DIVISION OF ILOILO CITY

BO. OBRERO NATIONAL HIGH SCHOOL

DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

Core Subject Title: Introduction to the Philosophy of the Human Person (PPT)

Core Subject Description: An initiation to the activity and process of philosophical reflection as a
search for a synoptic vision of life. Topics to be discussed include the human experiences of
embodiment, being in the world with others and the environment, freedom, intersubjectivity,
sociality, being unto death.

Course objectives: At the end of the course, the student should be able to:
1. Reflect on their daily experiences from a holistic point of view
2. Acquire Critical and Analytical Thinking skills
3. Apply their critical and analytical thinking skills to the affairs of daily life
4. Become truthful, environment-friendly and service-oriented
5. Actively committed to the development of a more humane society
6. Articulate their own philosophy of life

Over-all Standard for Grade 12: The learner should be able to demonstrate a capacity for a critical
and analytical reflection from the perspective of a holistic and profound vision of life.

First Grading Period: The meaning and method of doing philosophy in relation to the human person
as an embodied being in the world and the environment

Standard Content: The student should be able to show an understanding of the activity of doing
philosophy of the human person as an embodied being in the world and the environment

Foundational Concept: Understanding the meaning and process of doing philosophy of the human
person as an embodied being in the world and the environment as a means towards a holistic
understanding of life.

Content:
1. Doing Philosophy
2. History of philosophizing
3. The human person as an embodied spirit
4. The human person in their environment

Second Grading Period: Human Living

Standard Content: The learner is able to show an understanding of philosophy within the context of
the human person as free, intersubjective, immersed in society and oriented towards death.

Fundamental Concept: The learner is able to understand that doing philosophy within the context of
the human person as free, intersubjective, immersed in society, and oriented towards their
impending death will lead to a deeper understanding of the human person.

Content:
5. Freedom of the human person
6. Intersubjectivity
7. The Human Person in Society
8. Human persons as oriented towards their impending death

Grading System:
Written Works -----------25%
Performance Task ------ 50%
Quarterly Exam --------- 25%
Total 100%
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

Core Subject Title: Contemporary Philippine Arts from the Regions (CAR)

Core Subject Description: The subject covers various contemporary arts practices of the region
where the school is located. It aims to provide students with an appreciation of a broad range of
styles in the various disciplines with consideration on their elements and principles, and engage them
to an integrative approach in studying arts. Through this subject, students will broaden and acquire
the necessary creative tools that open opportunities in pursuing their individual career goals and
aspirations.

Content:

A. INTEGRATIVE ART AS APPLIED TO CONTEMPORARY ART

1. Combination of Different Art forms as seen in Modern times

B. CONTEMPORARY ARTS IN THE PHILIPPINES

Significant Contemporary artists from the regions (emphasizing the region where the school is based)
1. National Artists
a. Music
b. Dance
c. Theater
d. Visual Arts
e. Literature
f. Film and Broadcast Arts
g. Architecture, Design and Allied Arts

2. Gawad sa Manlilikhang Bayan

a. Folk architecture
b. Maritime transport
c. Weaving
d. Carving
e. Performing arts
f. Literature
g. Graphic and plastic arts
h. Ornament
i. Textile or fiber art
j. Pottery

C. DIFFERENT CONTEMPORARY ART TECHNIQUES AND PERFORMANCE PRACTICES

1. Local materials used as applied to contemporary art
2. Traditional techniques applied to contemporary creation

D. CONTEMPORARY ARTS PRODUCTION

1. Acquired skills enhancement
2. Concept of integrated arts production
3. Production planning

Grading System:
Written Works -----------25%
Performance Task ------ 50%
Quarterly Exam --------- 25%
Total 100%
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

Core Subject Title: Understanding Culture, Society and Politics (UCSP)

Course Description:
This course uses insights from Anthropology, Political Science, and Sociology to develop students’
awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide them
with an understanding of how culture, human agency, society and politics work; and engage them in
the examination of the country’s current human development goals. At the end of the course,
students should acquire ideas about human cultures, human agency, society and politics; recognize
cultural relativism and social inclusiveness to overcome prejudices; and develop social and cultural
competence to guide their interactions with groups, communities, networks, and institutions.

Content:
A. Starting points for the understanding of culture, society, and politics
1. Sharing of social and cultural backgrounds of students as acting subjects or social actors,
agents, persons; (examples: gender, socioeconomic class, ethnicity, religion,
exceptionality/non-exceptionality, nationality)
2. Observations about social, political, and cultural behavior and phenomena (examples: food
taboos, istambay, political dynasties, elections)
3. Observations on social, political, and cultural change (examples: txting, transnational
families, local public services, youth volunteerism)
4. Definition of anthropology, political science, and sociology

B. Defining Culture and Society from the perspectives of anthropology and sociology
1. Society as a group of people sharing a common culture
2. Culture as a “‘that complex whole which encompasses beliefs, practices, values, attitudes,
laws, norms, artifacts, symbols, knowledge, and everything that a person learns and shares
as a member of society.” (E.B. Tylor 1920 [1871]).
3. Aspects of Culture
a. Dynamic, Flexible, & Adaptive
b. Shared & Contested (given the reality of social differentiation)
c. Learned through socialization or enculturation
d. Patterned social interactions
e. Integrated and at times unstable
f. Transmitted through socialization/enculturation
g. Requires language and other forms of communication
4. Ethnocentrism and Cultural Relativism as orientations in viewing other cultures

C. Looking back at Human Biocultural and Social Evolution

1. Biological and cultural evolution: from Homo habilis (or earlier) to Homo sapiens sapiens in
the fossil record
2. Cultural and sociopolitical evolution: from hunting and gathering to the agricultural,
industrial, and post-industrial revolutions
a. The Neolithic Revolution
b. Early civilization and the rise of the state
c. Democratization

D. Becoming a member of society

1. Enculturation/Socialization
a. Identity formation (identities, disciplines, and aspirations)
b. Norms and values
c. Statuses and roles (e.g. age, gender)
2. Conformity and deviance
a. Social control (gossip, social ostracism, laws and punishments)
b. Forms of deviance (ritualism, retreatism, rebellion, and innovation)
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

3. Human dignity, rights, and the common Good

E. How society is organized

1. Groups within society: Primary and Secondary
2. In-groups and out-groups
3. Reference groups
4. Networks

F. Cultural, social and political institutions

1. Kinship, marriage, and the household
a. Kinship by blood Descent and marriage (unilineal, matrilineal, patrilineal, bilateral)
b. Kinship by marriage
Marriage rules cross-culturally (monogamy vs. polygamy, post-marital residency
rules, referred marriage Kinship by ritual (Compadrazgo)
d. Family and the household
Nuclear, extended, and reconstituted families (separated, transnational)
e. Politics of kinship (political dynasty, alliances)
2. Political and leadership structures
a. Political organization
i. Bands
ii. Tribes
iii. Chiefdoms
iv. States and nations
b. Authority and legitimacy
i. Traditional
ii. Charismatic
iii. Rational
3. Economic Institutions
a. Reciprocity
b. Transfers
c. Redistribution
d. Market transactions
4. Nonstate institutions
a. Banks and corporations
b. Cooperatives and trade unions
c. Transnational advocacy groups
d. Development agencies
e. International organizations
5. Education
a. Functions of education in society (formal and nonformal)
i. Productive citizenry
ii. Self-actualization
iii. Primary education as a human right
6. Religion and belief systems
a. Animism
b. Polytheism
c. Monotheism
d. Institutionalized religions
e. Separation of church and state
7. Health
a. Culture-specific syndromes and illnesses (e.g., “bughat”, ”usog”/”buyag”)
b. Systems of diagnosis, prevention and healing (e.g., traditional, western, alternative
healing systems)
c. Health as a human right
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

G. Social and political stratification

a. Social desirables (wealth, power, prestige)
b. Social mobility system
i. Open (Class)
ii. Closed (Caste)
c. Social inequality
i. Access to social, political, and symbolic capital
ii. Gender inequality
iii. Ethnic minorities
iv. Other minorities (e.g., persons with disabilities)
v. Global Inequality (relationships between states and nonstate actors in the global
community)

H. Cultural, Social, and Political Change Sources of social, cultural, and political change
1. Innovation
2. Diffusion
3. Acculturation and assimilation
4. Social contradictions and tensions (e.g., Inter-ethnic conflicts, class struggle, armed conflict,
terrorism, protests, gender issues)

I. New challenges to human adaptation and social change

1. Global warming and climate change
2. Transnational migration and Overseas Filipino Workers (OFWs)

J. Responding to social, political, and cultural change

1. Inclusive Citizenship and participatory governance
2. New forms of media and social networking
3. Social movements (e.g., environmentalism, feminism)

Grading System:
Written Works -----------25%
Performance Task ------ 50%
Quarterly Exam --------- 25%
Total 100%
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

Subject Title: Introduction to World Religions and Belief Systems

Subject Description: The course explores the main tenets and practices of major world religions:
Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism,
Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions,
appreciate their uniqueness and similarities and promote mutual understanding among believers of
different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and
that of others.

Content:

FIRST GRADING
1. Definition of Terms
2. How World Religions Began
3. Positive and Negative Effect of Religions
4. Judaism
a. Founders: Abraham (2000 B.C.) and/or Moses (1391-1271 B.C.)
b. Sacred texts: Torah, Poetry, Prophets, Talmud, Mishnah
c. Doctrines: Ten Commandments, 618 Rules
d. God: Yahweh/Jehovah
e. Sects: Orthodox, Conservative, Reform Liberal
f. Issues: Antisemitism, Zionism, Holocaust
5. Christianity
a. Founder: Jesus Christ (c. 7 BC- 30 A.D.)
b. Sacred texts: Bible (Old Testament and New Testament)
c. Doctrines: Trinity, Virgin Birth, Deity of Christ, Resurrection, Last Judgment
d. God: Trinity (Father, Son and Holy Spirit)
e. Sects: Roman Catholic, Greek/Eastern Orthodox, Protestantism, etc.
f. Issues: Ecumenism, Sexuality issues (e.g., contraception, homosexuality, ordination of
women)
6. Islam
a. Founder: Prophet Muhammad (570-632 A.D.)
b. Sacred texts: Qur’an, Hadith
c. Doctrines: Five Pillars of Islam (Shahadah-declaring there is no other god but Allah and
Muhammad is His messenger, Salat-ritual prayer five times a day, Sawm-fasting during
Ramadan, Zakat-alms giving to the poor, and Hajj-pilgrimage to Mecca at least once in a
lifetime)
d. God: Allah
e. Practitioners: Sunni, Shi’ite, Sufi
f. Issues: Gender Inequality, Militant Islam, Migration
7. Comparative Analysis: Judaism, Christianity, and Islam
8. Hinduism
a. Founders: Aryans (1500 B.C.)
b. Sacred texts: Vedas, Upanishads and Bhagavad-Gita
c. Doctrines: Dharma-duty, Kama-pleasure, Artha-wealth, Moksha-liberation, Brahman, Atman,
the Identification of Brahman and Atman, the Four Yogas (Yoga of Knowledge, Yoga of
Work, Yoga of Devotion or Love, and Yoga of Psychological Exercises)
d. Gods: 33 million gods and goddesses
e. Issues: Gender Inequality, Caste System, Poverty
 DIVISION OF ILOILO CITY
BO. OBRERO NATIONAL HIGH SCHOOL
DAMA DE NOCHE ST. BO. OBRERO, ILOILO CITY
FIRST SEMESTER, A.Y. 2019-2020

SECOND GRADING

9. Theravada Buddhism
a. Founder: Siddhartha Gautama (563-483 B.C.)
b. Sacred texts: Tripitaka
c. Doctrines: Four Noble Truths, Eight-fold Path, Law of Dependent Origination and The
Impermanence of Things
d. God: non-theistic
e. Issue: Territory conflict in Mainland Southeast Asia
10. Mahayana Buddhism
a. Founder: Siddhartha Gautama (563-483 B.C.)
b. Sacred texts: Sutras
c. Doctrines: Four Noble Truths, Eight-fold Path, The Six Perfections to become a Bodhisattva
(generosity, morality, patience, perseverance, meditation, and insight)
d. God: non-theistic
e. Issues: Tibet invasion, Engaged activism
f. Universality and growth of sects: Development of Buddhism to Zen (Chan) Buddhism as the
fruit of its encounter with Taoism.
11. Comparative Analysis: Hinduism, Theravada Buddhism, and Mahayana Buddhism
12. Confucianism
a. Founder: Confucius (551-479 B.C.)
b. Sacred texts: Confucian Classics
c. Doctrines: Mandate of Heaven, T”ien, Human nature as originally good (Mencius) or evil
(Hsun Tze), Rectification of Names, The Moral Way consisting of five cardinal virtues, Filial
Piety, and Ancestor Worship
d. God: Heaven
e. Issues: Gender inequality, Authoritarianism
13. Taoism
a. Founder: Lao Tzu (604 B.C. - ?)
b. Sacred texts: Tao Te Ching, Book of Chuang Tze
c. Doctrines: Wu-Wei, Law of Reversion, Following nature
d. Tao as the Origin of all Beings, unnameable and eternal
e. Issues: Inaction, Superstitious practices, Environmentalism
14. Shintoism
a. Founders: Prehistoric Animists of Japan
b. Sacred texts: Kojiki and Nihongi
c. Doctrines: belief in kami, divinity of emperors
d. Gods: kami (animist and nature spirits)
e. Issues: Shrine visits of Japanese prime ministers
15. Comparative Analysis: Confucianism, Taoism, and Shintoism
16. Synthesis

Grading System:
Written Works -----------25%
Performance Task ------ 45%
Quarterly Exam --------- 30%
Total 100%