WHAT I NEED TO KNOW

LESSON 3: The Human Person as an Embodied Spirit

One of the leading subjects in the course Introduction to the Philosophy of the
Human Person is the idea that the human person is an embodied spirit. But first of
all, we need to define terms because, as it appears, the meaning of the concept
“embodied spirit” is not directly clear to students who do not have a strong
background and orientation in Philosophy. So, what do we exactly mean by
“embodied spirit”?

In totality, a man is a physical body, a living soul (the inner self: mortal), and a
spirit (the life force; immortal).

The spirit takes from through the mortal, physical body to represent its
qualities in the conscious, physical world. Each body part has its worldly function that
is communicated in an expressive and understandable form.

For Aristotle, a human person is a personal being that possesses its

intellectual nature in a natural unity with a material body. This unity is called: “man as
a rational animal.”

For St. Thomas, the total vision of man would be the “embodied spirit”.

Embodiment refers to the biological and physical presence of bodies, which

are necessary requirement for subjectivity, emotion, language, and social
collaboration. Embodied is that it is being materialized or incarnated. Hence, when
we say “embodied spirit”, we normally thought of a spirit being incarnated. The idea
of the human person as an “embodied spirit” does not necessarily refer to the
incarnation or materialization of spirit as an immaterial entity. The embodiment of the
spirit in the context of Christian philosophy (as is well known, the concept of the
embodied spirit is specific to Christian philosophy) specifically refers to the
inseparable union of body and soul. Thus, when we say “embodied spirit” we mean
that the body is not separated from the soul, just as the soul is not separated from
the body.
Philosophy define the Human Person . Human existence is embodied
existence. Many things related to our existence as persons related to bodies – age,

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sex, race, relationships, etc. Philosopher also think about upon the concept of the
Human Person and what makes him or her a different in nature and entity. “Human
Person” refers to the individual, and all the attributes and characteristics that set him
or her apart from other human beings. Like all other animals, human beings possess
“SENTIENCE”. Sentience is the ability to feel and experience and perceive things.
What if you don’t have a body? It is limitations!

Let’s Do This!

1. Describe the taste of water?

2. Describe the color blue to a blind person?
3. How will you describe how wonderful the world is to a blind person?
4. Now, try this, from the tip of your elbow try to reach your chin.

So what now? What does the exercise tell us? It is difficult. Why? THE HUMAN
PERSON HAS LIMITS.

What are my goals?

By
the end of this lesson, you are expected to:
1. Recognize one’s limitations and possibilities
2. Evaluate one’s limitations and the possibilities for their transcendence
3. Recognize how the human body imposes limits and possibilities for
transcendence
4. Distinguish the limitations and possibilities for transcendence

2
 WHAT I KNOW

Direction: Answer this!

LOOK A PAIR! AND SHARE! Write your answers on a separate sheet of paper or in
your notebook and share it to your pair. Identify the category of limitation.

1. We have a limited life span.

2. We cannot choose our biological family.
3. We cannot teleport instantly to another location in an instant.
4. Words limit our communication with each other.
5. We cannot be in two places at the same time.
6. We cannot change our past decisions.
7.
We
Let us check!

face certain death in the future.

8. We are bound by space and time.
9. We cannot choose our race, age, and birthdate.

3
 WHAT’S IN IT
Human Composition of Man:
 What are the difference of the following terms?
o Man
o Person
o Human Nature
 Limitations of Human Person as an Embodied Spirit
o Facticity
o Spatial-Temporal Being
o The Body as Intermediary

HUMAN COMPOSITION OF MAN

MAN (from Wikipedia, the free encyclopedia) The English term “man” is
derived from a Proto-Indo European root *man - (see Sanskrit/Avestan Manu-, Slavic
mǫž "man, male").[1] More directly, the word derives from Old English Mann. The Old
English form had a default meaning of "adult male" (which was the exclusive
meaning of wer), though it could also signify a person of unspecified gender. The
closely related Old English pronoun man was used just as it is in Modern German to
designate "one" (e. g., in the saying man muss mit den Wölfen heulen).[2] Man it is
the general term commonly used to refer to the entire human race. Other related
terms, humanity, mankind, and humankind. HUMAN refers to man as species –

4
HOMO SAPIENS or MODERN HUMAN BEINGS. The term human being is also
used to differentiate man from other animals.

PERSON it is the personality of a human being so called “SELF”. Refers to a

human being granted recognition of certain rights, protection, responsibilities and
dignity above all. Philosopher refers to the human person as the totality of an
individual, possessing awareness, self-determination and capacity to interact with
others and with himself/herself. Personhood refers to the state of being a person.

HUMAN NATURE defines as the nature of humans especially the

fundamental characters and traits of humans. It refers to the characteristics that
distinguish humans from all other creatures. These traits are expected to arise
independent of the influence of culture and society. EXAMPLES: THINKING,
FEELING AND ACTING.

LIMITATIONS OF HUMAN PERSON AS AN EMBODIED SPIRIT

Facticity refers to the things in our life that are already given. EXAMPLE: LIFE

Spatial-temporal being. As temporal beings, our most obvious limitation is our

finitude - our finite quality or state. Eg Walang forever, pero meron talaga. As spatial
beings, we are limited by our bodies to be present in two or more places at the same
time. We are limited by space (spatial) and the time (temporal). Our spatial-temporal
situation sets our preconditions of understanding.

The Body as Intermediary

Intermediary means acting as a mediator (Merriam-Webster). Our body serves as an

intermediary between us and the physical world. Our body limits our experience of
the world to our world. This imposes limitations concerning communication and
expression.

How do we communicate with each other? WORDS

But can words really capture the things we want to express? But this limitation can
also be an advantage...

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 WHAT’S NEW

ACTIVITY 3.1: One’s Limitations and Possibilities

Direction: Complete the chart below. Make sure that you ask or consult your
parents or any adult who have witnessed your development and reflect before you
write your answer. Copy and fill out the chart in your notebook.

AGE Things that I can do Things that I cannot do

0–3

4–7

8 – 11

12 – 15

16 up

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 Let’s check your learnings? If so, then you must be identifying different
limitations!

WHAT IS IT

Limitations of the Human Person

Human persons are naturally deficient beings. This means that we are
not prepared with the best physical aspects among all the beings

Human persons do not have the natural ability to fly.

Human persons cannot breathe underwater without the aid of breathing

device.

Human person is a being that has certain abilities or qualities such as reason,
ethics, perception or self-consciousness, and being a part of as aesthetically

7
established form of social relations such as kinship, ownership of property, or
legal responsibility.

What is the human person?

Self-awareness refers to the person having a clear perception of oneself, including

his thoughts, emotions, identify and actions. This awareness goes beyond
perception and reaction to the environment. A person is aware of both his
surroundings and himself. He knows that he is living an experience and is an active
participant in this experience.

Try saying these!

 I am a person.
 I am alive.
 I exist.
 I am here. I am present.
 I am living at this very moment.

Let’s examine

 Little Jose is playing in the living room while his mom is in the kitchen. He
accidentally bumps into a table, causing a vase to fall. Upon hearing, his mom

8
 went to the living room and saw hi, standing near the broken vase. She
asked, “Did you break the vase?” what do you think Jose‘s answer will be?

Self-determination refers to the capability of persons to make choices and

decisions based on their own preferences, monitor and regulate their actions, and be
goal-oriental and self-directed. A persons act and aware of individual’s action. Free
will enables us to do actions whenever we want to and make various alternatives.
Enables a person act willfully, control his actions and recognize himself as the
source of action. Consequence is the result or effect of an action or condition.
Philosophers believe that a person acts freely and with due regard for the
consequences of his actions. Morality is the goodness or “badness” of an act.

Human action is such an important aspect of the person that many philosophers
consider human action as a way to reveal a person’s true nature.

Try saying these!

 I am a person.
 My actions are my very own and are made freely.
 I know that I am the cause of my actions.
 I know that my actions have consequences.

Externality refers to the capability of a person to reach out and interact with others
and the world. Philosophers consider man as a social being and that a person never
exists in isolation. Man has the natural tendency to seek out fellow human beings,
and the relationships established by this interaction is a vital component for survival.
Our interactions with others define our existence as persons.

Try saying these!

 I am a person.
 I value others.
 I interact with others in meaningful ways.
 I value my relationships with others.

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  I have grown as a person because I’ve had meaningful interactions with
people I’ve met in my life.

Dignity refers to the innate right to be valued and respected. Philosophers consider
all humans as having an inherent worth or value. “You’re worthless!” is an insult
since it attacks the very notion of a person having value or worth. Each person is
worth the same as another person in the sense that every person is priceless,
unique, unrepeatable and irreplaceable. No person is dispensable or
interchangeable. This is the reason why separation from the people we love and
value is a difficult and painful experience. A person retains his dignity in spite of his
actions or behavior.

Try saying these!

 I am a person.
 I am a person with dignity.
 I recognize that others have dignity, as well.
 I must uphold human dignity in my thought and actions

LIMITATIONS CAN LEAD TO POSSIBILITIES

Transcendence is the ability to change, be dynamic, and continually redefining

one’s self which works with our facticity to create change.

How do limitations lead to transcendence?

1. Facticity – At times we use our facticity as an excuse for our difficulties and
failures.

10
We are free to define who we are and who we are to be.

2. Spatial- Temporal Being

We are more concerned with the past and our future that is why we never
appreciate the present.

11
 Why do we want to be in a hurry to achieve or have something which is not
yet?
NOW, FUTURE, PAST

Why do we hold on or lament on something which is no longer?

It is the people closest to us that we most often neglect.

3. The Body as Intermediary. Having a body may prevent us from revealing

what we really want to express.
In most cases, words are not enough. EXAMPLE: Magbabago Na Ako
Promise!!!
This is a challenge for us to be more creative in expressing ourselves.

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 WHAT IS IT
ACTIVITY 3.2: One’s Limitations and Possibilities
DIRECTIONS: Answer the following questions in your notebook.

1. What are your limitations as a person? What are the things that you consider
as difficult or hard for you to accomplish or believe in?
2. What are your strengths? What are the possible things or status that you can
reach or achieve in the future?
3. What are the factors affecting your limitations? How about possibilities?
4. Do you see yourself improving in 5 – 10 years’ time? How can you say that
you are improving?
5. How can you go beyond from your current limitations?

Let’s check your learnings? If so, then you must be recognizing limitations as
a person!

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 WHAT’S NEW
LESSON 3.2: LIMITATIONS AND POSSIBILITIES FOR
TRANSCENDENCE

Many people admire Jason for being the youngest director of the biggest
company in the Philippines. He is also one of the richest bachelors below 30 years
old. Little do people know that he was once a poor boy who dreamed big and worked
hard to attain his current status.

When asked about his successes, Jason said that he considers seeing his family
happy, imparting his knowledge to others, and being able to serve others as the
successes he is proudest of.

Like Jason, all people have lifelong goals that they want to fulfill. If you were
finally able to meet your life goal, how would you feel?
Do you think your perspective in life will change?

Let us find out the answers in this lesson!

The previous example talks about transcendence or a state of “existence above and
beyond the limits of material experience.”

Transcendence originated from the words Trans, meaning “go beyond”, and
scandare, meaning “climb”.

In the example, fulfilling a goal requires transcendence because it opens a

state of thinking and feeling that there is something more in life than just physical
and material things. Much like Abraham Maslow’s self-actualization concepts,
transcendence is a state of being intrinsically satisfied with life regardless of physical
and tangible factors.

LIMITATIONS AND POSSIBILITIES FOR TRANSCENDENCE

Here are some limitations and possibilities for transcendence:

- may not occur to everyone
- does not come at a specified period

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 - varies across all people
- may coincide with physical limitations of the body
- developing a positive outlook in life
- working towards reaching a goal
- learning from experience

POSSIBILITIES FOR TRANSCENDENCE

It is also important to know that transcendence may be applied to present
worries by living in the present. This means that life is lived from moment to moment
in a carefree and cheerful manner where concerns for stress are reserved for the
future, and regrets or guilt feelings are kept in the past.

THE HUMAN BODY IN IMPOSING LIMITS AND POSSIBILITIES

From a biological and physical standpoint, it can be recognized that the human body,
although it can perform many functions, also has limitations. Limits in the
environment, demographics, and society may also hinder a person from reaching
transcendence.
Here are some examples:
BODILY LIMITATIONS
- mental and emotional disorders (e.g. anxiety, intellectual disability)
- disabilities (e.g. amputated leg, deafness)
- disease and illnesses (e.g. hypertension, cough)
- failures and experiences (e.g. failing a subject)
SOCIAL AND ENVIRONMENTAL LIMITATIONS
- socioeconomic status
- location of neighborhood (e.g. armed, disorganized, or violent neighborhood)
- abusive relationships (e.g. emotional abuse)
negative influences (e.g. drug use)

OVERCOMING LIMITATIONS
Bodily limits can be tested by trying on new experiences and working on challenges
with increasing levels of difficulty. The human body, if given enough exposure to any
situation, can attain a goal with efficiency.
Social and environmental limitations are more difficult to overcome than bodily
limitations because they involve the influence of other people and the external world.
However, with a proper mindset, clearly defined goals, and motivation to rise above
challenges, one may successfully overcome his or her limitations.

RECOGNIZE AND EVALUATE OWN LIMITATIONS AND

POSSIBILITIES FOR TRANSCENDENCE

15
Even though you are still young, you are not prevented from further understanding
yourself. Transcendence is even more possible when you begin to understand that
you can go beyond your limitations if you set your mind on your goals.
SOME POINT TO REMEMBER WHEN GOING BEYOND YOUR LIMITS
- you are connected to the external or eternal world
- challenges are learning opportunities
- your goal is more important than your fears
- think outside the box
- recognize that everyone has fears

TIPS
The terms “transcendent” and transcendental” should not be used interchangeably.
According to Immanuel Kant, “transcendent” is a term used to refer to God, while
“transcendental” refers to all other matter.
While transcendence may not occur for everyone, all people have the capacity to
experience it regardless of any sociodemographic, biological, or personal factors.

WHAT CAN I DO
ACTIVITY 1.3: The Revitalized Me
DIRECTIONS: Complete the chart by rewriting your present limitations with
reference to your answers in the previous activities. Make an action plan towards
transcendence. Copy the chart in your notebook

MY LIMITATIONS PLAN TOWARDS TRANSCENDENCE

16
 WHAT I HAVE LEARNED

Explore and try it on the following questions and answer them briefly on your
activity notebook.
1. The world continues to change quickly. Nowadays, the generation gap can
easily be seen in everyday life because of new technological advances being
introduced at a fast pace.
In your personal experience, does technological advancement limit or improve
the possibility for transcendence? Why? Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Look around you. Observed the environment and identify possible factors that
may limit transcendence. You may also put yourself in the position of those
who experience such limitations. Identify ways on how you may overcome
those challenges.
What do you think? Is reaching transcendence always a good thing? Why?
Why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

You are
17finally done with Lesson 1!
 ASSESSMENT
Direction: Read each item carefully and choose the letter of the correct answer. Write
your answers on a separate sheet of paper.

1. What do you call the state of being or existence above and beyond the limits
of material experience?
a. Transition
b. Transcendence
c. Transformation
d. Transgression

2. What does the term scandare mean?

a. “to exist”
b. “to impart”
c. “to climb”
d. “to deduce”

3. According to this philosopher, the human person is an embodied spirit. Who is

he?
a. Socrates
b. Aristotle
c. Immanuel Kant
d. St. Thomas

4. Which of the following is a biological limitation for transcendence for a student

whose goal is to be a valedictorian?
a. Joining a dance troupe
b. Being absent for a week due to fever
c. Watching videos over the internet
d. Criticism from his teacher on his science project

5. Which of the following is not a possibility for transcendence?

a. Looking for help
b. Having a positive outlook
c. Working to reach a goal
d. Learning from experience

6. Magie is a poor 17-year old girl whose ultimate dream is to finish her studies.
What can she do to make her dream possible?
a. Join the school choir to lessen her stress in her studies
b. Start on organization that fights for human rights

18
 c. Work during her free time to gain extra money for school
d. Read books on her own

7. Why do some people fail to experience transcendence?

a. They have a feeling that it will not occur.
b. They are not meant to experience it.
c. They are not hardworking.
d. They have a goal that is too challenging for them to achieve.

8. Which of the following statement is true?

1. Transcendence is for younger ages.
2. Transcendence is similar to self-actualization.

a. Statement 2
b. Both statements 1 and 2
c. Neither statement 1 nor 2
d. Statement 1

9. How does the human body play a role in transcendence?

1. The body has its limitations.
2. The body functions against transcendence.

a. Statement 2
b. Statement 1
c. Both statement 1 and 2
d. Neither statement 1 nor 2

10. Which statement about transcendence is true?

1. It only starts during old age
2. All personal limitations are clearly defined.
a. Both statement 1 and 2
b. Neither statements 1 nor 2
c. Statement 1
d. Statement 2

19
 ANSWER KEY

PRE-TEST ACTY 1.2: One’s limitation and

Possibilities

Students’ answers may vary. It

Students’ answers may vary. It is necessary for the teacher to
is necessary for the teacher to also check their answers with
also check their answers with the Internet.
the Internet.

ACTY 1.3: One’s limitation and possibilities POST-TEST

1. B 6. C
Students’ answers may vary. It
is necessary for the teacher to 2. C 7. A
also check their answers with
the Internet. 3. D 8. A

4. D 9. B

5. A 10. A

1. https://www.slideshare.net/kazekage15/the-human-person-as-an-embodied-
spirit-limitations-and-transcendence
2. https://www.researchgate.net/publication/41547202_What_Does_it_Mean_to_
Live_a_Fully_Embodied_Spiritual_Life
3. https://en.wikipedia.org/wiki/Man
4. https://padlet.com/cscjmnz/JimenezxJarilla
5. https://www.slideshare.net/LjJugo/human-person-as-embodied-spirit?
qid=bbd9211d-d5d2-4e03-b8c6-cd5579dd49e0&v=&b=&from_search=2

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6. https://www.slideshare.net/mayoyoon/human-person-as-an-embodied-
spiritdocx?qid=b1515286-d7cc-48f8-af96-
80e9bdfb32e6&v=&b=&from_search=3

7. https://www.slideshare.net/jeromecastelo/the-human-person-as-an-embodied-
spirit-152689721?qid=b1515286-d7cc-48f8-af96-
80e9bdfb32e6&v=&b=&from_search=6
8. https://www.slideshare.net/kazekage15/the-human-person-as-an-embodied-
spirit-limitations-and-transcendence?qid=b1515286-d7cc-48f8-af96-
80e9bdfb32e6&v=&b=&from_search=1
9. https://www.slideshare.net/PrmSalsag/the-body-as-limitation-and-
transcendence
10. https://www.youtube.com/watch?v=QntjdDLcTrw
11. https://www.slideshare.net/jomarienel/lesson-3-the-human-as-an-embodied-
spirit?next_slideshow=1
12. https://www.youtube.com/watch?v=lEojQSVMIZo
13. https://depedrovcatanduanes.com/files/11-Intro-to-Philo-AS-v1.0.pdf
14. https://www.slideshare.net/charinacastillano123/human-asanembodiedspirit
15. https://padlet.com/pasamontem/philoperftask
16. https://www.youtube.com/watch?v=JBTnhWEWf38

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 WHAT I NEED TO KNOW

LESSON 4: The Human Person in their Environment

John Donne: “No man is an island, entire of itself; every man is a piece of the
continent, a part of the main.”

This means that as human person, it is our responsibility to treat a person with
respect not only our fellow humans but also everything in our world. Humankind is a
part of the world, and we significantly affect our environment in the same manner of
what that changes in our environment affect us.

Environmental philosophy is the discipline that studies the moral

relationships of human beings with the environment and its non-human contents.
Philosophers believe that the human person has the ability to change the
environment to suit his purposes. It will enable them to become aware of their
relationship and its related issues in our society and their impact on the lives of
human persons.

What are my goals?

By
the end of this lesson, you are expected to:
1. Notice disorder in the environment;
2. Notice things that are not in their proper place and organize them in an
aesthetic way;
3. Show that care for the environment contributes to health, well-being and
sustainable development; and
4. Demonstrate the virtues of prudence and thriftiness towards the environment.

WHAT
22 I KNOW
Direction: Read each item carefully and choose the letter of the correct answer.
Write your answers on a separate sheet of paper or in your notebook.
1. What is environment philosophy?
A. Discipline that studies the moral relationship of human beings with the
environment and its non-human contents.
B. Is part of the world, and we significantly affect in environment.
C. Significantly role of humankind in the world.
D. Extends intrinsic value and moral consideration to higher forms of animals

2. Believes that humans are not the only significant species on the planet.
A. Anthropocentrism
B. Panthocentrism
C. Biocentrism
D. Ecocentrism

3. A science that deals with the relationships between groups of living things and
their environments.
A. Anthropocentrism
B. Ecology
C. Ecofeminism
D. Ecocentrism

4. What is a flame in cyberspace?

A. A person who follows the rules of Netiquette.
B. An expert programmer.
C. An online chain letter.
D.  A post or email message that expresses a strong opinion or criticism.
5. Knowledge and understanding of netiquette is useful because ___________
A. it helps you create a positive impression on those you meet in
cyberspace.
B. it explains some of the technical limitations of online communications.
C. it explains the conventions already being used by millions of cybernauts.
D. All of the above.

6. What type of online threat happens when an attacker uses electronic devices
to do unwanted surveillance against its victim?
A. Cyberbullying B. Phising C. Spamming D. Cyberstalking

23
7. What type of online threat happens when the attacker impersonates another
individual or organization to gather personal or business information?
A. Cyberstalking B. Spoofing C. Scamming D. Pharming

8. What type of information should you avoid giving when using the internet?
A. Phone number B. Profile Picture C. Shirt Size D. Religion

Turn to page the last page of this lesson to check your answers!

9. What is the golden rule of netiquette?

A. Remember the human. C. Use correct grammar.
B. Put a smiley in every message. D. Respect people’s time.

10. You get an email telling you that you won a hundred thousand without joining
in a competition. You should ____________.
A. Claim the prize. C. Return the email with response.
B. Ignore the email. D. Send rude message as revenge

24
 WHAT’S IN IT

Listen and sing the song together.

Examine the following pictures below then listen and sing the song together.
You can watch video clips and use it as a guide. After singing it then discuss:
1. “Wala ka bang napapansin sa iyong mga kapaligiran?
Kay dumi na ng hangin, pati na ang mga ilog natin. Hindi nga masama ang pag-
unlad at malayo-layo na rin ang ating narrating…” –ASIN

25
 3. Hold each other’s hands and share with the persons in your right and left
show your visions or how do you imagine the world to be.

What signs of disorder in the environment do you see?

 What is the world made of?
 How did the world come into being?
 How can we explain the process of change?
 How did the song regard the environment?
 How did the song see the human person in the environment?
 What is the tone of the song?
 Which lyrics serve as most meaningful? Why?

Environment. The sum total of all surroundings of a living organism, including

natural forces and other living things, which provide condition development and
growth as well as of danger and damage.

“What is the world made of?” “How did the world come into being?” and “How
can we explain the process of change?” were philosophical questions already
brought up approximately 600 B.C.E. (before the common era) in the Western lonian
seaport town of Miletus across the Aegean Sea from Athens, Greece.
The speculation of the pre-Socratic philosophers represent a paradigm shift-
a change from mythical explanation of the origins of the cosmos to a more rational
explanation.
Eastern sages probed nature’s depths intuitively through the eyes of spiritual
sages which Greek thinkers viewed nature through cognitive and scientific eyes
(Price 2000). This thinkers were looking for the underlying laws of nature. They

26
wanted to understand the processes of nature by studying nature itself, not by
listening to the stories about the gods.
According to Payne (2010) there are two frameworks where humans can be
related.
1. Anthropocentric Model. Based on the anthropocentric model, humans are
superior and central to the universe, thus, it is human centered.

27
2. Ecocentric Model.
It is the ecological or relational integrity of the humans that provides
meaning of our morals and values and it is nature centered.
Devoted to preserving the totality of Earth’s biodiversity and the
functioning of its life –supporting system

28
There are three theories about the Ecocentric Model such as
- Deep Ecology
- Social Ecology
- Ecofeminism

29
30
31
32
33
WHAT’S NEW
34
 ACTIVITY 4.1: Human Person in their Environment
DIRECTIONS: Interview a person who is 45-60 years old. Be guided by the following
questions:

1. What are the things that you remember in your environment when you were
my age?
______________________________________________________________

2. What are the things that you like doing when you were young?
______________________________________________________________

3. What are the positive and negative changes in the environment?

______________________________________________________________

4. Do you think environment plays a vital role in a person’s development? Why

or why not?
______________________________________________________________

5. Distinguish the ecocentric from the anthropocentric models. Cite examples.

_____________________________________________________________

6. How do humans react to nature? Explain. In what way are your answers
positive or negative?
_____________________________________________________________

35
 WHAT IS IT
Lesson 4.1: Notice disorder in the universe
The domination of humanity is linked to the domination of nature based on the
anthropocentric model. An unfair or unjust utilization of the environment result to
ecological crisis. From this views, it follows that human arrogance towards nature is
justifiable in order to satisfy human interests. Sometimes, humans adopt an
exploitation attitude whenever nature is merely considered as an instrument for one’s
profit or gain. For example, quarrying or cutting down age old trees could justify our
exploitation attitude toward nature.

Images

http://www.gettysburgdaily.com/witness-trees/

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http://www.pc.gc.ca/eng/docs/v-g/dpp-mpb/sec5.aspx

http://www.change.org/p/hon-rogelio-I-singson-stop-cutting-trees-for -road-widening-projects

Current research exposed the environment consequence of international politico-economic

specialization for specific countries and global regions. Research also shows the implications for both
abuses of natural resources and of the generation of waste and emissions. Numerous concepts and
indicators have been used to understand environmental impact such as the carbon footprint (CF).
For instance, the emission of greenhouse gases, such as carbon dioxide, methane, fluoride, nitrous
oxide that are part of the production goods and services consumed in many countries. Studies reveal
that the higher the income, there is a substantial change in consumption patterns, which result to

37
higher CF. Below is an example is a chart of a household in North America and the average
consumption vis-à-vis CF.

Carbon footprint has eight categories:

1. Construction
2. Shelter
3. Food
4. Clothing
5. Mobility
6. Manufactured goods
7. Services
8. Trade

http://ui.uncc.edu/sites/default/files/CarbonFootprint29707.PNG

The Ecocentric model (see above), in contrast, puts the ecosystem first and assumes that the natural
world has intrinsic value. Nature is not valued for the future survival of human species per se, but is
invaluable in itself. For instance, humans have a responsibility toward the land. However, because of
the anthropocentric attitude, humanity claims ownership or authority over land. For the ecocentric
model, instead, love, respect, admiration for nature and a high regard for its value is essential. For
instrumental mode of production but will be preserved with integrity, stability and beauty. It is
incorrect when it tends otherwise.

If humanity overworks the soil and substitute domesticated species of plants and animals for wild
ones, human made changes threaten the health of nature. Unlike changes in the evolutionary
process, our human interventions have swift and even, violent effect on nature. A study blames
human activities for drastic decline in wildlife population. Due to hunting and fishing, 52% of wildlife
population deteriorated. Whenever nature can adapt to these changes and self-renew becomes a
vague issue.

The study for instance, established that the damage is not inevitable but a consequence of our
choices. Accordingly, humanity needs to develop an “ecological conscience” based on individual
responsibility. Ecologists challenge us to adopt a lifestyle that involves simple living that honors the

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right of all life forms to live, flourish and create a rich diversity of human and nonhuman life. For
ecologists, the right to live and blossom should not just be for human beings but must be valid to all
forms of life. This belief stems from an awareness of our dependence to other forms of life, not a
master-slave relationship.

In 2004 United Nation’s Declaration grants the indigenous people “the right to conservation,
restoration and protection of the total environment and the productive capacity of their lands,
territories and resources, as well as the assistance for this purpose from States and through
international cooperation”. The relationship of the indigenous people with the environment is thus
spiritual and materially, strengthened (Ramiscal, 2013).

Images

Destruction of property: Devastation brought by Yolanda and Ondoy.

File photo by EPA

Http://www.lifesomundane.net/2010/10/rendevous.with.ondoy.html

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War

http://www.philiipinerevolution.net/images/28

Poverty

Soil Erosion linked to food supply

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 WHAT CAN I DO

ACTIVITY 4.2: Notice disorder in the universe

DIRECTIONS: Interactive work: Write your answer in your notebook.

1. In your opinion, how can we protect, conserve and restore our environment?
You can further assess your answer by planning a nature walk or gardening.
a. How can you promote the human person in the environment through
nature walk or gardening?
b. Design: Conceptualize your designs if you will choose gardening. If you
chooses nature walk, your teacher must suggest safe place such as La
Mesa Dam, etc.

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 2. Based on the previous images, what could be improper? Are you happy with
what you see or experience in nature? How will you organize or improve the
environment or world that you belong to?

A.

WHAT IS IT
Lesson 4.3. Notice things that are not in their proper
place and organize them in an aesthetic way

A. Ancient Thinkers
Early Greek philosophers, the Milesians, regarded Nature as spatially without
boundaries, i.e. as infinite or indefinite in extent. One ancient thinker, Anaximander,
employed the term “boundless” to convey the further thought that Nature is
indeterminate – boundless in the sense that no boundaries between the warm and
cold or the moist and dry regions are originally present within it. (Solomon and
Higgins, 2010).

Anaximander
http://classicalwisdom.com/wp-content/uploads/2014/07/Anaximander-3.jpg
Creation and Destruction. According to Anaximander’s sketch of the genesis of the
world (cosmogony), the evolution of the world begins with the generation of
opposites in a certain region of Nature: a portion of the Boundless first differentiates

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itself into a cold-moist mass surrounded by a roughly spherical shell of the warm-dry.
Once the warm-dry has been separated out, surrounding the cold-moist, it begins to
evaporate the moisture of the latter, and this process forms a vaporous atmosphere.
Eventually, the expanding vapor or steam bursts the enclosing fiery shells into rings,
and, rushing outward, envelopes them. The opposite forces caused an imbalance
that necessitated their ultimate destruction (Price, 2000). What appear to us as
heavenly bodies are in reality parts of the fiery rings that we glimpse through opening
left in their steamy, vaporously envelopes. The revolution of the stars, sun, and
moon around the central earth is in reality the rotation of the vapor – enveloped rings
of fire.

Pythagoras
http://www.mathstutorhelp.com/wp-content/uploads/2014/03/Pythgoras.png

Another ancient philosopher, Pythagoras, described the universe as living

embodiment of nature’s order, harmony and beauty. He sees our relationship with
the universe involving biophilia (love of other living things) and cosmophilia (love of
other living beings.) (Perhaps we could consider the early him as an ecologist.)
The chines cosmic conception, on the other hand, is based on the assumption that
all that happens in the universe is a continuous whole like a chain of natural
consequences. All events in the universe follow a transitional process due to the
primeval pair, the yang and the yin. The universe does not proceed onward but
revolves without beginning or end. There is nothing new under the sun; the “new” is
a petition of the old (Quito, 1991). Human being’s happiness lies in his conformity
with nature or Tao; the wise therefore conforms with Tao and is happy.

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 B. Modern thinker
In his third critique, Critique of Judgment, Immanuel Kant expresses that beauty is
ultimately a symbol of morality (Kant, 1997). According to Kant, we must ignore any
practical motives or inclinations that we have and instead contemplate the object
without being distracted by our desires (Goldblatt and Brown, 2010). For instance,
one should not be tempted to plunge into the water in a seascape portrait. In a
sense, therefore, the stance that we take forward the beautiful object is similar to that
which we take toward other human beings when we are properly respectful of their
dignity.
The beautiful encourage us to believe that nature and humanity are part of an even
bigger design. This sense of order in a beautiful object is not translatable into a
formula or a recipe. Rather, the concept of a larger design, the belief in an ultimate
goal in which every aspect of the sensible world has its place in a larger purpose,
draws our thoughts toward a supersensible reality. Ultimately, Kant believes that the
orderliness of nature and the harmony of nature with our faculties guide us toward a
deeper religious perspective. This vision of the world is not limited to knowledge and
freedom or even to faith, in the ordinary sense of the term. It is a sense of cosmic
harmony.

Immanuel Kant
http:..www.mensagenscomamor.com/images/interna/new/frases_de_immanuel_kant.jpg

Understanding our relationship with the environment can also refer to the
human beings with ecology and nature. For Herbert Marcuse, humanity had
dominated nature. There can only be change if we will change our attitude towards
our perception of the environment. Moreover, for Mead, as human beings, we do not
have only rights but duties. We are not only citizens of the community but how we
react to this community and in our reaction to it, change it.
Consider this American Indian Prayer (Gallagher, 1996)

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 O Great Spirit, whose voice I heard in the winds
And whose breath gives life to the world, hear me.
I come to you as one of your many children….
I am small and weak. I need your strength and you wisdom.
May I walk in beauty?
Make my hands respect the things you have made,
Make my ears sharp to hear your voice.
Make me wise so that I may know the things that you have
Taught your children….
The lessons you have hidden in every leaf and rock….
Make me strong so that I may not be superior to other people,
But able to fight my greatest enemy; which is myself.
Make me every ready to come to you with straight eyes
So that, when life fades as the fading sunset,
I may come to you without shame.

WHAT CAN I DO

ACTIVITY 4.3. Notice things that are not in their proper place and
organize them in an aesthetic way

DIRECTIONS: Interactive work: Write your answer in your notebook.

1. Discussion: Compare the importance of nature since the ancient to the
modern era.
2. Self-review: Review the ecocentric model and evaluate your personal views
and attitudes toward nature.
3. Visually guided learning:

45
A. In groups, answer how you can organize the following images in a
more aesthetic way.
B. Draw and submit to class. You must be able to discuss your
drawing in class.
C. Consider how you can organize the images in an aesthetic way:

46
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48
49
50
 WHAT IS IT
Lesson 4.4. Show that care for the environment contributes to
health, wellbeing and sustainable development

There are numerous theories to show care for the environment aside from the
ecocentric model such as deep ecology, social ecology and ecofeminism to name
some.
A. Deep ecology
For this theory, ecological crisis is an outcome of anthropocentrism, which is
already discussed. The controlling attitude of humankind is extended to nature, when
in fact, humanity is part of nature. Deep ecologists encourage humanity to shift away
from anthropocentris, to ecocentrism.
B. Social Ecology
For this theory, ecological crisis results from authoritarian social structures.
Destroying nature is a reflection wherein few people overpower others while
exploiting the environment for profit or self-interest. Social ecologists call for small
societies which recognize that humanity is linked with the well-being of the natural
world in which human life depends.
C. Ecofeminism
This theory claims that ecological crisis is a concern of male supremacy. In this view,
whatever is “superior” is entitled to whatever is “inferior”. Male traits in the
anthropocentric model are superior as different to female traits as in ecocentric
model. Supremacy works by forcing the other to follow to what is superior. Nature
must be taught, ordered and submit to the will of the superior. For the believers of
this view, freeing nature and humanity means eliminating the superior vs inferior in
human relations.
These theories value the care, conservation, preservation of nature and humanity.
Our search for the meaning of life must explore not just our own survival but calls for
a new sociological order. Erich Fromm believes that it is about time that human
beings our biological urge for survival turns into selfishness and laziness. Fromm
argues that as humans, it is also inherent in us to escape the prison cell of
selfishness.
The human desire to experience union which others is one of the strongest
motivators of human behavior and the other is the desire for survival. From these two
contradictory strivings in every human being, it follows that the social structure, its
values and norms, decides which of the two becomes dominant. Culture that fosters
the greed for possessions, are rooted in the other potential. We must decide which of
these two potentials to cultivate (Fromm, 2013).

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 WHAT CAN I DO

ACTIVITY 4.4. Show that care for the environment contributes to health,
well-being and sustainable development

DIRECTIONS: Three minutes’ essay: Write your thoughts regarding these passages
of this section. For each passage below you are given three minutes to complete the
task.
a. The controlling attitude of humankind is extended to nature, when in
fact, humanity is part of nature.
b. Destroying nature is a reflection wherein few people overpower others
while exploiting the environment for profit or self-interest.
c. Fromm argues that as humans, it is also inherent in us to escape the
prison cell of selfishness.

WHAT IS IT
Lesson 4.4. Demonstrate the virtues of prudence and frugality
towards environment
Arising from the discussions, Fromm (2013) suggested a new society
that should inspire the development of a new human being that will nurture
prudence and fairness or frugality towards environment. These are some of
the functions of Fromm’s envisioned society:
1. The enthusiasm to offer up all forms of having, in order to fully be.
2. Being fully present where one is.
3. Trying to lessen greed, hate and illusions as much as one is adept.
4. Making the full growth of oneself and of one’s fellow beings the
utmost goal of living.
5. Not deceiving others, but also not being deceived by others, one
may be called acquitted, but not naïve.

52
 6. Freedom that is not uncertainty but the possibility to be oneself, not
as a bundle of greedy desires, but as a carefully balanced structure
that at any moment is threatened with the alternatives of growth or
decay, life or death
7. Happiness in the manner of ever-growing aliveness, whatever the
extreme point is the destiny permits one to reach, for living as full as
one can be so agreeable that the concern for what one might not
attain has little chance to develop.
8. Joy that comes from giving and sharing, not from hoarding and
manipulating.
9. Developing one’s capacity for love, together with one’s capacity for
critical, unsentimental thought.
10. Shedding one’s narcissism and accepting that catastrophic
boundaries inherent in human survival.
The ideals of this humanity cross all party lines, for protecting nature
needs focused conservation, action, politically aware and support from
business. If all these segments agree on the same goals, the chance of
transformation would seem to be significantly greater, especially since most
citizens have become less and less interested in part allegiance and slogans.

Erich Fromm

WHAT CAN I DO

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 ACTIVITY 4.4. Demonstrate the virtues of prudence and frugality towards
environment

Guided Learning

1. What is happiness? If possible, related Fromm’s view with other

philosophers discussed.
2. What is freedom? Relate Fromm’s view with other philosophers discussed
in previous lessons.
3. What is joy? Do you agree with Fromm’s view?
Summary
This lesson highlights the early Greek thinkers and Taoists views that the human
being is merely a part of nature. Many environmentalists dispute for controlling all
types of consumption and economic activity when these destroy the environment.
Care and respect for all life methods should not be grasped as a trend but as a
domineering. As humanity become ever busier, we are reminded of our need on
other life practices. Co-existence with public and revisiting our approach to nature
calls for a new order.
Finally, this lesson observes to coexistence with all things thus, expanding our
awareness of the world. This lesson concurs with Taoist belief and other thinkers
who view humanity as merely one element, no more and no less important than all
the other elements of the natural world.

ASSESSMENT
Direction: Write your answers on a separate sheet of paper.

A. Check your knowledge

1. What are the different environmental theories discussed in this lesson?
Compare the theories.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 ______________________________________________________________
______________________________________________________________

2. What is carbon footprint?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

B. Check your understanding

1. Based on your own understanding, relate and contrast the Anthropocentric
and Ecocentric Models. Write your answers inside the circle.
Anthropocentric Model

55
 Ecocentric Model

2. Research about animal rights. In your opinion, do animals deserve

respect? Why or why not?
3. How do you apprehend the meaning of frugality and prudence toward the
environment? Cite three examples.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 C. Apply what you know
1. Open field: Nature walk
Organize a local tour. Students will have a nature walk they will not just be
able to exercise by walking but be at one with nature. Teachers or guardians must
be present to assist students. Terrains of the site must be studied carefully prior to
the occasion. Give feedback and reflection on this activity.

2. (Optional) Gardening
In nature walk is not possible, students can choose for gardening. If the
school has no garden yet, this is the chance to plant seeds and/ or put in pots of
flowers or vegetables to create a view of panoramic “greens”. Design the perimeters
creatively (i.e. paint). Take pictures and write your reflection on this activity.
3. If your class cannot do either of these suggested activities, you can invite
speaker/s from PAW (The Philippine Animal Welfare Society), WWF
(World Wild Fund for Nature), or DENR (Department of Environment and
Natural Resources) and hold a symposium.

References:
https://www.academia.edu/35441503/Chapter_4_The_human_person_in_the_environment_Objec
tives

https://philonotes.com/index.php/the-human-person-and-the-environment/

https://www.slideshare.net/ChristineEndriga/human-person-in-the-environment

You are finally done with Module 1!

Hop on for more exciting and
challenging activities in Module 2!

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