Module 3
Module 3
MODULE 3
ACTIVITY #1
1. Commit to work at an independent, rationally – founded vision of existence by doing away with
emotional confusion, prejudiced and unhealthful tradition. Do you think Descartes will advise you
this? Why? Why not? Explain.
- Descartes was also a rationalist and believed in the power of innate ideas. Descartes argued the theory
of innateknowledge and that all humans were born with knowledge through the higher power of God
2. Emotions belong to the scope of bodily functions. It is a common perception that people who factor
in emotions in their activities and decisions are viewed to be less rational and, therefore, cannot be
taken seriously. Do you agree? Why? Why not? Elaborate your answer.
- When triggered, emotions orchestrate systems such as perception, attention, inference, learning,
memory, goalchoice, motivational priorities, physiological reactions, motor behaviors, and behavioral
decision making.
3. “I no longer think, therefore, I am no longer am.” Is this in accordance with Descartes’ thinking?
Why do you think so? Expound your answer.
- The only thing that remains true that there is a mind or consciousness doing the doubting and believing
itsperceptions, hence the famous formulation,‘'I think therefore I am”.
ACTIVITY #2
1. “Every man is in certain respects like all other men, like some other men, like no other man.” –
Henry A. Murray and Clyde Kluckhohn Does John Locke agree? Do you also agree? Explain your
answer.
- It means that all of us have many things in common. We have more in common with a subset of the
group and as individuals we are also unique.
2. Locke’s education for liberty or freedom is the cultivation of reason in order to avoid the moral
failings of passion and partiality. What does this mean? Cite a situation.
- Locke emphasizes that reasonought to be taken to mean “the discursive faculty of the mind, which
advancesfrom things known to thinks unknown.
3. Like St. Thomas, Locke claims that there is also a law of nature revealed by reason…that law
teaches all mankind…that being all equal and independent, no one ought to harm another in his life,
health and liberty or possessions.. Locke also asserts that the law commands what is best for us. If it
did not, he says, “The law would vanish for it would not be obeyed.”
- Locke also asserts that the law commands what is best for us. If it did not, he says, “The law would
vanish for itwould not be obeyed
a. Can you give an example of a law that does not command what is best for people?
- we are regard rules as things which we can make, break, obey, disobey, violent, repeal, etc.you
cannot, on the the other hand obey or disobey description.
b. Do you perceive school rules to work against your survival natural equality – the two most
important things for John Locke? Explain your answer.
- Educating students about equality and human rights empowers your students with learning they can
use for beyond the classroom.
ACTIVITY #3
1. “Act so as to treat people as ends in themselves never s mere means is the voice of the rational self,
the rule that intelligence gives us.”
a. When do you treat people as ends not as means? Illustrate an example.
- When a person is described as a means to an end, it means that another person is using them as an
expedienttool to get what they want. Example: Meetings are boring but to get work done, they are a
necessary means toan end.
b. When do you treat people as means to an end? Illustrate an example.
- For example, if you see that someone is poor and hungry, his end at that point might be to get food. If
you givehim food or money to buy food, you are making it your end to feed him. Since you should treat
people as ends, then that means you should sometimes provide people with help.
c. Which between a and b is the voice of the rational self according to Kant? Why?
- kants holds that if someone treats another merely as a means, the person acts wrongly, that is, does
somethingmorally impermissible. Some accounts of treating others merely as means seem not to yield
the conclusion that if a person treats another in that way, then he acts wrongly.
2. The second version of Kant’s categorical imperative is “Always treat humanity whether in your own
person or that of another, never simply as a means but always at the same time as an end.” Is using
people for your own selfish motives treating people as an end or treating people as means? From your
personal life, share examples of treating a person as a means
- one way to think of the idea of treating someone as ends and means is that, when you treat people as
ends, youmake their ends your ends, and when you treat people as means, you force them to make
their ends and when treat people as means, you force them to make their ends your ends.
ACTIVITY #4
1. A large part of Western history has given primacy to the mind/spirit over the body. How does
Merleau-Ponty’s concept of embodied-spirit depart from mind-over-body concept? Elaborate.
- In Phenomenology of Perception, Merleau-Ponty wrote, 'Inside and outside are inseparable. The world
is whollyinside and I am wholly outside myself. ' To sum it up, this work asserts that self and perception
are encompassed in a physical body. Therefore, the physical is a part of self.
2. How this holistic view of a human person then affects our philosophy of education? How should
the child be developed?
- Holistic education is based on a learning philosophy that brings a number of benefits to students,
teachers,schools, and communities. Students are empowered to improve their educational outcomes
and gain the lifeskills necessary to take on a successful professional career.
ACTIVITY #5
1. To develop yourself, is it enough to accumulate knowledge? What did Ryle teach? Did you believe
that the self consists of a separate body and mind?
- The most efective, successful professionals are constantly learning, they take the time to apply what
they havelearned, and they continually work to improve themselves.
- One can possess knowledge in the manner of a museum collecting pieces for display, and this is distinct
from the‘workshop-possession’ of knowledge that actualises propositional content, allowing us to make
sense of itthrough use.
ACTIVITY #6
Directions: Answer the following questions:
1. With findings in neurobiology, do you have reasons to agree with Churchland? Explain your answer.
• Rather than dualism, Churchland holds to materialism, the belief that nothing but matter exists. When
discussingthe mind, this means that the physical brain, and not the mind, exists. Adding to this, the
physical brain is wherewe get our sense of self.
2. Given Churchland’s neurobiological explanations of a person’s behavior, is a person really free to
determinewhat he does and does not do? Elaborate your answer.
• Neuroscientists identified a specific aspect of the notion of freedom (the conscious control of the start
of theaction) and researched it: the experimental results seemed to indicate that there is no such
conscious control,hence the conclusion that free will does not exist.
3. Does Churchland believes in dualism? Why? Why not? Explain.
•Disagreeing with this is Paul Churchland, a modern-day philosopher who studies the brain. Rather than
dualism,Churchland holds to materialism, the belief that nothing but matter exists. When discussing the
mind, thismeans that the physical brain, and not the mind, exists.