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Senior High School

Introduction to the Philosophy of the Human Person Quarter 1 – Module 4:

The Human Person in the Environment

Introduction to the Philosophy of the Human Person – Senior High School Alternative Delivery Mode Quarter 1 – Module 4: The Human Person in the Environment First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Nicolas T. Capulong, PhD, CESO V Ronelo Al K. Firmo, PhD, CESO V Librada M. Rubio, PhD Development Team of the Module Writers:

Lorelyn M. Francisco

Content Editors:

Angelica M. Burayag, PhD Erwin C. Pagtalunan Eva Fe F. Taclibon, PhD

Reviewers:

Sergio B. Gonzales Ann Christian A. Francisco

Language Editor:

Illustration/ Layout Editor: Bryan Balintec Illustrator:

Richard V. Gonzales

Layout Artist:

Erickson N. Glodo

Management Team:

Nicolas T. Capulong, PhD, CESO V Librada M. Rubio, PhD Angelica M. Burayag, PhD Ma. Editha R. Caparas, PhD Nestor P. Nuesca, EdD Marie Ann C. Ligsay, PhD Jayne M. Garcia, EdD Beverly T. Mangulabnan, PhD Eva Fe F. Taclibon, PhD

Printed in the Philippines by Department of Education – Region III Office Address: Telefax: E-mail Address:

Matalino St., D.M. Government Center, Maimpis, City of San Fernando (045) 598-8580 to 89 [email protected]

Senior High School

Introduction to the Philosophy of the Human Person Quarter 1 – Module 4: The Human Person in the Environment

Introductory Message For the facilitator: Welcome to the Introduction to the Philosophy of the Human Person Alternative Delivery Mode (ADM) Module on The Human Person in the Environment! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module.

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For the learner: Welcome to the Introduction to the Philosophy of the Human Person Alternative Delivery Mode (ADM) Module on The Human Person in the Environment! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

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Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find:

References

This is a list of all sources used in developing this module.

The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you master the human person in the environment . The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. The module is divided into three lessons, namely: • Lesson 1 The Environmental Philosophy • Lesson 2 Environmental Ethics and Protection After going through this module, you are expected to: 1. discuss the philosophical views and how they influence human action regarding the environment; 2. notice disorder in their environment; 3. notice things that are not in their proper places; 4. organize things in aesthetic manner; 5. show that care for the environment contributes to health, well-being, and sustainable development; and 6. demonstrate the virtues of prudence and frugality towards the environment.

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What I Know

MULTIPLE CHOICE. Read the following items carefully. Write the letter of the correct answer on a separate sheet of paper. 1. This paradigm recognizes an inherent worth/intrinsic value of other beings aside from their utility. It emphasizes the interdependence of organisms within ecosystems and that if ecosystems with each other within the biosphere. a. Deep Ecology b. Ecofeminism c. Environment d. Social Ecology 2. What do you call the paradigm that seeks to eradicate all the forms of social injustice, not just injustice against women and the environment? a. Deep Ecology b. Ecofeminism c. Environment d. Social Ecology 3. This refers to the sum total of all surroundings of a living organism including natural forces and other living things which provide conditions for development and growth as well as of danger and damage. a. Deep Ecology b. Ecofeminism c. Environment d. Social Ecology 4. What kind of philosophical view that believes maintaining order in the environment will bring out the natural beauty of the surroundings and contribute to the well-being of the people and other organisms living in it? a. Environmentalism b. Environmental justice c. Environmental aesthetic d. Environmental philosophy 5. The following are common environmental problems, EXCEPT for one: a. Acid rain b. Air pollution c. Forestation d. Water pollution

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6. Which of the following views places great value on ecosystem and biological communities? a. Anthropocentrism b. Biocentrism c. Eco-centrism d. Environmentalism 7. Which of the following views considers man as the most important species on the planet? a. Anthropocentrism b. Biocentrism c. Eco-centrism d. Environmentalism 8. What do you call the discipline in philosophy that is concerned with the natural environment? a. Environmentalism b. Environmental justice c. Environmental aesthetic d. Environmental philosophy 9. Which of the following perspectives advocates action to address environmental problems? a. Anthropocentrism b. Biocentrism c. Eco-centrism d. Environmentalism 10. What do you call the moral approach in analyzing the relationship between humans and the environment? a. Environmentalism b. Environmental justice c. Environmental aesthetic d. Environmental philosophy 11. Ben ensures that his business activities do not unduly disrupt the ecosystems and human communities located in the area. Ben practices ___________. a. Equity b. Frugality c. Economic Efficiency d. Environment Integrity 12. This refers to prudence in decision-making regarding the use of resources to ensure that there is minimum to zero waste. a. Equity b. Frugality c. Economic Efficiency d. Environment Integrity

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13. On this type of sustainable development, we are demanded that we use our natural resources in such a manner that these are conserved so that the next generations will be able to use them. a. Equity b. Frugality c. Economic Efficiency d. Environment Integrity 14. What do you call the concept that advocates the wise and efficient use of

natural resources? e. f. g. h.

Environmental Aesthetic Environmental Ethics Environmental Justice Sustainable Development

15. Talia wants to help her community in resolving prolonged issue about waste pollution, what is the best thing that Talia can do? a. Brag how clean their house is b. Let her neighborhood do the job c. Ask the Brgy. Officials to do it for the fellow people d. Advocate how to do simple recycling and garbage sorting

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Lesson

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The Environmental Philosophy

At the end of this lesson you are expected to: 1. Define what is environmental philosophy is; 2. Identify things that are not in their proper place and the different aesthetic ways to organize it; and 3. To show appreciation on the importance of human person in the environment.

What’s In Hooray for a new day! Before jumping to our new lesson, let us try this one.

Identify the terms being described in the following statements. Write your answer on a separate sheet of paper: 1. This term refers to man as species and distinguishes man from other animals. 2. This is the ability to overcome one’s limitations. 3. This refers to the intangible element that enables us to exercise thought, possess awareness, and reach out to the outside world and others. 4. This refers to the capability to reach out and interact with others and the world. 5. This refers to the capability of persons to make choices and decisions based on their own preferences, monitor and regulate their actions, and be goal-oriented and self-directed.

Notes to the Teacher Facilitator will instruct the students to answer the given questions before proceeding to the new lesson !

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What’s New

Have you ever asked yourself why we ever came to this point of experiencing a pandemic that brought big changes in our lives? Are we responsible for what is happening in the whole world? Do we care enough for our environment? Based on researches, our environment has changed so much and it changed for the worse, sadly we are responsible for this. What have we done? Can we not go back to the usual and not let this new normal to happen?

ACTIVITY 1 Observable Changes in My Environment List at least five (5) major observable changes in our environment. Observable changes in the environment 1. 2. 3. 4. 5.

Have you realized something? Are you part the cause? Remember that no matter our ac will be, it can affect our environment as we

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What is It

As we feel responsible for what is happening in our environment, we need to bear in our mind that we are part of the world, and we significantly affect our environment in the same way that changes in our surroundings affect us.

Human Person in the Environment Human Person A human person is a living being that contains a real and existing to direct its own development toward fulfilment through perfect, unconditional, and infinite truth, love, goodness, beauty, and unity, and will do so if all the proper conditions are met. (Spitzer 1999)

Environment It is the sum total of all surroundings of a living organism, including natural forces and other living things, which provide conditions for development and growth as well as of danger and damage. (Endriga 2017) This means that as human person, we interact not only with our fellow human beings, but also with other living and non-living elements in our environment. Like other sciences, philosophy also seeks to explore the relationship between humanity and the environment through environmental philosophy or environmental ethics.

Environmental Philosophy or Environmental Ethics Environmental philosophy or environmental ethics as defined by Abella (2016), is the discipline that studies the moral relationship of human beings with the environment and its non-human contents. He also described environmental philosophers as philosophers who tackle issues that is related to humanity’s role in the natural world, the interaction between nature and human activities, and humanity’s response to environmental challenges. And that environmental philosophers have radical views which argue that a paradigm shift or cultural revolution is what will save all from ecological crisis.

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The Three Main Paradigms: 1. Deep Ecology – is a contemporary ecological philosophy. Proponents were disillusioned with existing modes of depletion of natural resources and the heavy pollution they cause. It emerged as a reaction to this shallow ecological point of view. It also recognizes an inherent worth/intrinsic value of other beings aside from their utility. It emphasizes the interdependence of organisms within ecosystems and that if ecosystems with each other within the biosphere (Arne Naes-1970s)

2. Social Ecology – is an offshoot of the movement against domination of existing hierarchical structures in society that pre-empt the development of the full nature of an individual. Bookchin (2011), on his article ecological problem states that our present ecological problems cannot be clearly understood, much less resolved, without resolutely dealing with problems within society . (BookChin 2011) 3. Ecofeminism – is a reaction against male domination and the corresponding oppression of women, there is superiority and subordination. On ecofeminism men are assumed to be superior to women and nature, which result domination and exploitation. As we try to link feminism with ecology, it seeks to eradicate all the forms of social injustice, not just injustice against women and the environment. Ecofeminism believes that a society characterized by a mentality that tolerates the oppression of women is directly linked with its tendency to tolerate abuse of the environment and the degradation of nature. (Vinzsons 2016)

ACTIVITY 2 Environmental Issues and Alternative Solution Think of three environmental issues. Suggest or give alternative solutions using the three main paradigms.

Environmental Issues/Problems

Solution using Deep Ecology

Solution using Social Ecology

Solution using Ecofeminism

1.

2.

3.

Remember that we are part of the environment. Our actions can damage our environment and by doing so we can also damage our relationships to other humans which are least capable in defending themselves; the poor and even the future generation will be affected.

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What’s More

ACTIVITY 3 Transformation Challenge DIRECTIONS: Based on the photos indicated in column 1, look for an improved version of the photos provided. Use an old printed material. Cut and paste photos that show visible positive transformation of the photos in Column 1. COLUMN 1-BEFORE

COLUMN 2-AFTER

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Environmental Aesthetics Beautiful surroundings are better to see, compare to a place that is full of garbage. As to Abella (2016), environmental aesthetics are a philosophical view that believes maintaining order in the environment will bring out the natural beauty of the surroundings and contribute to the well-being of the people and other organisms living in it. The orderliness that we see in our surroundings is what environmental aesthetics mean, and how can we able to maintain such? That is what environmental ethics do, it is the appreciation of natural beauty that brings about the concern for the environment and helps people relate more effectively with nature to create a place with beautiful surroundings. Despite how good the concept of environmental aesthetics and ethics, we are living in a place where human persons thrive best which later results in disorders that rise to several problems and challenges for humankind. Since a human person 14

is a rational being, we are not only capable of transforming the world, but also of understanding the laws which govern nature. According to Abella (2016), it can be said that the world is a text which the person can read and understand to live a better life. He may treat it as: o o

A source of raw materials to be used in any way he pleases As something that envelops and surrounds him, and thus has a unique relationship with it

In the simplest thought, this means that persons can help the environment become greater than what it originally is . (Abella, Introduction to the Philosophy of the Human Person 2016)

What I Have Learned 1. 2. 3.

4. 5.

6. 7.

The hu...