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Philosophy of the Human Person Page 1 of 13 Unit 1: Instructional Plan JV Ignacio

PHILOSOPHY OF THE HUMAN PERSON UNIT ONE: The Problem of Knowledge

SAMPLE UNIT PLAN

UNIT INTRODUCTION: Since the ancient times, philosophers have pondered the question, “What is that we really know?” This question may appear to be simple enough to answer, but a deeper contemplation leads us to wonder several implications from this question:

1. Where do we get any knowledge that we think we have? 2. How do we acquire this knowledge? And 3. How certain are we that the knowledge that we acquire is CERTAIN and TRUE?

The question of knowledge, or Epistemology, is indeed a serious one. Every human action or decision that we make is based on some sort of knowledge of facts from which we derive reason for our actions or decision. And if our knowledge of things is unreliable, then how can we make a good decision or act properly on the circumstances before us? And if our actions and decisions are questionable, how then do we determine our happiness, our dreams and goals in life? One truly needs to reflect on these epistemological issues. UNIT OBJECTIVES & EXPECTED STUDENT BEHAVIOR The unit focuses on four distinct topics that represent the four general Epistemological Themes in Philosophy. To open the unit, Plato’s Allegory of the Cave shall serve as a starting point of this Philosophical Quest. Plato’s ideology will be replied by Aristotle’s Ideogenesis. These first two topics will serve as a general introduction for the student on how to philosophize. The third and fourth topics represent the Modern Epistemic attitudes. Descartes’ Rationalism and John Locke’s Empiricism served as the basic foundation of knowledge for every science known today, be it the Liberal or the Natural Sciences. And these topics will be research work for the students. By the end of the unit, students are expected to:

1. Be able to understand the meaning of Philosophy as a reflective science; 2. Be able to distinguish between Idealism and Dualism; 3. Be able to distinguish between Rationalism and Empiricism; 4. Be able to identify the traces of Epistemology in the different disciplines that they are familiar

with; and 5. Be able to start using a “philosophical attitude” in their field of study.

The unit also aims for the student to:

1. Do independent reading and research; 2. Listen to and appreciate views and opinions contrary to one’s own; 3. Respect the views and opinions contrary to one’s own; 4. Contribute to class/group discussions by sharing one’s points of view and/or by sharing with the

different workload of the class/group projects;

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5. Show courtesy in one’s attempt to stipulate views and opinions; and 6. Submit/present requirements on the agreed upon schedule.

UNIT SCHEDULE: The unit is given Five Weeks with 10 sessions:

WEEK # SESSION # TIME ACTIVITY

1 1 1.5h Plenary Session: Course Introduction

2 1.5h Plenary Session: Allegory of the Cave

2 3 1.5h Small Group Discussion: RLE 1 and RLE2

4 1.5h Small Group Discussion: RLE3 and RLE4

3 5 1.5h Plenary Session: Summation

6 1.5h Plenary Session: Ideogenesis

4 7 1.5h Small Group Discussion: RLE3 and RLE4

8 1.5h Small Group Discussion: RLE 1 and RLE2

5 9 1.5h Plenary Session: Group Presentations

10 1.5h First Grading Examination

UNIT GRADING SCHEME:

ITEM ALLOCATION

1. Credit Card Points To be negotiated

2. Graphic Organizer 01: Allegory of the Cave To be negotiated

3. Graphic Organizer 02: Ideogenesis To be negotiated

4. Group Presentation: A. Self-Assessment 30 points B. Peer-Assessment 30 points C. Professor’s Assessment 40 points

To be negotiated

5. Unit Examination 30% (Fixed)

UNIT GRADE 100%

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TOPIC 1: THE ALLEGORY OF THE CAVE Learning Objectives:

By the end of the Topic students are expected to:

1. Explain the reasons why Socrates narrated the Allegory of the Cave; 2. Identify the symbolisms embedded in the Allegory; 3. Determine the meaning of the symbolisms in the Allegory; 4. Show the relevance of the Allegory to contemporary times; and 5. Use the Allegory as a tool for reflective thinking.

Expected Student Behaviors: During this Topic, students are expected to:

1. Be present and participate accordingly during plenary and group sessions; 2. Cooperate with groupmates during small group activities; 3. Do independent reading and research; 4. Respect and appreciate opinions contrary to one’s own; 5. Show courtesy in presenting one’s opinions or views; and 6. Submit requirements on or before the agreed upon schedule.

Instructional Strategies and Resources: The entire unit is allotted with five weeks with ten sessions. The first session is for the general introduction of the course. The content of the syllabus will be presented and the rationale of the course itself. The first session will also be used to discuss and negotiate course requirements and grade allocation. The second session is the first session for Topic 1. It will be a plenary session (all members of the class) that will start with a video-documentary on Plato and Socrates, their lives and general philosophy. A second video will be about the Allegory of the Cave. After the videos, the instructor will highlight the key concepts of the Allegory and will entertain clarificatory questions from the students. Before the period ends, the instructor will give guide questions that will be used for the small group discussions. (see Appendix for Graphic Organizers) The third and fourth sessions will be allocated for group discussions. The class has been pre-divided into Four RLE (Related Learning Experience) Groups. The third session will be for RLE 1 and RLE 2, while the fourth session will be for RLE 3 and RLE 4. The groups that are not scheduled for a session will be directed to do library research in preparation for their unit paper. The fifth session will be another plenary session, and it will present the different learnings of each group. Guide questions and graphic organizers that were given during the second session will be the basis of their presentation (see Appendix). Assessment: During Small Group Discussions, students will who would contribute to the activity will be given “Credit Cards”. At the end of the unit, students with 1-2 cards will get 5 points; those with 3-4 cards will

Philosophy of the Human Person Page 4 of 13 Unit 1: Instructional Plan JV Ignacio receive 7 points, and those with 5 or more cards will get 10 points. Students with no card at all will be given 2 points if they were present during the discussion. Students who were absent during his/her scheduled small group discussion will be required to attend the other group’s session. If a student still fails to attend the make-up session, he/she will be assigned to do a 5 page reflection paper on the topic.

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TOPIC 2: THE ARISTOTELIAN IDEOGENESIS Learning Objectives: By the end of the topic, students are expected to:

1. Explain why Aristotle separated himself Plato’s Theory of Knowledge; 2. Identify Key Differences between the Platonic Epistemology from the Aristotelian; and 3. Determine the relevance of Aristotelian Epistemology in contemporary sciences.

Expected Student Behaviors: During this Topic, students are expected to:

1. Be present and participate accordingly during plenary and group sessions; 2. Cooperate with groupmates during small group activities; 3. Do independent reading and research; 4. Respect and appreciate opinions contrary to one’s own; 5. Show courtesy in presenting one’s opinions or views; 6. To be more critical in positing inquiries; and 7. Submit requirements on or before the agreed upon schedule.

Instructional Strategies and Resources: The topic begins during the 6th session of the course with a plenary session. This session will focus on a lecture-presentation by the instructor. Before the start of the lecture, students will be given organizational/process charts to assist their engagement with the content (see Appendix). The lecture is good for 45 minutes to one hour, after this, the students will be asked to give the highlights of the lecture using the process charts to give the summary of Aristotle’s Ideogenesis. Before the session ends, the instructor will hand out graphic organizers that the students will have to accomplish before the small group sessions. The 7th session is a small group discussion with RLE 3 and 4. Groups 1 and 2 will be given free time to do library research for their unit paper. The 8th session will be the small group discussion with RLE 1 and 2, while groups 3 and 4 will have their library time. Assessment: Both the 7th and 8th session will follow the same rules for Group Discussion in Topic 1.

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TOPICS 3 & 4: RATIONALISM AND EMPIRICISM The 9th session will be reserved for the groups’ presentations of their Unit Paper which was pre-assigned during the first session, to wit: RLE 1: Descartes and Hume RLE 3: Spinoza and Berkeley RLE 2: Leibniz and Locke RLE 4: Rationalism and Empiricism Each group will be given 15 minutes to present. The presentation will strictly be based on the Graphic Organizer that was given during the first session. Instructional Strategies and Resources: The 9th session is about group presentation based on a given graphic organizer. Students may opt to use an on the spot power point presentation or a video-documentary of their graphic organizer. A Rubric will be used (see Appendix) to grade the presentations. Another 15 minutes will be allotted for Open Forum and the last 15 minutes will be reserved for the summation of the topic by the instructor. Assessment: Besides the Rubric for group presentations, students will also be given “Credit Cards” during the open forum for raising pertinent and relevant questions to the reporters.

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APPENDIX A: RUBRIC FOR GROUP PRESENTATION

A.1. Professor’s Evaluation (40 points)

CRITERION POINTS SCORE Scholarly Preparation –citation of scholarly literature such as books, journals and credible web sources. The use of citations must be clearly seen in the graphic organizer using APA and/or MLA format

(10 points) With at least 5 books, 5 journals and 3 web sources (2000 onwards)

(07 points) With at least 3 books, 3 journals and 3 credible web sources (2000 onwards)

(04 points) With 1-2 books, 1-2 journals and 1-2 credible web sources (2000 onwards)

Artistry & Innovation – refers to the uniqueness of the group’s presentation through the use of multi-media materials

(10 points) The group creatively used different forms of multi-media materials such as video clips, audio-clips, graphics and like.

(05 points) The group presentation is highly text-based with minimal use of multi-media tools.

Clarity & Coherence – refers to the effectiveness of the group to explain the different concepts of their topic.

(10 points) The presentation is logically structured and presented. Reporters/Speakers show eloquence in delivery.

(07 points) The presentation has a few logical inconsistencies. Reporters/Speakers manifested few grammatical errors.

(05 points) The presentation has some logical inconsistencies. Reporters/Speakers manifested some grammatical errors and slight stuttering.

(03 points) The presentation was ill-structured and the reporters cannot deliver clear statements to deliver their point.

Preparation & Readiness –refers to the planning made by the group prior to the presentation.

(10 points) The group presented a clear plan for their presentation. Evidences of planning, distribution of work load and articulation of sub-goals were given.

(04 points) The group manifested poor planning with no evidence of work load distribution and with no articulation of sub-goals.

TOTAL

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APPENDIX A: RUBRIC FOR GROUP PRESENTATION A.2. Self-Evaluation (30 points)

CRITERION POINTS SCORE

Punctuality – refers to the ability to be on time for schedule group meetings and to accomplish assigned tasks on time

(05 points) Always

(04 points) Most of the

time

(03 points) Seldom

(02 points) Very rarely

Cooperativeness – refers to the ability to contribute to the different tasks the group needs to accomplish, the ability to work well with group mates and the ability to resolve differences with group mates

(05 points) Always

(04 points) Most of the

time

(03 points) Seldom

(02 points) Very rarely

Scholarliness - refers to the ability to do self-directed research over and beyond the requirement of the group.

(10 points) Always

(07 points) Most of the

time

(03 points) Seldom

(02 points) Very rarely

Initiative - refers to the ability to take action without the need for a direct command and/or request.

(10 points) Always

(07 points) Most of the

time

(03 points) Seldom

(02 points) Very rarely

TOTAL

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APPENDIX A: RUBRIC FOR GROUP PRESENTATION A.3. Peer-Evaluation (30 points)

GROUP MEMBERS

CRITERIA *PLS REFER TO THE SELF-EVALUATION RUBRIC FOR THE DESCRIPTION

TOTAL

PUNCTUALITY 5-4-3-2

COOPERATIVENESS 5-4-3-2

SCHOLARLINESS 10-7-3-2

INITIATIVE 10-7-3-2

1

2

3

4

5

6

7

8

9

10

11

12

13

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APPENDIX B: PERSONAL GRADING SHEET

NAME:___________________________________________________SECTION: III-_____ RLE: ______ (Surname), (Given Name) (MI) MOBILE #______________________________________ EMAIL: _______________________________ CONTACT PERSON IN CASE OF EMERGENCY: _______________________________________________

RELATION:_________________________________________________ CONTACT #: ________________________________________________

ITEM SCORE ALLOCATION PERCENTILE

CREDIT CARDS:

Total Number of Credit Cards: ______

GRAPHIC ORGANIZER #01

GRAPHIC ORGANIZER #02

GROUP PRESENTATION A. SELF-ASSESSMENT POINTS: ______ B. PEER-EVALUATION AVERAGE: ______ C. PROFESSOR’S EVALUATION: ______

UNIT EXAMINATION A. RAW SCORE: ______ / ______ B. PERCENTILE: ______

30%

UNIT GRADE

PHILOSOPHY OF THE HUMAN PERSON

1X1 ID PIC

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APPENDIX C: GRAPHIC ORGANIZER #01

THE ALLEGORY OF THE CAVE:

NAME:___________________________________________________SECTION: III-_____ RLE: ______ (Surname), (Given Name) (MI)

SYMBOL MEANING CITE SOURCES

HOW DOES THIS SYMBOL RELATE TO MY BEING?

HOW CAN I APPLY THIS KNOWLEDGE?

THE CAVE

THE LIGHT INSIDE THE CAVE

THE PRISONERS

THE CHAINS

THE PRISONER BEING DRAGGED

THE PHILOSOPHIC TEACHER

THE SHADOWS

THE OBJECTS THAT CAST SHADOWS

THE PEOPLE CASTING THE SHADOWS

PEOPLE NEAR THE EXIT OF THE CAVE

OUTSIDE OF THE CAVE

RATING

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APPENDIX D: GRAPHIC ORGANIZER #02

THE ARISTOTELIAN IDEOGENESIS

INSTRUCTIONS: Specify at least 4 major concepts found in Aristotle’s Theory of Knowledge and IMPLY these concepts in the practice of your discipline.

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APPENDIX E: GRAPHIC ORGANIZER FOR GROUP PRESENTATION

PHILOSOPHER POINTS OF COMPARISON CITE SOURCES

PHILOSOHER

METHODOLOGY / SYSTEM OF PHILOSOPHY

TIME LINE

MAJOR INFLUENCES

MAJOR CONCEPTS (AT LEAST 5 WITH CITATIONS)

APPLICATION OF THE THEORY

(THINK OF YOUR OWN)