Class Department of Education

Cordillera Administrative Region Score

Code
F7 Division of Baguio City
BAGUIO CITY NATIONAL SCIENCE HIGH SCHOOL ___________
___________
Purok 12 Irisan Baguio City 2600

Subject Introduction to the Philosophy of Human Person Quarter Second

Title of Intersubjectivity Teacher Krizza Mae F. Cinco
Lesson/Topic
Name Meg Cyzarine E. Gines Grade/Section 12 ICT
Learning Competencies:
 Accept differences and avoid imposing your views on others. - PPT11/12-llc-6.1
 Recognize that authentic dialogue involves accepting others’ differences. - PPT11/12-lld-6.2
 Research and create a showcase that demonstrate an appreciation for the talents and contributions of a person
with a disability or from an underprivileged background. - PPT11/12-lld-6.3

Empathy – A Self-Assessment
Empathy
Empathy is the capacity to recognize and, to some extent, share feelings (such as sadness or happiness) that are being
experienced by another person. It is often characterized by the ability to "put oneself into another's shoes". Empathy
involves being attentive to emotional cues and listening well to the other person’s concerns. One shows sensitivity and
understands others’ perspectives in order to relate to the thoughts and feelings.
https://www.mcrhrdi.gov.in/splfc2021/management.html

S.No. Statements Never Rarely Sometime Often Always

s
1. Do you sense and feel for your peer’s problems 0 1 2 3 4
and emotions?
2. Do you pay attention when someone is 0 1 2 3 4
speaking?
3. During conversations, do you easily understand 0 1 2 3 4
when the other is starting to get upset?
4. Do you join in celebrations of others’ success? 0 1 2 3 4
5. Do you get upset because your friend is upset? 0 1 2 3 4
6. Do you let your friend vent out his/ her 0 1 2 3 4
emotions and frustrations without interrupting
in the middle of the conversation?
7. Do you gauge the emotional state of a person 0 1 2 3 4
by just looking at him/ her?
8. Do you go the extra mile to help understand 0 1 2 3 4
others’ problems?
9. Do you relate with the feelings of the 0 1 2 3 4
characters in a novel/ story?
10. Do you express your emotion with control 0 1 2 3 4
when the other person is sharing his/ her
concerns?
11. Do you find yourself able to predict the change 0 1 2 3 4
of one’s state of mind by looking at his/ her
gestures?
12 Do you put extra efforts to put others at ease? 0 1 2 3 4
13. Do you associate with the fictional characters 0 1 2 3 4
of movies when watching?
14. Do you take information from others while 0 1 2 3 4
remaining nonjudgmental about the topic of
discussion?
15. Do you understand if the other person is 0 1 2 3 4
 becoming restless during interactions?
16. Do you show interest in others’ concerns? 0 1 2 3 4
17. Do you easily connect to your peer’s 0 1 2 3 4
experiences?
18. Do you acknowledge the speaker in a way that 0 1 2 3 4
invites the communication to continue?
19. Do you easily sense if the other person is under 0 1 2 3 4
stress?
20. Do you value others’ needs? 0 1 2 3 4

Empathy – A Self-Assessment Scoring sheet

Co-experience Listening Emotional Clues Active Interest
1 4 2 4 3 4 4 4
5 4 6 4 7 4 8 4
9 4 10 3 11 4 12 4
13 4 14 3 15 4 16 4
17 4 18 4 19 4 20 4
Total 20 Total 18 Total 20 Total 20
Overall Total 78

Low Score Range: 0-8 Medium Score Range: 9-14 High Score Range: 15-20
Co-experience 20
Listening 18
Emotional Cues 20
Active Interest 20

Overall Level of Empathy Low Medium High

0-32 33-56 57-80 78

Interpretation
Optimal Level Intermediate Level Cautionary Level
Indicates that you are efficient in these Indicates that you are good in these Indicates that you need to give
areas and utilize them regularly areas but hardly utilize them immediate attention to these areas for
self-development

Co-experience: Listen:
It refers to the ability to relate to the thoughts, emotions, or It refers to the ability to comprehend an individual’s thoughts,
experiences of an individual without them being emotions, or experiences while remaining non-judgmental
communicated directly. about them.
Suggestions for improvement:
Suggestions for improvement: • Indicate you are listening by giving nonverbal
• Sense and feel for your peers’ problems and concerns acknowledgements, e.g., head nodding, facial expressions
• Put yourself in the other person’s shoes to apprehend what matching the speaker, open and relaxed body expression, eye
he/ she is trying to say contact
• Relate and understand the sensitivity of other peoples’ issues • Provide an opportunity for people to talk through their
problems without interrupting
• Get involved in discussions where you play the role of a
silent observer
Active Interest: Emotional Cues:
It refers to the ability to show concern and get involved in the It refers to the ability to identify an individual’s frame of
individual’s issues, thoughts, emotions and experiences. mind through his/her behavior and actions. Suggestions for
Suggestions for improvement: improvement:
• Spend time with your colleagues to experience and • Know your actions, your emotions and behavior in different
understand their concerns situations and reflect on them.
• Go out of your way to help your colleagues by suggesting • Be alert and always look around for any indicators vis-a-vis
what could be done to solve their concerns colleagues to sit down and talk about their problems
• Be a more of a listener than a speaker when any colleague • Spend time to improve your non-verbal communication so
shares his/ her sensitive issues as to be able to relate to the emotional cues of your colleagues
 INTERSUBJECTIVITY

Key Terms: intersubjectivity, authentic dialogue, diversity, acceptance

Nature of Human

We, human persons, are innately beings with others - our fellow creations. We were created to relate not only with our fellow
living beings but also with the non-living things. We are by nature relational beings.

Intersubjectivity: The recognition that each individual’s perspective is shaped by their experiences and that we must accept and
respect differences without imposing our views.

Authentic Dialogue: Conversations where individuals accept one another without judgment and engage in meaningful exchanges
even if they disagree.

Activity 2: "Diversity Quilt"

Materials - Chart paper, colored markers, scissors, glue

Significance - This activity promotes appreciation for diversity and encourages students to express their unique identities.

Instructions -
1) Each student creates a square representing their identity or a belief.
2) Students share their squares with the class, explaining their significance.
3) The squares are then assembled into a "diversity quilt" displayed in the classroom.

Rubric
-(Creativity) - 5 pts.
-(Clarity of Expression) - 5 pts.
-(Participation) - 5 pts.

Assessment Questions:
1) How does your square represent your identity?
_________________________________________________________________________________________________
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2) What did you learn from your classmates' squares?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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3) Why is it important to appreciate diverse identities?
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_________________________________________________________________________________________________
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Prepared by:

_________________________
KRIZZA MAE F. CINCO