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Intro To Philo - q1 - m1 Activity Sheets

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19 views4 pages

Intro To Philo - q1 - m1 Activity Sheets

Uploaded by

merryfil.adolfo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Opening Activity: The Big Question Wall

Objective: To encourage students to think about deep, unanswered


questions and connect them to philosophy.
1. Preparation:
o Set up a board or wall space with the title: "The Big Questions of
Life."
2. Instructions:
o Provide sticky notes or index cards to students.
o Ask each student to write down one or two questions they’ve
always wondered about (e.g., "What is the meaning of life?" or
"Why do people act the way they do?").
o Have them stick their notes on the board.
3. Discussion:
o Read out a few of the questions and ask students why they think
people ask these kinds of questions.
o Highlight that philosophy seeks to address such big questions
systematically.
4. Transition:
o Use the questions to segue into a discussion of the branches of
philosophy (e.g., metaphysics, ethics, epistemology).

Philosophy Detective
Objective: To help students uncover philosophical themes hidden in
everyday objects or images, fostering curiosity and deeper thinking.
Preparation:
1. Gather a selection of objects or images that symbolize or relate to
philosophical ideas. Examples include:
o Mirror (identity, self-awareness, perception).
o Clock (time, mortality, the nature of change).
o Scale (justice, fairness, moral balance).
o Map (journey, destiny, free will vs. determinism).
o Key (knowledge, solutions, access to truth).
o Empty chair (absence, loneliness, existentialism).
2. Place these objects around the classroom or display images via a
slideshow.

Instructions:
1. Observation Phase:
o Show each object or image to the students one at a time.
o Ask: "What does this object represent? What deeper questions
does it make you think about?"
2. Group Reflection:
o Divide students into small groups and assign one object or image
to each group.
o Have them discuss their assigned item, exploring the following:
 What it might symbolize in life.
 What big questions it raises (e.g., for the clock: "What is
time? Is it real or just a human construct?").
 How it connects to their personal experiences or beliefs.
3. Share Findings:
o Each group presents their thoughts to the class.
o Encourage classmates to add their perspectives on the object’s
philosophical themes.

Discussion:
 After all groups present, guide the class in a discussion.
 Highlight how philosophy starts with everyday observations but
expands into abstract thinking about:
o Truth: What is real or true?
o Existence: What does it mean to exist?
o Values: What is good or just?
 Encourage students to see philosophy as a way of finding meaning in
ordinary things.

Extension Ideas:
1. Creative Writing: Ask students to write a short essay or poem
inspired by one of the objects or images, exploring its deeper meaning.
2. Philosophy Wall: Create a bulletin board where students can pin
objects or images with their associated philosophical questions.
3. Personal Detective Work: Challenge students to find their own
object at home or in their surroundings that sparks a philosophical
question, then share it in the next class.

Identifying Holistic or Partial Thinking


Match the examples below with Holistic Thinking or Partial Thinking.
Write your answer in the blank space provided.
1. ___ Looking at how a family’s finances, emotional support, and daily
routines affect a child’s education.
2. ___ Only focusing on the lack of money as the reason a child struggles
in school.
3. ___ Considering how environmental issues, government policies, and
personal choices contribute to climate change.
4. ___ Blaming only factories for causing pollution without considering
other factors like vehicle emissions or waste disposal.
5. ___ A community improves public health by addressing clean water,
proper waste disposal, and education about hygiene.
6. ___ A mechanic fixes a car problem by only replacing a single part
without checking if other parts are affected.
7. ___ A business considers employee satisfaction, customer feedback,
and market trends before launching a new product.
8. ___ A coach blames the team’s loss only on the players’ lack of
practice, without reviewing strategy or teamwork.
9. ooking at how poverty, family dynamics, and school environment affect
student performance.
10. ___ Blaming only the lack of classroom supplies for poor student
performance.
11. ___ Considering physical, emotional, and social factors when
diagnosing a patient.
12. ___ Treating a patient’s fever without asking about other
symptoms or causes.
13. ___ Developing a town’s disaster preparedness plan by
evaluating floods, earthquakes, and fire risks.
14. ___ Planning for floods but ignoring other possible disasters.

Activity
Reflection Activity – Think and Write
Directions:
Think about a recent problem you faced. Reflect on the following:
1. Did you use holistic thinking or partial thinking? Why?
2. What was the result of your decision?
3. How could you have approached the problem differently using holistic
thinking?
Closing Activity – Draw Your Thoughts
Directions:
Draw a diagram or picture that represents the difference between holistic
thinking and partial thinking. Include a short explanation of your drawing.

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