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Module 3

The document discusses several philosophical concepts and theories related to understanding the self, including Descartes' view of rationality and emotion, John Locke's views on reason and natural law, Immanuel Kant's categorical imperative, and Paul Churchland's materialist view of the mind.

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Richard Palaylay
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146 views8 pages

Module 3

The document discusses several philosophical concepts and theories related to understanding the self, including Descartes' view of rationality and emotion, John Locke's views on reason and natural law, Immanuel Kant's categorical imperative, and Paul Churchland's materialist view of the mind.

Uploaded by

Richard Palaylay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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GRACE MISSION COLLEGE

PANGASINAN
UNDERSTANDING THE SELF

STUDENT NAME: RICHARD POSERIO PALAYLAY

MODULE
3

ACTIVITY #1
Directions: Answer the following questions:

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.

 I think Descartes will advise this because he want us to become better person and
also he want us to work independently.

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.

 Emotions coordinate a variety of systems, including perception, attention,


inference, learning, memory, goal selection, motivational priorities, physiological
responses, motor behaviors, and behavioral decision making, when they are
aroused.

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 is still true is that a mind or consciousness is responsible for
doubting and accepting its impressions, leading to the well-known statement "I think
therefore I am."
ACTIVITY #2
Directions: Answer the following questions:

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 implies that we all share a lot of similarities. We are more alike with a portion of
the group, yet we are also distinctive as individuals.

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.

- According to Locke, reason is "the discursive faculty of the mind, which develops from
things known to conceptions 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.”

 "The discursive faculty of the mind, which evolves from objects known to ideas
unknown," is how Locke defined reason.

a. Can you give an example of a law that does not command what is best for people?

 While you cannot, on the other hand, obey or disobey a description, we see rules
as something that we can make, violate, obey, disobey, violently and repeal.

b. Do you perceive school rules to work against your survival natural equality – the two most
important things for John Locke? Explain your answer.

- Teaching students about equality and human rights gives them knowledge they may
apply outside of the classroom.
ACTIVITY #3

Directions: Answer the following questions:

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 someone is referred to be a "means to an end," it suggests that they are


being used as a quick fix by someone else to achieve their goals. Example:
Meetings are tedious, but they are a necessary means to an end in order to get
work done.

b. When do you treat people as means to an end? Illustrate an example.

 For instance, if you notice that someone is destitute, his immediate goal may be
to obtain food. You are agreeing to feed him if you offer him food or money to
buy food. People should not be treated as means; however, assistance to others
may occasionally be necessary.

c. Which between a and b is the voice of the rational self according to Kant? Why?

 According to Kants, acting immorally is when a person uses another person solely
as a means rather than as a person. Some explanations of the practice of using
people only as tools don't appear to lead to the conclusion that doing so is wrong.

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

 When you treat people as ends, you make their ends your ends; when you treat
people as means, you push them to reach their ends; and when you treat people
as means, you force them to make your ends. This is one approach to think about
the concept of treating people as ends and means.
ACTIVITY #4
Directions: Answer the following questions:

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.

 Inside and outside are inseparable, argued Merleau-Ponty in Phenomenology of


Perception. The entire universe is within of me, and I am entirely outside of
myself. In conclusion, this study makes the claim that the physical body includes
the self and perception. Consequently, the body is a component of the self.

2. How this holistic view of a human person then affects our philosophy of education? How should
the child be developed?

 The foundation of holistic education is a learning concept that benefits students,


teachers, schools, and communities in various ways. Students are given the tools
they need to enhance their academic performance and acquire the soft skills
required for a successful professional career.
ACTIVITY #5
Directions: Answer the following questions:

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 effective and prosperous professionals are always learning, investing
the time to put what they have learned into practice, and working hard to better
themselves.

2. Does Ryle’s teaching on museum possession of knowledge and workshop-possession of


knowledge relate to cognitive and psychomotor learning? Does this teaching of Ryle connect to the
four pillars of learning – learning to know, learning to do, learning to be and learning to live
together? Explain your answer.
 Knowledge can be possessed in a different way than "workshop-possession,"
which actualizes propositional information and enables us to make meaning of it
through use, much like a museum collects objects for exhibition.
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 discussing the mind, this means that the physical brain, and not the
mind, exists. Adding to this, the physical brain is where we get our sense of self.

2. Given Churchland’s neurobiological explanations of a person’s behavior, is a person really free to


determine what 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 the action) 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, this means that the physical brain, and not the
mind, exists.

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