Introduction to the Philosophy

of the Human Person

Quarter 1- Module 2
The Meaning and Method of Doing Philosophy

Prepared by:
Carl Siegmund M. Endrenal
Manuel S. Enverga University Foundation
Lucena City, Quezon
Table of Contents
Overview .........................03
General Instructions
.........................04
.........................05
Lesson 2: Method of Philosophizing

What I need to Know? .........................05

What’s In? .........................06
What’s New? .........................06
Definition of Truth ......................07
Lesson 2.1 | Distinguish Opinion from Truth .........................09
What’s In? .........................09
What I Know? .........................10
Lesson 2.2 | Methods of Philosophy Lead to
Wisdom and Truth
.........................11

Informal Fallacies .........................11

Fallacies of Ambiguity .........................12
Fallacies of Relevance .........................14
Fallacies of Insufficient Evidence .........................17
Lesson 1.3 .........................19
What’s New? .........................19
What is it? .........................20
What’s More? .........................21
Learning Check (Posttest) .........................22

References .........................23

Introduction to the Philosophy

of the Human Person
Quarter 1 - Module 2
 Overview

Hello dear learners!

Welcome to this module on Introduction to the Philosophy of the Human Person. This
module will help you demonstrates various ways of doing philosophy and evaluate opin-
ions. To understand 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 under-
standing of life. It contains activities that will help you reflects on a concrete experience in
a philosophical way and demonstrates various ways of doing philosophy and evaluate
opinion. The module is self – instructional and allows you to learn in your own space, at your
own pace. So, relax and enjoy learning.

At the end of this module, you will be able to reflect on your daily experiences from a
holistic point of view and acquires critical and analytical thinking skills so that you can
apply this critical and analytical thinking skills to the affairs of your daily life and should be
able to demonstrate a capacity for a critical and analytical reflection from the perspective
of a holistic and profound vision of life.

In order to achieve the objectives of this module, it is necessary to have completed all the
module for you to fully understand the activities and discussions.

Specifically, this module consists of the following lessons:

Lesson 2.1- Distinguish opinion from truth

Lesson 2.2 – Realize that the methods of philosophy lead to wisdom and truth

Lesson 2.3 – Evaluate truth from opinions in different situations using the methods of philosophizing

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 General Instuctions

For the Learners For the Teacher

To be guided in achieving the To facilitate and ensure the

objectives of this module, do the students’ learning from this
following: module, you are encouraged to do
the following (you may edit this
1. Read and follow instructions part):
carefully.
2.Write all your ANSWERS in 1. Clearly communicate
your PHILOSOPHY ACTIVITY learning competencies and
NOTEBOOK. objectives.
3. Answer the pretest before 2. Motivate through
going through the lessons. applications and connections to
4. Take note and record points real life.
for clarification. 3. Give applications of the
5. Compare your answers theory.
against the key to answers 4. Discuss worked-out
found at the end of the module. examples.
6. Do the activities and fully 5. Give time for hands-on
understand each lesson. unguided classroom work and
7. Answer the self-check to discovery.
monitor what you learned in 6. Use formative assessment to
each lesson. give feedback.
8. Answer the posttest after 7. Introduce extensions or
you have gone over all the generalizations of concepts
lessons. 8. Engage in reflection
questions.
9. Encourage analysis through
higher order thinking.
10. Provide alternative formats
for student work
11. Remind learners to write
their answers in their Philosophy
Activity Notebook

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 Lesson

Method of
Philosophizing
The study of this subject is an
initiation to the activity and
process of philosophical
reflection as a search for a
synoptic vision of life. At the
end of the course, you should What I Need to
be able to reflect on their daily
experiences from a holistic Know?
point of view, acquire critical
and analytical thinking skills Objectives: After going through this
and should be able to apply module, you are expected to
this critical and analytical understand the meaning and process
of doing philosophy, to:
thinking skills to the affairs of
daily life and become truthful,
environment-friendly and
1 Distinguish opinion
from truth

service-oriented. Actively
committed to the
2 Realize that the methods of philosophy
lead to wisdom and truth

3
development of a more Evaluate truth from opinions in different
humane society and articulate situations using the methods of
their own philosophy of life. philosophizing

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 What’s In?

Philosophical method (or philosophical methodology)

is the study of how to do philosophy. A common view
among philosophers is that philosophy is distinguished
by the ways that philosophers follow in addressing
philosophical questions. There is not just one method
that philosophers use to answer philosophical
questions.

Philosophy is concerned with determining the concept

of truth. Truth lies at the heart of any inquiry.

What’s New
Direction: Choose five words you found inside the box. Write down other related
words or ideas that can you think of in relation to the words you choose. Write
you answer on the space provided.

KNOWLEDGE

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 Definition of Truth

The Greek word for “truth” is aletheia, which literally

means to “un-hide” or “hiding nothing.” It conveys the “The truth … is a beautiful
thought that truth is always there, always open and and terrible thing, and
available for all to see, with nothing being hidden or should therefore be
obscured. The Hebrew word for “truth” is emeth, which treated with great
means “firmness,” “constancy” and “duration.” Such a caution.”
definition implies an everlasting substance and
something that can be relied upon. -Professor Dumbledore in
Harry Potter and the
From a philosophical perspective, there are three Sorcerer’s Son.
simple ways to define truth:

Truth is that which corresponds to reality.

Truth is that which matches its object.

Truth is simply telling it like it is.

First, truth corresponds to reality or “what is.” It is real. Truth is also correspondent
in nature. In other words, it matches its object and is known by its referent. For
example, a teacher facing a class may say, “Now the only exit to this room is on the
right.” For the class that may be facing the teacher, the exit door may be on their
left, but it’s absolutely true that the door, for the professor, is on the right.

Truth also matches its object. It may be absolutely true that a certain person may
need so many milligrams of a certain medication, but another person may need
more or less of the same medication to produce the desired effect. This is not
relative truth, but just an example of how truth must match its object. It would be
wrong (and potentially dangerous) for a patient to request that their doctor give
them an inappropriate amount of a particular medication, or to say that any
medicine for their specific ailment will do.

In short, truth is simply telling it like it is; it is the way things really are, and any other
viewpoint is wrong. A foundational principle of philosophy is being able to discern
between truth and error, or as Thomas Aquinas observed, "It is the task of the
philosopher to make distinctions."

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 Definition of Truth

IN DEFINING TRUTH, IT IS FIRST HELPFUL TO NOTE WHAT

TRUTH IS NOT:

1 Truth is not simply whatever works. This is the philosophy of

pragmatism—an ends-vs.-means-type approach. In reality, lies
can appear to “work,” but they are still lies and not the truth.

2 Truth is not simply what is coherent or understandable. A group of

people can get together and form a conspiracy based on a set of
falsehoods where they all agree to tell the same false story, but it
does not make their presentation true.

3 Truth is not what makes people feel good. Unfortunately, bad news
can be true.

4 Truth is not what the majority says is true. Fifty-one percent of a

group can reach a wrong conclusion.

5 Truth is not what is comprehensive. A lengthy, detailed

presentation can still result in a false conclusion.

6 Truth is not defined by what is intended. Good intentions can still

be wrong.

7 Truth is not how we know; truth is what we know.

8 Truth is not simply what is believed. A lie believed is still a lie.

9 Truth is not what is publicly proved. A truth can be privately known

(for example, the location of buried treasure).

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 Lesson

Distinguish Opinion
from Truth

Let us take a look at the following statements and determine which one states
fact or opinion.

1. It takes me 30 minutes to walk from my home to school.

2. Living near the school is better because we do not have to spend much for
transportation.
3. My sister ate the last piece of pizza pie.
4. My sister is a selfish person because she ate the last piece of pizza pie and did
not share it with me.
5. The policeman firmly pushed the suspect to his knees and placed him in
handcuffs.
6. The aggressive manner by which the policeman arrested the suspect is an
example of the brutality that characterizes our police force.

Statements 1, 3, and 5 are more factual than statements 2, 4, and 6. Using the
philosophical tools we learned, they fit into the category of facts since they contain
ideas or information that are easily verifiable.

While statements 2, 4, and 6 could be considered as opinions. These statements go

beyond providing facts. It also provide conclusions or perspectives regarding certain
situations. Opinions are also the bases for making arguments and convincing people
that a certain claim is a fact.

Fact is something concrete that can be proven. You can find facts in
legal records, scientific findings, encyclopedias, atlases, etc. In other
words, facts are the truth and are accepted as such.

Opinion is less concrete. It's a view formed in the mind of a person about
a particular issue. In other words, it is what someone believes or thinks,
and is not necessarily the truth. Also, note in the examples below how
facts are the same for everybody, but opinions can differ quite widely.

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 Examples of an Opinion

FACT.
• Ann can have the opinion that Italian food tastes
best, while Joe has the opinion that French food is
A fact is something that is true, real ideal.
information. It can be proven. It can’t be
changed. • Sue can have the opinion that reading is boring, while

OPINION.
Mike can have the opinion that reading is fun.

A opinion is somehting that you think. It is

not true information.Unlike facts, opinions • Penny can have the opinion that cold weather is
can be changed. better, while Tim can prefer hot weather.

What I Know
Direction: Give a brief answer to the following question. Write your answer in the
space provided.

1. Give 5 examples of a factual statements and 5 examples of an opinion.

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 Lesson

Methods of
Philosophy Lead to
Wisdom and Truth

Informal Fallacies by Francis Julius Evangelista, Critical Thinking

The following informal fallacies accomplish their purpose of misleading or illogically

persuading people to believe or to accept something in so many different ways. This leads
logicians to group informal fallacies into various categories. In this book this, these fallacies
will be categorized into three kinds: fallacies of ambiguity, fallacies of relevance and
fallacies of insufficient evidence.

ATTACKING FAULTY REASONING

Learning to be reasonable is of utmost importance because we all have to make choices and
accomplish goals. Being reasonable enables us make good choices, accomplish our goals,
live a better life, and become better people. Just about everyone knows that other people
are often unreasonable and could benefit from taking classes that specialize in reasoning,
like logic; but almost everyone is biased about their own reasonableness. We can often see
the shortcomings of others, but not of ourselves. If “everyone else” should learn to be more
reasonable, than so should we.

Learning to be more reasonable can be aide by an understanding of good argumentation,

formal logic (argument structure), informal logic (common unjustified assumptions and
other fallacies), reading philosophical arguments, writing philosophical arguments, and
practicing philosophical debate.

EQUIVOCATION

Using a term in its different senses/meanings and making it appear to have only one
meaning.
The following is an example of this fallacy. Try to identify which term was used with different
meanings:

Congressman can create and abolish laws.

The law of supply and demand is a law.
Therefore, congressman can abolish the law of supply and demand.

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 Informal Fallacies by Francis Julius Evangelista, Critical Thinking

EQUIVOCATION

This argument commits the fallacy of equivocation since the term “law” has been used in
two different senses. In the first premise, it refers to “rule binding in a particular community
or society”, while in the second premise, it refers to “general principle deducted from facts.”
Lumping these two meanings of “law” into a single line of reasoning will lead to such
conclusion as the one above.

Gambling should be legalized because it is something we can’t avoid. It is an

integral part of human experience; people gamble every time they get in their cars
or decide to get married.

AMPHIBOLY

Using a phrase whose meaning is ambiguous due to its grammatical construction.

• To be repaired: the rocking chair of an old lady with two broken legs.

• Wanted: a man to take care of a dog that does not smoke or drink

• What grammarians call “dangling” participles and phrase often present

amphiboly.

• Going up on the stage, the crowd applauded the newly elected President.

IMPROPER ACCENT

Misleading people by placing improper emphasis on a word, phrase or particular aspect of

an issue or claim.

The fallacy of improper accent is found not only in advertisements and headlines but also in
other common forms of human discourse. A headline may cause the reader to infer a
conclusion other than the one supported in the article that follows. An advertisement for a
product may address the quality but not the exorbitant cost of a product or may focus on the
advantages of a service but fail to mention an important downside of a service. A news
article may tell us what one party in a court dispute said about the case but not what the
other party said about the same aspect of the case, in all these cases, the writer or the
speaker places an accent on a selected feature of an issue that may cause another to come
to an unwarranted conclusion about it.

Example:
Newspaper headline: “President to Declare Martial Law”

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 Informal Fallacies by Francis Julius Evangelista, Critical Thinking

IMPROPER ACCENT

The headline might lead one to infer that the President has immediate plans of declaring
martial law whereas the article might simply be reporting an in interview with the President
in which she said she might declare martial law if military officials defy the chain of
command, if bombings of government offices take place every day and if rallyists storm
Malacañang, which when taken together these conditions are far from happening and, thus
declaring martial law is not in the immediate plan of the President which is contrary to what
the headline suggests.

Improper accent can also be done by putting sensational words in large letters qualified
sharply by other words in much smaller letters which usually appear in advertisements.

Above are the examples of advertisements that put accent to a particular portion of the
material (50% or 70% off) which is pleasing or attractive to the people. This is misleading,
however, because a closer look will reveal that such discount is applicable only to selected
items (which are usually few). The prices of most items are actually far less discounted.

The fallacy of accent also includes the distortion by pulling a quoted passage out of context,
putting it in another context, and then drawing a conclusion that is not drawn in the original
context.

For example:
This politician is really bent on amending the Constitution in order to extend his
term of office. On one occasion he said: “There is a need to revise some provisions in
the Constitution.”

In this example, the words of the politician were possibly taken out of context if the provision
of the Constitution which he wanted to change do not have anything to do with the
extension of the term of office of government officials but those provisions which have
something to do with electoral and economic policies. This kind of tactic is also employed in
the movie or book advertisements which pull quoted passages from different sources but we
do not really know the entire context from which the passage is lifted.

PERSONAL ATTACK (ARGUMENTUM AD HOMINEM)

ABUSIVE

Ignoring the issue by attacking the character or the personality of the opponent
(includes name calling and mudslinging).

Example:
According to this action star, he supports the death penalty because it is
an effective deterrence against murder. This is nonsense. He is just an
actor who knows nothing about death penalty. Besides, he like violence
as shown by his many movies which depicted lot of killings.

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 Fallacies of Relevance by Francis Julius Evangelista, Critical Thinking

ABUSIVE

This argument commits the ad hominem fallacy since, instead of giving reasons why
death penalty is not right or why death penalty is not effective deterrence against murder, it
focuses its attention on the character of the actor which is not the issue. Even if it is true that
the actor starred in many violent movies, this does not mean that he cannot give good
arguments in favor of death penalty. The attack on his character is simply irrelevant to the
point at issue.

Example:
You should not listen to her opinion. She has been a drug-addict and has also been
arrested due to theft.

CIRCUMSTANTIAL

Ignoring the issue by citing the circumstances of another person.

It is also called tu qouque which means “you’re another”

Example:
Dina: Why were you late in our meeting, Bernie?
Bernie: look who’s taking. Last week you were late twice, remember?

Here, Bernie committed ad hominem (circumstantial) fallacy because instead of

giving good reasons why she was late in the meeting, she focused on what Dina has dine in
the past which is not the issue in this case. Bernie used the tu qouque argument as a way of
drawing attention from herself and to avoid dealing with the issue.

Another example::
I don’t think the opposition party has a valid reason for criticizing the move of the
present administration to privatize government-run industries. When the
opposition party was in power in the previous regime, it sold several government
companies like NAPOCOR and MWSS to the private sector.

APPEAL TO PITY (ARGUMENTUM AD MISERICORDIAM)

Persuading people by evoking feelings of compassion and sympathy when such feelings,
however understandable, are not logically relevant to the arguer’s conclusion.

Example:
I think I should hire Sarah for the vacant position. She is a widow with three teenage
children living in one-bedroom basement apartment.

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 Fallacies of Relevance by Francis Julius Evangelista, Critical Thinking

APPEAL TO PITY (ARGUMENTUM AD MISERICORDIAM)

The sympathies that may be aroused by the fact that Sarah is a widow with three teenage
children should not play the primary role in a decision to hire her. The most relevant
consideration in hiring someone is usually whether the person can do a good job in the
position. If Sarah cannot perform well the job in question, your feelings of pity should not be
a consideration in the hiring decision. But she is as effective as the other applicants, then
you would be free to let whatever feelings of pity you may have play a role in the hiring
decision, because the more important principle at issue will have been satisfied.

We should be watchful for this kind of fallacies that appeal to pity because they exploit our
emotional sensitivities which at times would lead us to decide on what course of action to
take.

Another Example:
It’s just right to give his student a passing mark. You see, she is troubled by serious family
problems at present. Her family can’t afford her education; it’s her aunt who pays her
tuition fee. If she fails M-101, she might not be supported anymore by her aunt.

APPEAL TO FORCE (ARGUMENTUM AD BACULUM)

Persuading others to accept a position by using threat or pressure instead of presenting

evidence for one’s view.

Example:
Cabinet secretary to a congressman: “The President wants the Congress to pass
this bill. I think you have to support it. Of course, you don’t want Malacañang to
reduce your country-wide development fund which will finance your infrastructure
projects in you town.

This argument of the cabinet secretary used threat to persuade the congressman to support
the president. This is fallacious since it ignores the real issue at hand which is whether the
bill should be supported or not. The cabinet secretary should have explained how the bill
can be beneficial for the country and, thus has to be passed by the Congress, rather than
threatening the congressman of the fund reduction for his projects.

Another example:
Try voicing a contrary opinion during the next meeting and I will make sure you will
never get a decent job in the town.

Note::
Not all threats involve fallacies, however. There are times that is it just right to point out the
dire consequences that a particular course of action can bring about. In fact, if certain
consequences are a natural outcome of an action, calling attention to them might be very
much appreciated.

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 Fallacies of Relevance by Francis Julius Evangelista, Critical Thinking

APPEAL TO FORCE (ARGUMENTUM AD BACULUM)

Another example:
Parent to teen: “you must not stay late at the party. There is a lot of danger in
travelling at night. You might get raped or robbed.”

United Nations to North Korea: “If you don’t stop manufacturing nuclear missiles,
then we will have no choice but to remove your nuclear facilities by force. If we use
force to remove your facilities that may provoke an all-out nuclear war. Neither of
us wants a nuclear war. Therefore, you should get rid of your nuclear missiles.”

APPEAL TO DESIRE

Ignoring the issue by appealing to the desires, interests or passions of the people to get the
conclusion accepted.

Example:
The speech of Adolf Hitler which brought his German listeners to a state of patriotic
frenzy.

Hitler, a master of his technique, was able to convince the German people to support his
campaign to eradicate the Jewish population by telling the Germans that they are the
superior race and they should not allow their race to be blemished by other races. Hitler’s
aim to exploit the people’s desire for superiority. Waving German flags and banners and a
show of force of the Naz armies added to the overall effect.

This fallacy also includes advertisements which associate products with good environment,
nice feeling, luxury and comfort, the idea that bring that you, too, will experience such
condition when you use the product.

We should be watchful for this kind of fallacies that appeal to pity because they exploit our
emotional sensitivities which at times would lead us to decide on what course of action to
take.

Assuming that the conclusion is proven because people in general believe it to be true.

Another name given to this fallacy is bandwagon fallacy. It suggests that an idea or action
must be true or good because all or most people are accepting it or jumping on it as if it were
a wagon full of musicians in a circus parade. However, the truth or merit of an idea is in no
way dependent on a number of people who support it.

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 Fallacies of Insufficient Evidence by Francis Julius Evangelista, Critical Thinking

APPEAL TO POPULARITY (ARGUMENTUM AD POPULUM)

Another example:
This film must be the best film in this year’s Metro Manila Film Festival. It is the most
watched by the people as seen in its gross income in the first three days of the film
fest.

Our exams should be postponed sir! The majority of the class have agreed to it.

She is surely the best qualified for the position of the mayor. She received more
votes than any other candidates.

APPEAL TO TRADITION

Persuading others of a certain belief by appealing to their feelings of reverence or respect for
some tradition, instead of giving rational basis for such belief.

Example:
I don’t understand why the Church allowed cremation of the dead. In our time, we
have not been taught to burn the bodies of the dead loved ones. It was not done
when my lolo and lola died, as well as when tatay and nanay died. We should not
also do that to any of our relatives.

There is nothing wrong with kaingin. Our forefathers have practiced it since time
immemorial. Do you mean to tell me that they were wrong all the while?

In the first example, the speaker argues that cremation is wrong on the grounds that such
practice is not in accordance with the traditional belief. In the second example, the practice
of kaingin is defended on the basis of what was traditionally done. The reasoning is
fallacious was fallacious because what was true before may not be true at present. Given
the social, cultural and even physical changes in our society and the world at large, what
may be acceptable in the past may not be acceptable today, just as what was not
acceptable then may be acceptable now.

APPEAL TO INAPPROPRIATE AUTHORITY (ARGUMENTUM AD VERECUNDIAM)

Persuading others by appealing to people who command respect or authority but do not
have the authority in the matter at hand.

Example:
The doctrine of biological evolution cannot be true, for it contradicts the biblical
account of creation; the church fathers never accepted it and the fundamentalists
explicitly condemn it.

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 Fallacies of Insufficient Evidence by Francis Julius Evangelista, Critical Thinking

APPEAL TO INAPPROPRIATE AUTHORITY (ARGUMENTUM AD VERECUNDIAM)

Example:
What is the issue in this argument? How was the conclusion justified by the
speaker? Is it a good justification?

The fallacious appeal to authority occurs most frequently in the form of a transfer of an
authority’s competence from one field to another like the examples above. An entertainer, for
example, is appealed to as an authority on dairy products; or a sports star is treated as an
expert on appliances. The convincing power of this kind of appeal lies on the fact that people
cited command respect or strong following, so even of the issue at hand is not within the
parameters of their expertise, people tend to believe them.

Another type of inappropriate authority is a biased one. Some people may be qualified in a
particular field by training, ability and position, yet they are so vitally “interested” or in
affected by the issue at stake that there would be good reason to treat their testimony with
suspicion.

Example:
Jose Javier Reyes, director of the movie “Live Show’ said in the press conference that
MTRCB has unjustly banned the movie from being shown. According to Reyes, the
movie is not pornographic since it has a very relevant plot and well-written story
line. Since Reyes is a veteran in the Philippine cinema, we can say that indeed
MTRCB acted wrongly in the banning the said movie.

APPEAL TO IGNORANCE (ARGUMENTUM AD IGNORANTIAM)

Assuming that the conclusion is true because its opposite cannot be proven.

Example:
I believe that there are living creatures in Mars called “Martians.” Nobody can
furnish evidence to disprove my contention, so it must be true.

The premises of an argument are supposed to provide positive evidence for the conclusion.
The premise of this argument, however, tells us nothing about any kind of proof or basis for
its claim. This argument actually has what is called the burden of proof – that is, it has the
task if giving evidence for its claim. The error it does is passing the burden of proof to its
opponent, thereby failing to provide any positive basis for its conclusion.

Example:
Ralph: Alfred, did you get the job at UST?
Alfred: I think so. I did not receive any letter from that university rejecting my
applications. But I decided not to pursue my application at UST because we will be
transferring to Laguna anyway.

Since science cannot prove that breathing the same air as AIDS victim will not
result in the spread of the virus, children with AIDS should not be allowed to attend
public schools.

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 Lesson
Evaluate Truth from
Opinions in
Different Situations
Using the Methods
of Philosophizing

A method of philosophizing is a process of determining the truth or drawing

conclusions from a statement using various philosophical methods, such as:
Socratic, dialectic, scientific, and historical.

When you evaluate information, it is very important to distinguish between fact

and opinion. How do we know if something is true?

Philosophers emphasize the importance of belief as a basis for determining truth.

It is said that there are instances when we have to unlearn something so that we
may learn anew. Philosophers questioned what they knew and even analyzed
their methods of knowing in order to understand themselves and the world much
better.

The discussion on truth is part of philosophical studies on knowledge where

philosophers explore the nature of knowledge and the ways of knowing.

What’s New
Direction: Complete the table below. Apply systematic doubt in analyzing the
statement. Write your answer on the box provided.

I AM ALIVE

I HAVE A BODY

I CAN BREATHE

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 What is it

Both the Socratic and dialectic method are based on a discussion

between two or more people who may carry differing views but wish to
pursue the truth by seeking an agreement with one another. Meanwhile,
the scientific method is a process of determining truth or knowledge
through experimentation, inductive and deductive reasoning, and
hypothesis or theory testing.

The scientific method, also called empirical method, is a process of

determining truth or knowledge through experimentation, inductive and
deductive reasoning, and hypothesis or theory testing

Logic is the truth based on reasoning and critical thinking. It includes

analysis and construction of arguments. It serves as path to freedom
from half-truths and deception

TYPES OF REASONING

Deductive Reasoning
Top-Down
Logic Conclusion

Main Points In this type of reasoning, conclusion comes first, followed by

main points, and the last will be the supporting data, facts,
examples, and evidences. General idea comes first before
Supporting
the specific or particular idea.
Details

Inductive Reasoning

Bottom-Up
Logic
In this type of reasoning, supporting data, facts, examples, and
evidences come first followed by the main points and
Conclusion
conclusion will be the last part. This is the vice versa of the
deductive reasoning because particular idea comes first before
Main Points the general idea.

Supporting
Details
4

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 What’s More?
Direction: Read the conversation below and answer the following question.
Write your answer on the space provided.

Hannah
Did you hear about what happened
between Angel and her boyfriend?

Richard

What happened?

Hannah
They got a huge fight last night. Angel called me
up. She was crying and she said that Mike hit her.

Richard

Wait, what? That’s not right? Mike came by my

place last night and he was pretty shaken up. He
had scratch marks on his arms and a bite on his
left hand. He said Angel just attacked her and
was accusing him of seeing another girl.

Shannon
No! Angel said it was Mike who started to
hit her and she had to defend herself!

Question 1: As friend of Angel and Mike, how will you react to the statements given?

Introduction to the Philosophy

of the Human Person 21
Quarter 1 - Module 2
 Learning Check

Direction: Matching type. Match Column A with Column B.

Column A
A. Black cat is a bad omen.
1. ARGUMENTUM AD VERECUNDIAM
B. Vic Sotto endorsing cough syrup
2. ARGUMENTUM AD HOMINEM (ABUSIVE)
medicines.
3. APPEAL TO TRADITION C. “Let’s join Tiktok, because that’s popular
4. ARGUMENTUM AD POPULUM now!”
D. “FREE SHIPPING” with P199 minimum
5. ARGUMENTUM AD BACULUM
spend.
6. IMPROPER ACCENT
E. “aletheia”.
7. Greek word for TRUTH. F. “Pass me sir, because I am the only hope
8. ARGUMENTUM AD MISERICORDIAM of our family.”
G. “Fast-track this application or else, I will
9. Hebrew word for TRUTH.
not grant you your salary-increase!”
10. Argumentum Ad Baculum (Circumstantial)
H. “emeth”
I. “Yes! I may be always late but look who’s
talking! Ikaw din naman!”
J. “Do not believe Andrea! She has foul
odor!”

!
Introduction to the Philosophy
of the Human Person 22
Quarter 1 - Module 1
 References

Roberto D. Abella, M.Div., D.Min. (2016).

Introduction to the Philosophy of the Human
Person.

Philosophical_methodology
https://en.wikipedia.org/wiki/Philosophical_
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https://en.wikipedia.org/wiki/Truth
Bias https://en.wikipedia.org/wiki/Bias
Methods-of-philosophy
https://www.powtoon.com/online-presentati
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Opinion
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https://study.com/academy/lesson/facts-vs
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Short story author: Lovella D. Tompong
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