Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park
Antonio J. Villegas St. Ermita, Manila

Introduction to the
Philosophy of the
Human Person
Reflections About Life

Quarter 2
Module 4

Most Essential Learning Competency:

 Enumerate the objectives he/she really wants to achieve and to define
the projects he/she really wants to do in his/her life; and
 Reflect on the meaning of his/her own life.

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 HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will disturb you
while enjoying the lessons. Read the simple instructions below to successfully enjoy the
objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page of this
module.
2. Write on your notebook the concepts about the lessons. Writing enhances
learning that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know after completing the
lessons in the module.
 Pre-test - This will measure your prior knowledge and the concepts to be mastered
throughout the lesson.
 Looking Back to your Lesson - This section will measure what learnings and
skills did you understand from the previous lesson.
 Brief Introduction - This section will give you an overview of the lesson.
 Discussion - This section provides a short discussion of the lesson. This aims to
help you discover and understand new concepts and skills.
 Activities - This is a set of activities you will perform with a partner.
 Remember - This section summarizes the concepts and applications of the
lessons.
 Check your understanding - It will verify how you learned from the lesson.
 Post-test - This will measure how much you have learned from the entire module.

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 EXPECTATIONS

You will enumerate the objectives he/she really wants to achieve and to define
the projects he/she really wants to do in his/her life.

Specifically, this module will help you to:

 understand the nature of human death;
 accept the uncertainty of death as the ultimate end; and
 articulate understanding of one’s death as a possibility.

Let us start your journey in learning more on The Human Persons as

Oriented towards Their Impending Death. I am sure you are ready and
excited to answer the Pretest. Smile and cheer up!

PRETEST
Directions: Write T if the statement is correct and F if the statement is wrong. Write
your answers on a separate sheet of paper.
1. Heidegger interprets death as an event constantly occurring in the world.
2. Epicurus claims that death is nothing because when it arrives, he is gone. This
means that death cannot be bad because the dead person can no longer have
painful experiences.
3. According to the deprivation account, death is bad because it deprives an individual
of a more valuable life.
4. When we say death is impending, it is something that can happen at any moment.
5. From a Christian point of view, death signifies the end of a person’s life.
6. We can find meaning in death.
7. According to whole-brain approach, someone is considered dead when his/her
entire brain has irreversibly ceased to function.
8. Dying is something that every human being should take upon himself at the time.
9. Cardiopulmonary approach states that a person is dead when his/her heart-lung
ceases to function.
10. Socrates describes death as a “Dreamless sleep.” This means that death is not bad.
Great, you finished answering the questions. You may
request your facilitator to check your work.
Congratulations and keep on learning!

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 LOOKING BACK TO YOUR LESSON
To prove your understanding of the past lesson, you should be ready to
accomplish this task.

Directions: Answer the question and do the following:

In the previous lesson, you were presented with the different social contract
theories as a basis of forming a more humane society. Explain how these theories
influence you to become a better member of the society. Write your answer on a
separate sheet of paper.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

BRIEF INTRODUCTION

This module provides philosophical aspect of death. It examines the different

views of philosophers such as Socrates, Epicurus, Thomas Nagel, and Martin Heidegger.
It focuses on commonly pondered questions such as ‘what is death?’ and ‘why it
matters?’ Specifically, this module addresses the underlying questions: how it can take
us to the heart of who we are and ultimately how the uncertainty of death can be a
significant event that can contribute meaning to the person’s life?

DISCUSSIONS
Lesson
What is Death &
1 Why it Matters?

You probably recall the first lockdown sometime in March last year because of
the Novel Corona Virus-19. Maybe you were doing your stuff, chatting with your friends,
while others were browsing the Newsfeed on your social media accounts, or even calling

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your loved ones informing them that there is an imminent danger ahead of us. Many of
us feared what this invisible enemy can bring, which prompted us to respond differently.
People flocked to grocery stores to buy necessary supplies and other items needed to
sustain their needs. This event brought everyone in shock and confusion, thinking that
the life we treasure dearly is on the brink of extinction. This uncomfortable feeling is
described by Sheldon Solomon, a social psychologist and professor at Skidmore College,
as an "existential anxiety caused by reminders of our own mortality." It is also related to
what Archbishop Vicencio Paglia, president for the Pontifical Academy for life, Vatican
City, when he says, “despite humanity’s so-called progress in science and economics, in
the “blink of an eye” the coronavirus “brought everything to its knees” and forced
everyone to confront their own mortality” (Esteves, 2020). In short, this event has opened
the eyes of many to face the reality that we usually avoid- the inevitability of our own
death.

The Nature of Human Death

The concept of death can be viewed from different perspectives. First, it can be
considered historically in terms of how it is reflected in literature, poetry, or oral
traditions. Every culture or society in every part of the world plays a significant role on
how people perceive death. One of these is the Ancient Egyptian concept of death which
is characterized into two: First is the Osirian myth, an Egyptian god who could confer on
devotes the gift of immortality. Second is the concept of post-mortem judgment, in which
the ultimate fate of the dead rests on how he/she lived his/her life. These concepts are
also manifested on how they treat the body of the dead such as physical preservation of
the body since they believe that there is life after death. Another is from the Christian
point of view of death. According to this view, death came because there was an abuse
of freedom granted to Adam and Eve in the Garden of Eden. According to the scripture,
Adam and Eve sinned and fell not only from grace, but they also transmitted the sins to
their descendants: the sins of their fathers are visited on the children. For the wages of
sin is death, but the gift of God.

The second is philosophical perspective. This perspective gives rise to many

questions, and one of the deepest of these is a question about the nature of death. To
consider whether death is bad or good, Socrates argues that we should not fear death
because it is not bad for us. He supported this claim when he says: Death is either a
dreamless sleep (same as when you are alive but being a disembodied mind) or a passage
to another life (where you can meet your old friends in the past who have already died
and engage in philosophical discussions without taking a break). Therefore, either way,

5
death is nothing to fear. Although it is not a compelling argument for most contemporary
philosophers, Epicurus’ views continue to engage us about the nature of death. He says:
“there is no time at which death could harm me, since, as I go out of existence at the
moment of my death, I do not overlap in time with my own death; thus, death cannot be
bad for me” (Bradley et al., 2012). Death is not bad for a person because so long as a
person exists, death is not with him/her, but when death comes, then he/she no longer
exists. Death is nothing because when it arrives, I am gone. To consider the badness of
death is to consider the Deprivation Account Theory, which states that death is scary for
someone if, and to the extent that, it deprives individuals of a more valuable life.

Therefore, death can be bad without involving any painful post-mortem

experiences. American philosopher, Thomas Nagel, points out that some people are
afraid of death because they will miss out the things they want to experience. For
example, if you die today or if you die young, you will not be able to see your siblings
graduate, your parents’ golden wedding anniversary, or your best friend’s wedding.
Death for Nagel is “fear of missing out” or ‘FOMO.’ Joel Feinberg and George Pitcher
claim that death is bad because it frustrates the interest of the deceased. It is terrible
for an individual who had that interest, and it is not good for her when she had an
interest. Thus, death is horrible for its victim at the time before she died (Bradley et al.,
2012). This view makes us think whether death deprives its victims of a good life, misses
out the things we could experience, or frustrates a victim's interest is good enough to
consider death as something that brings misfortune in life.

In DiGerolamo’s (2019) article, Accept Death as Ever Present, he explained how

Stoicism teaches us to live. Stoicism believes that we need to embrace death as a normal
process of life to live properly. Death, as a return to nature, was inevitable by the Stoics.
It is the value judgments that we put on death that make it as bad as it is. Death was
seen by the Stoics as an inevitable succession to life, an occurrence like any other that
would take place and cannot be denied. Stoics knew that we were born into this universe
and that we will leave it one day. But it is what we do between birth and death that is
most important in our actions. And we can live what the Stoics referred to as a moral
life during this period.

When philosophers offer answers to the nature of death, they may be said to be
defining death, and it is essential to ask, “when we can say that a human person is
dead?” Fred Feldman (1998), in his article “Death and the Meaning of Life,” says, one way
to understand the nature of death is to formulate the definition of death as ‘x dies at
t,’ such definition he says, would tell us what we mean when we say that something dies,

6
and thus reveal the nature of death. For him, it is important to have agreement on the
question of whether a person is dead or alive. Because in some instances, we do not
know whether a human person is dead. For example, consider a person whose brain is
irreparably damaged due to a car accident and is under a life-support mechanism. In
this case, it is unclear whether this person is dead or alive.

Two Approaches to Death

In the United States, they adopted a criterion for death modeled on the Uniform
Determination of Death Act (1981), which states that “an individual or person is
considered dead if he/she has sustained either (1) irreversible cessation of circulatory
and respiratory functions, or (2) irreversible cessation of all functions of the entire brain,
including the brain stem (Smith, 2014). In the United Kingdom, the accepted criterion is
brain stem death, or the “permanent functional death of the brain stem” (Pallis, 1982).
This module focuses on two approaches to death:

1. Cardiopulmonary Approach- this considers death as an irreversible cessation of

cardiopulmonary (heart-lung) function. Meaning, a person is deemed dead when
his/her heart and lung ceases to function. This can be checked through the
patient's vital signs to know whether he/she is dead or alive. This is problematic
because the patient who is under life-support apparatus can make his/her heart-
lung to function even though his/her brain is no longer functioning. This
phenomenon, according to Mabacquiao (2016), gives rise to the question of
whether a person whose brain is no longer working. However, his
cardiopulmonary organs are still functioning via life support system is still alive
or is already dead. This necessitates another approach in defining human death.

2. Whole-brain Approach - this states that a person is dead when his/her entire brain
has irreversibly ceased to function. This includes the higher brain and the lower
brain. The Higher brain consists of the Cerebrum (in-charge of our conscious
awareness) and the Cerebellum (in-charge in the coordination of voluntary muscle
movements). Another is the Lower brain, which includes the medulla, which
controls spontaneous respiration and the reticular activating system, a sort of
on/off switch that enables consciousness without affecting its contents. With this
view, we can say that a person is dead because he/she is no longer conscious.
But there are some instances wherein a patient exhibits breathing and heartbeat,
even though he/she is already dead. This is called a “brain-dead” patient or

7
 patient in the so-called “persistent vegetative state” and a patient who is in a
“permanent, irreversible coma.” He/she can maintain breathing and heartbeat
without mechanical assistance.

One might insist that a person is dead when his/her Cardiopulmonary (heart-
lung) has irreversibly ceased to function. But one might also ask, why does the brain
play such great importance? According to the whole brain-approach, the human brain
plays the crucial role of integrating primary bodily functions, so only the death of the
entire brain is necessary and sufficient for a human being's death (Bernat, Culver, &
Gert, 1981). Although heartbeat and breathing, hormonal regulation, and other various
functions exhibit signs of life, they do not constitute life. It is the brain that makes these
vital functions possible.

Death as a Possibility

To know whether death is the end of one’s life or as an anticipation of another life
makes us reflect on the question, “what makes death a human possibility?” Suppose that
you are not going to die someday, would this affect your outlook in life? Will this influence
your values, priorities, and goals in life, knowing that you are no longer going to die?
Will you still go to your online classes and pursue your dream to become an engineer?
Will you still follow the rules or care about your actions in your dealings with your fellow
human beings? On the contrary, imagine that you have a terminal illness, and your
doctor told you that you have only 2-5 years to live, but the exact date remains unknown
to you, will this change your priorities in life?
Martin Heidegger’s notion of Dasein (human existence) as being-towards-death
can teach us why it is important to confront our own mortality. In his philosophical
hermeneutic of temporality, he says, what makes Dasein whole or meaningful is that we
are aware of our own mortality, that is, at some point, we will die. Because if, for example,
we do not have a death point, we would live our life to infinity. In this case, we would
not live a whole life because our existence is not within a temporal dimension. His
concept of death allows us to view it within a temporal dimension that without that point
(a time which we are going to die), we would not possibly live our whole life. In short, to
think how fragile our human existence, that any moment could be our last, makes us
confront the reality of our limited time on this planet and make the best out of it.

Another point to consider about death as a human possibility is to know its

characteristics. Heidegger identifies five existential features of death, namely, its being

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Certain, Indefinite, One’s ownmost, Non-relational, and Not to be outstripped (Mabacquiao,
2016): (1) it is certain because it will surely happen; (2) it is indefinite because though it
is certain that it would happen, it is still unknown to us when it will occur; (3) the term
One’s ownmost is used by Heidegger to signify that death is my own, I alone will die my
death; (4) it is non-relational, since only I can know what it means for me to die, death
cannot be shared by anyone; and (5) not to be outstripped refers to the inevitability of
death, it cannot be taken away from a person. As Heidegger would say, “death is
something that stands before us-something impending.”

It is important to note that for Martin Heidegger, the Being of human beings can
be established on a purely phenomenological basis without reference to a deity or to the
concept of immortality. Thus, his analysis of death is also based on experience, which
focuses on the existential significance of this impending sense of loss, not on how people
feel when they will die. However, it is also important to ask, “How are we going to talk
about the nature of death, if death is something that no one has experienced before?” What
kind of experience would give us phenomenological access to the phenomenon of death?

ACTIVITIES
ACTIVITY 1.1. WHAT DO YOU BELIEVE?
Objective: To cultivate learner’s concept about Filipino culture on funeral traditions
Directions: Identify at least three (3) Filipino funeral traditions in our country on how
they pay respect to their dead.

1. Include the following information in your narrative report: Funeral Practices such
as burials, mourning, and etiquettes.
2. Answer the guide question: Why is it important to pay respect to the dead?
3. Provide a separate paper for your answers.

Critical Thinking Question: What are your realizations and discoveries while and after
doing the task? Write your answer on a separate sheet of paper.

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 ACTIVITIES
ACTIVITY 1.2. MY BUCKET LIST
Objective: To help learners plan on their lives ahead

Directions: List 5 things that you want to do before you die. Explain why you want to
do such things by citing your reasons.

BUCKET LIST BEFORE I DIE

 ________________________________________________________________

 ________________________________________________________________

 ________________________________________________________________

 ________________________________________________________________

 ________________________________________________________________

Explanation: ________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

CHECK YOUR UNDERSTANDING

ONE DAY MORE!
Directions: If you will be given the chance to live for one more day, just one day, what
are the things you will do first? What are the things you will prioritize? Whom are you
going to talk to? What words will you utter? Write your answers on the space provided
below.

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 _________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Critical Thinking Question: What are your realizations and discoveries while and after
doing the task? Write your answer on a separate sheet of paper.

REMEMBER
 The concept of death can be viewed historically in terms of how it is reflected in
literature, poetry or through oral traditions wherein every culture or society in every
part of the world plays a great role on how people perceived death. And philosophical
perspective which gives rise to many different questions such as what is the nature
of death? Why does it happen? What does it mean? Is death final? What is the
meaning of life? Its purpose? Can life be meaningful if it ends in death?
 There are two approaches to death: (1) Cardiopulmonary- a person is dead when
his/her heart-lung has irreversibly ceased to function; and (2) Whole Brain
Approach- a person is dead when his/her higher and lower brain has irreversibly
ceased to function.
 Death as a possibility: Heidegger’s notion of Dasein (human existence) as being-
towards-death can teach us about why it is important to confront our own mortality.

11
 POST TEST

Directions: Explain the following concepts briefly:

1. Dasein as being- towards-death.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Five existential features of death as a possibility as determined by
Heidegger.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Lesson

2 Life’s Meaning

EXPECTATIONS
You will reflect on the meaning of your life. Specifically, this module will help
you to:

 analyze life according to schools of philosophy and metaphors;

 illustrate one’s perception of life using a slogan;
 generalize your family’s perception of life using a survey; and
 reflect on your achievements, learnings, and experiences in life. 
Let us start your journey in learning more on The Meaning of Your Life. I am
sure you are ready and excited to answer the Pretest. Smile and cheer up!

12
 PRETEST
Directions: Match the metaphor of life in column A with its meaning in column B.
Write your answers on a separate sheet of paper.

Column A: Metaphors about Life Column B: The Meaning of Life

1. Life is a comedy. A. And life itself, viewed through the health
metaphors, is bound to seem like a fatal
sickness, because there seems to be no
cure for it, and it ends in death.
2. Life is a disease. B. It is hard to deny that all of us could use
a little more humor, not so much in our
lives but about our lives, in the way we
see our own faults and foibles.
3. Life is a story. C. It is obvious that when we live, we follow
a detailed script, a narrative, which we
make up as we go along.
4. Life is a suffering. D. Life is a “growth experience” and that
living is a matter of “developing your
human potential.”
5. Life is learning. E. Life is just one repetition after another,
ultimately adding up to nothing.
F. The goal of life is to attain as restful a
state as possible, without tension or
desire.

Great, you finished answering the questions. You may request your
facilitator to check your work. Congratulations and keep on learning!

LOOKING BACK TO YOUR LESSON

To prove your understanding of the past lesson, you should be ready to accomplish
this task.

Directions: Briefly explain the nature of death based on the following:

1. Philosophical Perspective
___________________________________________________________________________
_______________________________________________________________________
2. Historical/Religious Perspective
___________________________________________________________________________
_______________________________________________________________________
3. Scientific Perspective
___________________________________________________________________________
___________________________________________________________________________

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 BRIEF INTRODUCTION
Defining life in a box is difficult if not impossible because life’s meaning depends
on one’s experience of life. Life’s encounter is unique for each individual. Each one finds
meaning for his own life. This meaning becomes the drive to the purpose of life.

DISCUSSIONS
Life According to Schools of Philosophy

Attempting to give universal meaning to life is difficult, if not impossible. For

many centuries philosophers tried to define life, and they offered a different
definition. Although their definitions are different, it is valuable to note that their
ideas on the meaning of life provide a significant glimpse of life's value. According to
different philosophies, below are some of life's meanings; analyze and reflect on them
(Vital, 2020).

School of Philosophy Period Life is to

Natural Pantheism. It believes in an all- prehistoric live in harmony with all
encompassing God wherein the divine is times that there is.
present in everything.
Theism. It proposes that there is a prehistoric follow God’s will
Supreme Being. In contrast with Natural times
Pantheism, it believes that divinity is
exclusive for an Omnipotent God or
Supreme being alone.
Daoism. Through "Wu Wei" (effortless Circa 5th follow the “Tao” or the
action or action less action), we can find Century “Way”
meaning in life. Followers of Taoism BC
adheres to this belief. Followers of Taoism
adheres to this belief.
Determinism. It believes that all things Circa 6th accept that everything is
happen because of previously existing Century predetermined
causes or determined by something else. BC
Confucianism. It is a way of life founded Circa 5th fulfill your duties to
by Confucius, who teaches that being Century others
humane means taking care of one's BC
children and parents. We need to
develop the virtue called Ren (仁) to
cultivate goodness in us.

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Mohism. The Mohists believe in “Jian ai” 5th love people impartiality
or “inclusive love.’ It means that everyone Century
in society deserved to receive impartial BC
care from fellow human beings.
Solipsism. Solipsism proposes that what 5th be known only by one's
is real in this world is our minds. Century mind and not about
BC other beings.
Cynicism. For Cynics, happiness and 4th be self-sufficient
freedom are possible if persons are freed Century
from suffering in the age of uncertainty. BC
Hedonism. Hedonists believe that what is 4th have pleasure now
pleasurable is good, and we have to avoid Century
suffering to enjoy life. BC
Platonism. Platonism offers the idea that 4th pursue of knowledge.
abstractions such as "pure forms" exist. Century
In his theory of forms, Plato believes that BC
we only see the "shadows" of objects, and
their perfect forms exist in other realms.
Legalism (Chinese). Legalism believes 4th acquisition of skills that
that a strong government is needed Century make a person's work
because humans are naturally selfish BC valuable to the state,
and cannot be trusted to behave morally. which benefits society.
Epicureanism. Epicureanism believes 4th free yourself from pain
that tranquility and freedom from fear Century
help us to achieve meaningful pleasure. BC
Quietism. For Quietists, philosophy does 3rd ask for the meaning of
not offer answers to “big questions” in life. Century life, but it will lead to
BC confusion..
Aristotelianism. According to Aristotle, 3rd be a good person
in life, it is enough to be a good person. Century
BC
Stoicism. Stoicism believes that to act 3rd be dispassionate, pursue
justly, you need wisdom. In order not to Century perfection
violate the laws of nature, a sage will act BC through reason
rationally.
Modern Humanism. Our fate is in our late 1300s act in self-interest and
own hands. Humans are responsible for common good
their fate.
Subjectivism. There are various early set and achieve one’s
meanings to life. It can be determined 1600s goals
through a person's mental state.
Liberalism. Persons are free to do what 1689 defend individual liberty
they want without the consent of any
other person.

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Kantianism. Kantianism suggests that a 1785 follow the universal
universal maxim or principle will judge principles
every human action.
Nihilism. Life has no meaning at all, 1862 do as you wish; life has
according to Nihilism or Pessimism. no meaning
Pragmatism. In Pragmatism, it is 1870s bring more value to
believed what is useful is more humans
significant than seeking the truth about
life.
Logical Empiricism. In Logical 1920s give a meaning to life
Empiricism, facts (scientifically verifiable
and observable) are the only type of
knowledge attainable by persons. It is
also called - Logical Positivism.
Existentialism. This philosophy believes 1940s make decisions and be
that life begins with "existential angst," positive
concern about our lives’ meaningless.
Absurdism. Questioning the meaning of 1942 stop trying to find
life is absurd because human mind fails meaning. Just live.
to give absolute meaning about
everything.
Source: https://blog.adioma.com/meaning-of-life-according-to-philosophy/

Analyzing the given meaning of life from different schools of philosophy, it can be
deduced that they can be generalized into four:
• life has an objective meaning;
• life has a subjective meaning;
• life has no meaning;
• life has a supernatural/unexplainable meaning.

Furthermore, it can be observed that the western schools of philosophy think in

terms of "I," the individual, while the eastern schools of philosophy think in terms of
"we," the community.

Considering the chronological pattern of looking for life's meaning, man first look
for God and supernatural forces for divine intervention. They seek life's meaning within
the community, later they find it individually among themselves, and finally, they look
at humanity as a whole.

Life is a Metaphor
Life can be illustrated metaphorically. The images a person use to talk about life
define the meaning he/she finds, or do not find, in it. For example, if a person defines
life as “a game,” then he/she might not take life seriously, and that the best way to
live is to enjoy it. However, if a person sees life as “a gift from God,” then he/she thinks
that life is to be lived to the fullest at its worth because having worthwhile life is the
best way to thank the giver. In what follows, are some grand images of life that have
appeared in history?

16
 Life is a disease. Life is viewed through the health metaphors and is perceived
as a fatal sickness because there seems to be no cure for it always ends in death.

Life is a comedy. It cannot be denied that life is full of humor, not so much in
our lives but about our lives, in the way we see our own faults and foibles.

Life is a story. It is obvious that life has a narrative, it has a beginning, a climax,
and a denouement, which is developed as one go along with life.

Life is a suffering. Life is a repetition of struggles which adds up to nothing. Life

is more of perspiring than enjoying.

Life is learning. Life is reflected as a “growth experience” and that living is a

process of “developing one’s human potential.”

Life is a mission. Life is a calling that requires response and action.

Life is an investment. Life is a capital — a career, a particular school, marriage,

and children—to gain certain in return.

Life is altruism. Life is acting for the benefit of others, sacrificing even if there is
no benefit whatsoever to oneself.

Life is an honor. Life is a matter of living with integrity, of proving oneself in

battle, and of not disgracing thyself in any way.

Life is a game. Life is not about winning or losing, it is how you played it.

Life is a tragedy. Life is serious and unhappy process, punctuated by pleasures,

perhaps, but ultimately an inevitable progression that can have only one end.

Life is a desire. Life is full of needs and wants that needed to be fulfilled. It is
something to yearn for.

Life is an art. Life is to be admired as moving, inspiring, well designed, dramatic,

or colorful, or as clumsy, uninspired, and uninspiring, or easily forgettable.

Life is nirvana. The mission of life is to attain as restfulness as possible, without

tension or desire.

Life is a relationship. The significance of our lives is establishing quality

relationships with people; ideally, the meaning of life is love.

Life is an adventure. Life is living the thrill “to the fullest,” Taking risks and
opportunities, facing challenges, and enjoying the rush of adrenaline.

Life is a metaphor. The meaning of life is not specific. It is unique for every
individual. It can only be illustrated using an image and it is a personal vision.

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 ACTIVITIES
ACTIVITY 2.1. LIFE’S MEANING
Objective: To identify the schools of philosophy that explain the meaning of life
Directions: Using the table below, categorize the generalized meaning of life based on
the school of Philosophy they belong to, then provide explanation to your answers. Write
your answers on a separate sheet of paper.

Meaning of Life Schools of Philosophy Explanation

Involved
 Life has an objective
meaning.

 Life has a subjective

meaning.

 Life has no meaning.

 Life has a
supernatural/unexplain
able meaning.

ACTIVITIES
ACTIVITY 2.2. SURVEY SAYS!
Objective: To generalize your family’s perception of life using a survey
Directions: Survey your family members about their beliefs to the following metaphors
of life. Answer the critical thinking questions on a separate sheet of paper.

_________as a game _________as a mission

_________as a story _________as a comedy
_________as a tragedy _________as an art
_________as an adventure _________as honor
_________as a disease _________as learning
_________as nirvana _________as suffering
_________as a desire _________as an investment
_________as altruism _________as building relationships

Critical Thinking Questions:

1. How did the group view life?
2. Do most of the members of the group have an optimistic view of life or a
pessimistic view of life? Why do you think they have this view of life?

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 CHECK YOUR UNDERSTANDING

MY LIFE IN A SLOGAN
Directions: Formulate a metaphor that defines your perception of life. Illustrate your
metaphor of life using a slogan. Answer the critical
thinking questions on a separate sheet of paper. Illustrate your slogan here:

Critical thinking questions:

1. What is the meaning of your
metaphor of life?
2. What influences you to have
such meaning on life?

REMEMBER

 Defining life in a box is difficult if not impossible because life’s meaning
depends on one’s experience of life.
 The images a person use to talk about life define the meaning he/she finds,
or do not find, in it.

POST TEST
Directions: Select the keyword that best fits the statement in each item. Write the
letter of your answer on a separate sheet of paper.
1. And life itself, viewed through the health metaphors, is bound to seem like a
fatal disease, at least ultimately, because there seems to be no cure for it, and it
ends in death.
A. Life is an art.
B. Life is a book.
C. Life is a disease.
D. Life is an adventure.

2. It is not the end goal or outcome of life that gives life meaning but quality with
which one lives out and develops his or her role or roles in a plot.
A. Life is a game.
B. Life is a mission.

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 C. Life is a story.
D. Life is a tragedy.

3. Moments of life are colorful and full of shapes.

A. Life is art.
B. Life is a mission.
C. Life is a comedy.
D. Life is an adventure.

4. Philanthropic people help others to give their own lives meaning, but they expect
nothing in return.
A. Life is suffering.
B. Life is an altruism.
C. Life is a desire.
D. Life is nirvana.

5. Some view life as a sport with rules to be obeyed, with a price to be won and with
virtues to be learned.
A. Life is a game.
B. Life is a mission.
C. Life is a story.
D. Life is a tragedy.

REFERENCES

Online Sources:

Bradley, B. et al. (2012). Introduction: Philosophy of death. The Oxford Handbook of

Philosophy of Death. Retrieved from:
https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195388923.001
.0001/oxfordhb-9780195388923

Britannica. (n.d.) The meaning of death. Retrieved from:

https://www.britannica.com/science/death/The-meaning-of-death

Esteves, J. (2020). Life and death: Pandemic forces world to confront its greatest fear.
Retrieved from: https://www.americamagazine.org/politics-
society/2020/06/03/life-and-death-pandemic-forces-world-confront-its-greatest-
fear

CrashCourse in YouTube. (2016). Perspectives on death: Crash course philosophy #17.

Retrieved from: https://www.youtube.com/watch?v=mjQwedC1WzI

DiGerolamo, D. (2019). Accept death as ever present: How stoic philosophy teaches us
to live. Retrieved from: https://medium.com/stoicism-philosophy-as-a-way-of-
life/accept-death-as-ever-present

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Feldman, F.(1998). Death. In The Routledge Encyclopedia of Philosophy. Taylor and
Francis. Retrieved from:
https://www.rep.routledge.com/articles/thematic/death/v-1.
Peach, F. (2000). Death, faith and existentialism. Retrieved from:
https://philosophynow.org/issues/27/Death_Faith_and_Existentialism

Philo-Notes. (n.d.) The human person and death. Retrieved from:

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

Solomon, R. and Higgins, K. (2010). The Big question: A short introduction to philosophy.
Retrieved from: http://elibrary.bsu.az/books_400/N_17.pdf

Velappan, S. (2019). What is the philosophical meaning of death? Retrieved from:

https://www.quora.com/What-is-the-philosophical-meaning-of-death

Vital, A. (2020). The meaning of life according to different philosophies. Retrieved from:
https://blog.adioma.com/meaning-of-life-according-to-philosophy/

Books:
Mabacquiao, N.B. (2016). Making life worth living: An introduction to the philosophy of
the human person. Quezon City: Phoenix Publishing House

Caraan, A.M. (2016), Diwa senior high school series: introduction to the philosophy of
the human person. Quezon City: Diwa Learning Systems Inc.

Smith, W. (2014, April 1). Total brain failure is death. Human life review, 40(2), 19.

Management and Development Team

Schools Division Superintendent: Maria Magdalena M. Lim, CESO V

Chief Education Supervisor: Aida H. Rondilla
CID Education Program Supervisor: Amalia C. Solis
CID LR Supervisor: Lucky S. Carpio
CID-LRMS Librarian II: Lady Hannah C Gillo
CID-LRMS PDO II: Albert James P. Macaraeg

Editor/s: Paciano B. Ferrer, Gener C. Irinco, Nastasia V. Besin, and Ernie Ronel T.
Mabahague (Content)
Mhilwin A. Esto (Language)
Writer: Gener C. Irinco, T III and Neofidel Ignacio B. Ramirez, MT II

21
 REFLECTIVE LEARNING SHEET
Name ____________________________________________ Grade and Section ___________
School: ______________________ Date: _____________ Subj. Teacher: _______________

Quarter: 2 Module No.: 4 Week No.: 4

MELC: Reflect on the meaning of his/her own life.
Objective: To develop learners’ ability to introspection
Topic: Life is a Metaphor
Know Thyself (Journal Entry)
Philosophy is trying to teach us the importance of self-reflection and introspection.
Indeed, Socrates supported this as he said, “the unexamined life is not worth living.” In
these trying times, we also need to pause for a while, process and contemplate the events
we experienced in our lives. This activity will help you to know yourself better and
appreciate the gift of life.

Directions: Ask yourselves the following questions to practice introspection and to

examine your life. Write your answers on a separate sheet of paper.

Reflective Questions:
1. What have I achieved in this life so far? Am I satisfied with these achievements?
Do I aspire for more?
2. What experiences in my life made me the person I am today?
3. Am I contented with my life right now? Am I happy?
4. Am I living the life? Am I alive?
5. What is the one thing I’d like others to remember about me at the end of my life?

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 ANSWER KEY
Lesson 1

PRETEST POST-TEST

1. T 1. For Heidegger, from the moment we are born we are aware

2. T and conscious of our existence. And every moment that
3. T passes we are aware that death is approaching us from the
4. T future, we experience death from the back of our mind not
5. F something that can be experienced at the end of our lives, it
6. T besides us all along, it is just a shadow. Hence, our
7. T awareness of our own mortality brings meaning to our lives.
8. T What makes Dasein whole or meaningful is that its existence
9. T is confined within temporal dimension. (this is one of the
10. T many possible answers)
2. Features of death as a possibility
a. It is certain because it will surely happen
b. It is indefinite because thought it is certain that it
would happen it is still unknown as to when it will
occur.
c. It is One’s ownmost because signify that death is my
own
d. It is non-relational because death cannot be shared by
anyone
e. It is not to be outstripped. It refers to the inevitability
of death. Death cannot be taken away from a person.

Lesson 2

PRE-TEST POST-TEST

1. C
1. B
2. A 2. C

3. C 3. A
4. E 4. B
5. D 5. A

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