Nijhoff, 1969). 3. Richard E. Palmer, Hermeneutics (Evanston: Northwestern University Press, 1969), 4. Gary Shapiro and Alan Sica, Hermeneutics, Questions and Prospects (Amherst: University of Massachusetts Press, 1984). 5. Paul Ricoeur, Hermeneutics and the Human Sciences (Cambridge University Press, 1983). 6. Kevin O'Donnell, Postmodernism (Oxford: Lion Publishing. 2003) 7. Romauldo E. Abulad and Alfredo P. Co, On Postmodernism (Manila: UST Publishing House, 2004). Page 20 of 34Course Name ‘COSMOLOGY Course This course involves the study of the universe in its entirely, its Description origins, progress, and the place of humanity init. Course ‘At the end of the course, the student should be able to think Objectives critically on the origins of the universe, its development and eventual discussion that emerges from such cogitation, No. of units, 3 No. of contact 3 hrsiwk Prerequisites None: Course Outline The following are the suggested topics for the course: 1. Cosmology in history, including a survey of Hindu, Greek, Arabian, and scientific cosmologies 2. Physical cosmology, including a survey of the works of Aristarchus of Samos, Aristotle, Ptolemy, Copernicus, Newton, Kepler, Einstein, Eddington, Shapley, Hubble, Penzias, Sagan, Hawking, and Wilson 3. Metaphysical cosmology, including monism, pantheism, emanationism, and creationism Laboratory None’ Equipment Suggested Excerpts from primary sources Readings Course Name PHILOSOPHY OF SCIENCE AND TECHNOLOGY Course in this course, questions that arise from the practice of science and Description | reflection upon science are discussed. An attempt to distinguish the methods of science shall be made. including the possibilty of establishing @ demarcation line between the sciences and other disciplines. Further, scientific theories shall be tested in the light of probability and conjecture, or whether they can be verified or falsified, The possibilty of unified science that embraces all the special sciences shall be included in the discussions. Course The students are expected to learn to think critically on issues Objectives. pertaining to science and to correlate scientific knowledge with the other branches of leaming. The students should be able to distinguish good from bad science and to see the line separating what is to be considered as scientific from pseudoscience._ No. of units 3 No. of contact hrs/wk 3 Prerequisites ‘Course Outline The following are the suggested topics for the course: 1, Carl Sagan, Varieties of Scientific Experience; Objectivity of ‘observations in science 2. Coherentism, Foundationalism, and Skepticism in the Evaluation of Theories; Thomas Kuhn on theories 3. Duhem-Quine Thesis on empirical testing: confirm holism Empiricism Scientific realism, instrumentalism; William James on pragmatism 6. Constructivism os Page 21 of 347. Dennat on Reductionism 8. Testing the validity of scientific reasoning; induction, Karl Popper on naive falsification; Ockham's Razor 9. Limitations of science; scientific infalibilty 10. The sociology and anthropology of science 11. Survey on the continental philosophy of science; Chinese philosophy of science 12. Issues in philosophy of science and technology; problems on genetic manipulation, impact of technology to life on earth, science and religion, cloning, the morality of space exploration Laboratory none Equipment ‘Suggested Excerpts from primary sources Readings Course Name ‘ADVANCED PHILOSOPHY OF MAN/HUMAN PERSON/ RATIONAL PSYCHOLOGY/PHILOSOPHICAL ANTHROPOLOGY Course Description This course initiates the students in the act of philosophizing by making them aware of the dynamism of their own existence. The first part deals with the nature of philosophizing, how it differs from the scientific approach. After a brief survey of the different philosophical approaches to the study of the human person, the course introduces the students to the phenomenological method, Asking the basic question of ‘who am I?*, and using the existential- phenomenological approach, the course reflects on the various jensions of being human: embodied subjectivity, temporarily, historicity, work, freedom, being-with-others in dialogue, love and justice, being-towards-death, and being related to an absolute thou. Course Objectives. At the end of the course, students are expected to’ 1.To understand various theories of human person 2. To analyze the commonality of the different cultural, understanding of the human person 3. To be able to write a synthesis paper answering the question “What 1._Isit to be human in a globalized world No. of units | E] No. of contact hrs/wk ai Prerequisites Intro to Philosophy Course Outline Session | What does it mean to philosophize? 1, What is philosophizing? 2. Philosophical reflection vs. scientific reflection 3. Beginnings of philosophizing Session It Philosophical approaches to the Study of Man Plato's View of Human Nature St. Thomas Aquinas's notion of Human Nature Descartes’ Dualism Hegel's Dialectics and Marx's Reaction Soren Kierkegaard, Father of Existentialism loners Page 22 of 34‘Session iil ‘The Existentialist Movement 1. The existentialist philosophers 2. Their common emphasis Being as Subject, Being as Object Session IV ‘The Phenomenological Method 1. How Phenomenology Began: Edmund Huser! 2. The Aim of Phenomenology 3. The Phenomenological Attitude 4. Epoche, —Eidetic~—-Reduction, Transcendental Phenomenological Reduction Session V Gabriel Marcel's Primary and Secondary Reflection 1. Marcel’s Phenomenological Method 2. Primary Reflection and Secondary Reflection 3. Reflection and Life 4. Who am 1? 5. “Sentio, ergo Sum" | have my body, | am my body Session VI ‘The Notion of Embodiment: Incarnate Subjectivity 1. Incarnate Subjectivity 2. Being-in-the-world-with-others 3. Temporality 4. Historicity 5. Homo Faber. The Human Being as Maker, Worker Session VII ‘The Human Person as Liberty BEF. Skinner's Absolute Determinism Jean — Paul Satre’s Absolute Freedom Maurice Merleau — Ponty’s Situated Freedom Gabrie! Marce’s Freedom and the Person Freedom and Responsibility Freedom and Justice Session Vill Man and Fellowman: Dialogue The Social and the Interhuman Being and Seeming Personal Making Present Imposition and Unfolding Genuine Dialogue Song: Dangling Conversation Man and Fellowman: Love Introduction Loneliness and Love ‘The Loving Encounter Reciprocity of Love Creativity of Love Union of Love The Gift of Self Love is Historical Equality in Love 10. Love is Total, Eternal and Sacred 11, What Love is Not for Scheler 12. The Essence of Love Pe eene gaens C@NOMRENnS Page 23 of 34Man and Fellowman: Justice 1 2. 3, 4 5, What Justice is Not Features of Justice Justice and Love Creative Responsibility/Testimony Justice and Truth Session IX Man and Death Life from The Point of View of Death 1 2. 3. 4 5. Introduction Being - towards - death and care Everyday Being — towards - death Inauthenticity ‘Authentic Being — towards - death Karl Rahner's Notion of Death Man and Death Death from the Pt. Of View of Life 1 2 Death as a Test of Love Death as the Condition of Freedom Session X Man and the Absolute 10. 11 13, 14, 15, 16. 1. Introduction 2. Description of the Feeling of Dissatisfaction 3._ Interpretation of the Feeling of Dissatisfaction Laboratory None | Equipment ‘Suggested 1. “My Body” Eduardo Jose E. Calasanz, Philosophy of Man Readings selected readings, pp95 ~ 102 “A Note on Embodiment” Jose A. Cruz, SJ, Philosophy of Man selected readings, pp103 — 104 “Man and Historical Action” Ramon C. Reyes, Philosophy of Man selected readings, pp113- 118 “Philosophical Implications of Human Labor’ Manuel B. Dy, Jr., $J, Philosophy of Man selected readings, pp119 ~ 125 “Human Freedom’ John F. Kavanaugh, S.J., Philosophy of Man Selected Readings, pp. 165-177 “Marcel on Freedom” A Student, Philosophy of Man Selected Readings, pp. 178-181 “Fundamental Option and Liberty of Choice" Pierre Fransen, Philosophy of Man Selected Readings, pp. 182- 186 “Merleau — Ponty's Notion of Freedom” Manuel B. Dy, Jr., Philosophy of Man Selected Readings, pp. 187-189 “The Question of Man's Freedom’ Fr. Jose A. Cruz, S.J, Philosophy of Man, Selected Readings, pp. 190-191 “Elements of the Interhuman” Martin Buber, Philosophy of Man Selected Readings, pp. 201-10 . The Heart is a Lonely Hunter" Carson McCullers, video . "A Phenomenology of Love” Manuel B. Dy, Jr., Philosophy of Man, Selected Readings, pp. 219-228 “Max Scheler’s Phenomenology of Love" Manuel B. Dy, Jr., Philosophy of Man, Selected Readings, pp. 229-236 “The Little Prince” Antoine de Saint Exupery, video In Search of Truth and Justice” Gabriel Marcel, Philosophy of Man, Selected Readings, pp. 221-232 “Martin Heidegger's Phenomenology of Death’ Manuel B. Page 24 of 34Dy, Jr., Philosophy of Man, Selected Readings, pp. 237-42 17. ‘Death, The Test of Love and the Condition of Liberty” Roger Troisfontaines, S.J. Philosophy of Man, Selected Readings, pp. 243-52 18. Tuesday s with Morrie (video) 19. “Man and the Absolute” Fr. Rudolph Visker, S.J. Philosophy of Man, Selected Readings, pp. 257-69 20. “From Fidelity to Faith: A Marcelian Approach” Manuel B. Dy, Jr., Philosophy of Man, Selected Readings, pp. 270-75 Course Name EPISTEMOLOGY/THEORY OF KNOWLEDGE, Course Description ‘The course deals with the subject-knower and the object of knowledge, the acts of knowing, suspicion, opinion, doubt and certitude. Course Objectives ‘At the end of the course, the student is expected to: 4, Assess the critical ability of Man to know and understand; 2. Tackle the various theories of knowledge; 3. Be aware of the problems of knowing and the complexity of Man's search for the truth; and 4. Understand the value of knowledge. No. of units No. of contact hrs/wk 3 3 Prerequisites: Logic Course Outline Session | 1. Film Showing Rashomon Session I 4. Introduction of the Course 2. Problems of Knowing 3._ Definitions of Basic Terms Session III 1. Skepticism 2. Three Primary Truths Session IV 1. Critical Justification of the Mind's Power to Know Extra- Mental Reality Session V 1. Structure of Knowing Session VI 1. Sense of Knowledge Session Vil 1. Intellectual Knowledge Session Vill 1. Judgment Session IX 4. St. Thomas Aquinas Session X 1. Modern Theories of Knowing Session XI 1. Existential-Phenomenology Session Xxil 1. Hermeneutics Session Xill Page 26 of 341. Heidegger! Session XIV 1. Heidegger II Session XV 1. Hans-Georg Gadamer Session XVI 1. Jurgen Habermas Session XVII 1. Postmodernism Session XVIII 1. Classical Chinese Theory of Knowledge Session XIX 4. Film Showing Rashomon Laboratory Equipment None ‘Suggested Readings 1. Norris Clarke, S.J., Central Problems in Epistemology Class Notes (unpublished) 2. Vincent G. Potter, On Understanding Understanding, A Philosophy ‘of Knowledge (New York: Fordham University Press, 1994) 3. Kenneth T. Gallagher, The Philosophy of Knowledge (New York: Fordham University Press, 1982) 4, Richard E. Palmer, Hermeneutics (Evanston: Northwestern University Press, 1969) 5. Jurgen Habermas, Knowledge and Human Interests (London: Heinemann, 1971) 6. Martin Blaauw and Duncan Pritchard, Epistemology AZ (Edinburgh University Press, 2005) 7. Andre Comte-Sponville, The Little Book of Philosophy (Vintage Books, 2005) Chapter 5 "Knowledge" 8. Ted F. Cruz, "Rediscovering Aquinas’ Concept of Knowledge” in Knowledge, Teaching and Wisdom, edited by Keith Lehrer, B. Jeannie Lum, Beverly A. Slichta and Nicolas D. Smith (Kluwer Academic Publishers, 1996), pp. 112-121 9. Robert G. Olson, A Short Introduction to Philosophy (Dover Publications, 1967), Chapter 3 “Some Representative ‘Theories of Knowledge” 10. Wiliam Luijpen, “Phenomenology of Knowing,” in Philosophy of Man, Selected Readings, 2" edition, edited by Manuel B. Dy, Jr (Goodwill Trading, 2001), pp. 129 — 162. 11. Berard Lonergan, S.J, “Cognitional Structure,” Spirit as Inquiry. Continuum, vol. 2, No. 3 (Autumn, 1964), pp. 530 — 542, 12. Kevin O. Donnell, Postmodernism (Oxford: Lion Publishing, 2003), especially “What is Truth” 43, Manuel B. Dy, Jr., “Classical Chinese Theory of Knowledge” 14. Philippine Studies 26 (1978), 274 - 284. Page 26 of 34Course Name METAPHYSICS Course This course is a general survey of the metaphysics of Plato, Description Axistotle, Lao Zi, Shankara, St. Thomas Aquinas, Martin Heidegger Course ‘At the end of the course, the student is expected to: Objectives 1. Be introduced to the basic concepts of metaphysics in various schools of thought; such as esse, essence and existence, analogy, equivocity, substance and accidents, transcendentals, unity, intelligibility, good, evil and the four kinds of causes; Dao, Wu-Wei, Sat, Cit, being and non- being, actuality and potentiality; 2. Develop a discerning mind that probes deeply into the ultimate principles of reality; and 3. Appreciate and value reality. No. of units 3 No. of contact 3 hrs/wk. Prerequisites Logie Epistemology Course Outline I. the metaphysics Plato Il, The metaphysics of Aristotle Ill. The metaphysics of Lao Zi IV. The metaphysics of Shankara \V. the metaphysics of St. Thomas Aquinas Vi. The Metaphysics of Martin Heidegger Laboratory None: Equipment ‘Suggested Primary source reading of the above Philosophers Readings “Course Name THEODICY/PHILOSOPHY OF RELIGION Course ‘A dimension of our humanity is our encounter with the absolute. Description The Absolute, called by religions as “God,” “Yahweh,” “Allah,” “Bathala,” "Dao," *Nivana,” “Moksha,” “Satori,” and various reflections on revelation, suffering, liberation, salvation, enlightenment, at-onement, and beatitude, Course ‘At the end of the course, the student is expected to: Objectives 1. Familiarize themselves with various religious ideas and perceptions; 2. Understand the various eschatological ends; and 3._Appreciate the meaning of religion No. of units 3 No. of contact 3 hhrsiwk Prerequisites Intro to Philosophi Course Outline 1. The World Great Religions 1. Hinduism 2. Buddhism 3. Daoism 4. Zen 5. The monotheistic religions (Judaism-Christianity-Islam) Il. Reflections on Religious Experiences 4. The way to moksha 2. The path to enlightenment 3, Atonement with Dao 4. Satori experience Page 27 of 345. The way to Salvation Il. Various Theories of Religion 1. Atheism 2. Agnosticism 3. Theism Suggested Readings: 1. Rudolf Otto, The Idea of the Holy (Penguin Book, 1968), pp15-55. 2. W. Nortis Clarke, S.J., “The Natural Roots of Religious Experience,” (Religious Studies 17, pp. 511-523). 3. Peter Berger, “Starting with Man” A Rumor of Angels (Anchor Book, 1990), pp. 55-85. Supplementary: Max Scheler, On the Eternal in Man IV. Proofs for the Existence of God The Ontological Argument of St. Anselm The Five Ways of St. Thomas Aquinas ‘Argument from Contingency ‘Argument from Teleological Probability Argument from Conscience Pascal's Wager Gabriel Marcel on the Proofs for the Existence of God ‘Suggested Readings: 4. St. Anselm, ‘Prosiogion” 2. St. Thomas Aquinas, “The Five Ways to Prove the Existence of God” Basic Whitings of St. Thomas Aquinas 3. Jacques Maritain, “Philosophical Knowledge of God, the Five Ways of St. Thomas Aquinas,” Approaches to God 4, Richard Taylor, “The Argument from Contingency,” Metaphysics 5, John Hick, “Teleology and Probability,” Arguments for the Existence of God 6. John Cardinal Newman,” Apprehension and Assent in the matter of Religion” An Essay in Aid of a Grammar of Assent 7. Blaise Pascal, ‘Pensees" The Essential Pascal & Gabriel Marcel, "Meditations on the Idea of a Proof for the Existence of God,” Creative Fidelity V. The Problem and Mystery of Suffering and Evil The Problem and some Philosophical Explanations Evil as Privation (St. Augustine) Moral Evil and Physical Evil ‘The Christian Response Evil as Mystery Evolutionary Perspective of Teilhard de Chardin Evil from Martin Buber’s Perspective Suggested Readings’ St. Augustine, “The Problem of Evil’ in John Hick, Classical and Contemporary Readings in Philosophy of Religion 2, John Hick, “God-Belief and the Problem of Evil" Philosophy of Religion 3._Norman Pittenger, “Suffering and Love" Expository Times Nogsens Negron Page 28 of 345 (October 1973) 4. Gabriel Marcel, "From Opinion to Faith’ Creative Fidelity Supplementary: 1. Max Scheler, “The Meaning of Suffering’ On Feeling, Knowing and Valuing VI. Gabriel Marcel's Phenomenology and Metaphysics of Hope Suggested Reading: 1. *Skeich of a Phenomenology and Metaphysics of Hope” Homo Viator Suggested Readings Primary Sources: a. Bhagavad-Gita b, Dhammapada Dao De Jing 4. Koran e. Bible f. Torah ‘Secondary Sources: To be determined by the Institution Course Name POLITICAL PHILOSOPHY/SOCIAL PHILOSOPHY Course ‘The course is a survey of the various political theories: Description Plato, Aristotle, Augustine of Hippo, Tomas D’ Aquino, Niccolo Machiavelli, John Locke, Thomas Hobbes, Jean-Jacque Rousseau, Baron Montesquieu, Karl Marx, Kautilya, Mencius, Mo Zi, Michel Foucault, and John Rawis. Course ‘At the end of the course, the student is expected to: Objectives 1. be introduced to the various political philosophies; 2. understand the ideas of politics; and 3. better understand Man as a politcal being, No. of units. 3 No. of contact 2 hrsiwk. Prerequisites Tniro to Philosoph Course Outline 1. PLATO. (Discussion on the Republic) Ml ARISTOTLE (Discussion on Politicus) Il, AUGUSTINE OF HIPPO (Civitas Dei) Iv, TOMAS D’ AQUINO (On Politics) V. _ NICCOLO MACHIAVELLI (II Principe) VI, JOHN LOCKE (Treatise on Government) Vil. THOMAS HOBBES (Discussion on Leviathan) Vill, JEAN-JACQUE ROUSSEAU (Du Contrat Sociale) IX. Baron Montesquieu (Le Sprit De Loi) X. Kari Marx (Das Kapital) XI. Kautilya (Artha Sastra) XII, Mencius (The Book of Mencius) XIll, Mo Zi (The Book of Mo Zi) XIV. Michel Foucault (On the Panopticun) XV.__John Rawls (Theory of Justice] Suggested Readings Primary Sources as above stated Secondary Sources to be determined by the Institution Page 29 of 34 icy eS &Course Name ‘AESTHETICS/THEORIES OF ART Course “The course is a survey of various theories of Art Description Plato, Aristotle, Tomas d’ Aquino, Immanuel Kant, John Stuart Mil, Leo Tolstoy, Karl Marx, Santayana, Friedrich Nietzsche, and Theodor Adorno Course ‘At the end of the course, the student is expected to: Objectives 1. Be introduced to the various theories of aesthetics, 2. Understand the meaning of the Beautiful; and 3._ Appreciate the meaning of Art. No- of units 3 No. of contact 3 besiwie Prerequisites Ino fe Phisopy Course Outline PLATO (Artas imitation of the unreal) ARISTOTLE (Art as imitation of the real) TOMAS D’ AQUINO (Beauty as a form of integrity and proportion) Iv. IMMANUEL KANT (Art as intelligible) V. JOHN STUART MILL (Art as Utitarian) Vi. LEO TOLSTOY (Art as communication) Vil. KARL MARX (Art as revolution) Vill. SANTAYANA ( IX, FRIEDRICH NIETZSCHE (Art 2s deconstruction) X.__THEODOR ADORNO (Art 2s deconstruction) ‘Suggested Primary Source readings of philosophers stated above Readings. Secondary Source to be determined by Institution Il SEMINAR COURSES Course Name ‘SEMINAR ON FILIPINO PHILOSOPHY (6 SEMINARS OF 3 HRS EACH) Course ‘This seminar course does not presuppose the existence of Filipino Description Philosophy, rather it is aimed at philosophical investigation on the existence, or development of it As such, it is offered to allow | students to search rather than to discuss a specific course on Filipino thought. The course therefore is a survey of the corpus of writings of | published Filipino Philosophers. Survey should include readings of the ‘works of the following; Romualdo Abulad, Claro Ceniza, Alfredo Co, Manuel Dy, Jr, Leonardo Esticko, Leovino Garcia, Vitaliano Gorospe.Rainier ‘Ibana, Leonardo Mercado, Josephine Pasricha, Emerita Quito, Quintin Terrenal, Florentino Timbreza, Tomas G. Rosario, Jr., Armando Bonifacio, Manuel Pinon, Antonio Pinon, Quintin “Terrenal, Ranhilio Aquino, etc Course ‘At the end of the course, the student shall be able to Objectives 1. Be exposed to philosophical writings of Filipino Thinkers 2. Develop a sense of national consciousness 3. Reflect on flpino experience and contribute to the development of Filipino Philosophy No. of units 3 No. of contact 3 hrs/wk Prerequisites None Course Outline 1. History of Phiosophy in the Philippines Il, Methods of doing Filipino Philosophy Ill. Readings of Published Filipino Philosophers IV. The Future of Filipino Philosophy Suggested Readings Published works of Filipino Philosophers Page 30 of 34 “ @‘Course Name ‘SEMINAR ON SPECIAL QUESTIONS IN PHILOSOPHY (6 SEMINARS OF 3 HRS EACH) Course This course is designed to answer recurring questions in Description philosophy in all philosophical disciplines i.e., critical thinking, philo of human person, questions on ethics, problem of truth, questions of God, and other questions that may arise. Course ‘At the end of the course, the student shall be: Objectives. 1. updated with current issues 2._trained for future discourse in philosophy No. of units 3 No. of contact 3 hrs/wk Prerequisites [None Course Outline The course outline may be designed according to the availability of speakers/lecturers to handle specific issues. Laboratory None Equipment Course Name ‘Seminar on Special Questions in Ethics (6 seminars of 3 hrs, each) Course The course will address specific or emerging issues in Ethics such Description as death penalty (crime and punishment), human cloning, marriage and responsibilty, freedom and enslavement, poverty and power, corruption and accountability Course At the end of the course, the student shall be: Objectives 1, made aware of ethical issues in society 2. provided with moral reasoning and principles 3._helped to make a stand on current moral issues No. of units 3 : No. of contact 3 hrs/wk. Prerequisites None. Course Outline The course outline may be designed according to the availability of speakers/lecturers to handle specific issues. Laboratory Equipment | None Course Name ‘Seminar on Philosophy and Film (6 seminars of 3 hrs each) Course In recognition of film as an art form and as a potent vehicle for Description transmission of philosophical insights, this course will introduce the student to movie classics for philosophical forum. Course ‘At the end of the course, the student: Objectives, 1. is introduced to movie classics with philosophical import; 2. has developed the ability to appreciate philosophy in the zesthetic level; 3._draws values from the film No. of units 3 No. of contact 3 hrs/wk Prerequisites none Course Outline |: | itis required that the fim must have philosophical content. Laboratory None Equipment Page 31 of 34 AS %Course Name Modern Asian Thoughts Course The course studies the most influential thinkers of India and the Description Far East (China and Japan) from the sixteenth century to the present: Wang Yang-ming, Mahatma Ganda of India, and Nishida Kitaro of Japan. Course ‘At the end of the semester, the students are expected to: Objectives 1. Leam the key ideas of Wang Yang-ming, Mahatma Gandhi, and Nishida Kitaro. 2.Wite a reflection paper on any one of the three philosophers. No. of units 3 No. of contact 3 hrs/wk Prerequisites None. Course Outline 1. Wang Yang-ming: His life, times and thoughts 2. Mahatma Gandhi: His life, times and thoughts 3. Nishida Kitaro: His life, times and thoughts. Laboratory |: | None Equipment ‘Suggested 1. Excerpts from Wang Yang-Ming, instructions for Practical Living Readings and Inquiry on the Great Learning, in A Source in Chinese Philosophy, Translated and Complied by wing-tsit Cha (Princeton University Press, 1963), pp. 654-690. 2. Excerpts from Mahatma Gandhi, The Essential Writings (New York: Oxford University Press, 2008). 3. Excerpts from Kitaro Nishida, An Inquiry into the Good, translated by Masao Ave and Christopher Ives (New Haven and London: Yale University Press, 1990), Course Name ‘Comparative Philosophy Course Description This course in comparative philosophy is relatively new area of study for the Western mainstream philosophers and even for \Western-oriented philosophy scholars across the globe. One who ventures into this realm of thinking often grapples with questions strictly pointing to methodology-a condition that tries to interrupt the creative fluidity of any new approach to the dialogical discourse. A dialogue touches the delicate realms of various area of studies that are diverse in nature and loaded with tradition. It inevitably opens up cross disciplinary, cross-cultural, and cross- temporal realms of understanding that have so rarely existed before the ancient meeting of the East and the West. In the Philippines, Alfredo P. Co pioneers in the genre of Comparative Philosophy and his work Across the Ancient Philosophical World Essays in Comparative Philosophy is a landmark source of the new course. The work introduces student into the new area of interest in the 20" and 21* century-dialogue of thoughts. Course Objectives. ‘At the end of the course, the student is expected to: 4. Compare parallel or distinctive world views 2. Understand the perspective of different philosophy of East and West No. of units, No. of contact hrs/wk Prerequisites None Page 32 of 34Course Outline T, Introduction to Comparative Philosophy 2. Discussion on the meaning of Landscape and Travel in Ancient Philosophies 3, Discussion on the meaning of Lauchter in Ancient Philosophies 4, Interpreting the meaning of Dao in Daoism 5. Discussion on the meaning of Transcendence East and West 6. Discussion on the Comparative Meaning of Spirituality in Buddhism 7. Discussion on the Comparative Movement in Catholic Evangelization 8. _ Rites and Languages: Listening to Asia 8. Comparative Ancient Political Thoughts: Greece- India and China Laboratory None: | Equipment ‘Suggested Co, Alfredo P. Across the Ancient Philosophical World: Essays in Readings Comparative Philosophy. Manila, University of Santo Tomas Publishing House. 2015. Course Name Seminar on Plato Course This course is intended to give students of Philosophy a more in Description depth study of major Dialogues of Plato. Discussion centers on readings of primary Dialogues of Plato that tackle some of the immoral philosophical issues on immortality, justice, truth, love, temperance, the beautiful, and the good in the major works, Students are required to read the major dialogues; The ‘Symposium, The Republic, Apology, Parmenides, Crito, Theatetus, Phaedrus, Phaedo, Protagoras, Theaetetus, Timaeus, Charmides, Cratylus,etc. Course ‘At the end of the course, the student is expected fo: Objectives 1. Read and understand the Dialogues of Plato 2. Understand better the timeless discourse on Justice, Love, Truth, Friendship and Virtues No. of units 3 No. of contact 3 hrs/wk Prerequisites Ne Course Outline 1 2. 3. Discussion on Friendship 4, Discussion on Love 5. Discussion on the Beautiful 6. Discussion on the World of Idea Laboratory None Equipment ‘Suggested Dialogues of Plato (The facully can choose the translation Readings available in the universal/college library). 7 Page 33 of 34Course Name ‘Seminar on Aristotle Course The seminar course on Aristotle will focus on the major works of Description Aristotle on Politics, Eudemian Ethics, Nicomachean Ethics, Metaphysics, On Virtues and Vices, Rhetoric, Poetics, and Metaphysics. Course ‘At the end of the course, the student is expected to: Objectives 4. Have competency in reading the primary text of Aristotle 2. Appreciate the major works of Aristotle No. of units 3 - No. of contact 3 hrsiwk. Prerequisites None Course Outline 1. Discussion on Organon 2. Discussion on Politics 3. Discussion on Poetics 4, Discussion on Rhetoric 5, Discussion on Eudaemonia 6. Discussion on Ethics Suggested Works of Aristotle (The professor is fo select the best translation or Readings available translation of the works of Aristotle in the | university/college library). Page 34 of 34 = ~