Detailed Lesson Plan in Introduction to Philosophy of the Human Person

I. Objectives

At the end of the lesson, learners are expected to:

a. Explain the meaning of freedom

b. Identify situations that demonstrate freedom of choice.

c. Show deeper understanding of prudence and realize the consequences of choices by reflecting on past
actions.

II. SUBJECT MATTER:

a. Topic: Freedom of the Human Person

b. Materials: projector, laptop, paper, ball pen, Manila paper, pentel pen, notebook,

c. References:

Introduction to the Philosophy of the Human Person Christine Carmela R. Ramos, PhD
Pages 94 - 116

Introduction to the Philosophy of the Human Person Brenda B. Corpuz, BSE, MAEd, PhD et.al.
Pages 76 – 94

III. PROCEDURES:

A. Reviewing previous lesson or presenting the new lesson

- Good morning
- Good morning Sir!

- Everybody stand up for our opening prayer.

- Yes sir - (the students will pray)

(Teacher will call a student to lead the prayer.)

- Thank you. Now, before you seat down, look around you and
make sure that your room is clean.
- Yes sir. ( The students follow the instruction)

- All right please go back to your proper seat because I will be

checking your attendance according to your seat plan.

- Class, do we have an assignment last meeting?

- Yes sir.

- Please pass it now.

- Class, do you still remember our topic last meeting?

- Yes sir. (Students will raise their hands)

(Will call a student)

- Sir, last meeting we discuss about the human

person in the environment.

B. Recalling past lesson

- Very good! So let me see if you also still remember the

concepts we have tackled from it.

“JUMBLED NO MORE”

You just have to rearrange the jumbled words and explain their
definition relative to our previous discussion:

Prudence, Sir
1. E-C-N-E-D-U-R-P (PRUDENCE)- Ability to regulate one’s
behaviour.

2. Y-T-I-L-A-G-U-R-F (FRUGALITY)- Being thrifty with the use of

one’s resources.

3. Y-T-I-U-Q-E (EQUITY)- Demands that we use our natural Frugality, Sir

resources in such a manner that these are conserved so that the
next generation will be able to use them.

Equity, Sir

-Very good, class! You were able to recall the significant points of
the previous lesson. We will now talk about our topic for today.

C. Motivation: “Roll the Riddle”

- Before we proceed to our proper lesson, I want you to guess

our topic for this morning. Focus on the images on the
board/power point and carefully analyse them one by one. They
would give you the hint to the riddle below. I will use a dice to
determine who will answer first. The number shown by the dice
will be the corresponding number of the student who will
answer.

(The teacher will show different images to the students that

symbolizes FREEDOM.)

"What can you hold in your hand, but cannot be seen, and is only
truly valuable when you give it away?

Freedom, Sir

-Very Good Class.

-Our lesson for this morning is about “Freedom of the Human

Person”. When you hear the word freedom, what comes to your
mind?

It is our ability to do whatever we want, Sir

-Very Good. It is a gift that we enjoy here on earth.

Before we proceed to our discussion, I want you to read our
objectives for today.
 a. Explain the meaning of freedom

b. Identify situations that demonstrate freedom of

choice.

c. Show deeper understanding of prudence and

realize the consequences of choices by reflecting
on past actions.

Very good, class. We got a lot of definition when it comes to

freedom.

-(The teacher will post and give the definition of freedom to the
students)

Definition:
-The absence of constraint, coercion, or necessity in action or
choice

-The state of being released from something unpleasant

-The use of something without restriction

-A political or civil right, such as freedom of speech, freedom of

religion, or freedom of the press

D. Lesson proper

Alright class, at this point, I want you to look at the images of

people on the board/Power point and take a guest of who they
are.

“Who am I?”
(The teacher will show images of different philosophers who are
related to the lesson and the students will guess each one.)

Aristotle, Sir

Thomas Aquinas, Sir

 Jean Paul Sartre, Sir

Thomas Hobbes, Sir

Jean Jacques Rousseau, Sir

Very well, class. Since we are able to have some highlight about
these prominent people in Philosophy, I want you to dig deeper
and figure out their connection to our topic.

-Now, I’m going to divide the class into 6 groups. Each group will
receive a piece of paper containing the task. You will be given 5
to 10-minute preparation. Presentation and explanation will only
last for 3 minutes per group. Note: Groups shall select their
leader, secretary and the representative who will discuss your
presentations in front of the class.

(The teacher will group the students into 6 and give each group
a task. The teacher will also present the rubric to the students)

4- Excellent 3- Good 2- Fair 1-Needs

Improvement - (The students will do the following)
All group All group Some group Only 1 or 2
members members members group
participate participate. participate. members
equally. participate.
Group Group Some group Most group
members members members members are GROUP 1: Discuss the Power of Volition by
help each help each speak clearly hard to Aristotle.
other as other as and are easy understand.
needed. needed. to
understand. GROUP 2: Discuss the Love is freedom by St.
All group Most group Some group All group Thomas Aquinas.
members members members members
speak clearly speak clearly speak speak clearly
and are easy and are easy and are easy GROUP 3: Discuss Spiritual Freedom by St.
to to to understand. Thomas Aquinas.
 understand. understand.
Information Information Information Information is
is presented is presented may be only presented in a GROUP 4: Discuss Individual freedom by Jean Paul
in an in an partially disorganized Sartre.
organized organized organized. way.
way. way.
Presentation Presentation Presentation Presentation GROUP 5: Discuss Theory of Social Contract by
is visually is organized is complete. is disorganized Thomas Hobbes
organized and or incomplete.
and complete
complete. GROUP 6: Discuss Theory of Social Contract by
Jean –Jacques Rousseau ( All the groups post their
Time is up. You can now post your output on the board and we work)
will now proceed to the reporting.

(The teacher will facilitate the reporting)

B. Establishing a purpose for the lesson

Alright! Again, I would like to remind you that each reporter will
only consume three minutes to explain. Do you get it class?

Yes sir!

Ok. Let us give now the floor to group 1

Power of Volition
Aristotle's theory of volition, or the power of
choice, was a key part of his ethics and virtue
ethics. He believed that volition was a rational
process that involved deliberation and choice.

Volition-the act of making a choice or decision

based on one's own desire and deliberation. It is a
rational process that involves actively deciding on
a course of action. It is also a crucial part of
developing virtuous character.

Very good! Let’s give five claps for group 1.

(Students will clap)

Now, let us move on to group 2.

St. Thomas Aquinas believed that love and

freedom are connected, and that love transforms
people more than law. He taught that love is a
way to be free from selfishness and to act in
accordance with one's rational nature.

Again, Very good! Let us give another 5 claps for group 2.

(Students will clap)

Now, let us move on to the next group.

St. Thomas Aquinas believed that spiritual

freedom is the ability to seek universal goodness
in accordance with reason and will. He believed
that this is a natural inclination of rational beings,
and that the ultimate end of this pursuit is God.

Very good! Let us give five claps for group 3.

(Students will clap)

Let us now hear the presentation of group 4.
 Jean-Paul Sartre believed that humans are born
with absolute freedom, and that freedom and
responsibility are inseparable. He believed that
humans are "condemned to freedom" because
they are responsible for all of their actions.

Very nice! Let us give also group 4 five claps for their
presentation.
(Students will clap)

Next is group 5.

Thomas Hobbes' theory of the social contract

posits that humans, naturally self-interested and
prone to conflict in a "state of nature," agree to
surrender some of their individual freedoms to a
sovereign power in exchange for protection and
social order, essentially creating an unwritten
agreement to live peacefully within society,
where the sovereign holds absolute authority to
maintain stability.

Very good! Let us give five claps for group 5.

(Students will clap)

And last but not the least is group 6. Let us hear their report.

Jean-Jacques Rousseau's theory of the social

contract posits that a legitimate government
arises from a voluntary agreement among citizens
to surrender some individual freedoms in
exchange for the collective benefits of a society
governed by the "general will," which represents
the common good of the people, ensuring that
everyone is equally bound by laws they
themselves have consented to; essentially, people
are free when they obey laws they have created
for the common good, not when they are subject
to arbitrary authority.

Very good group 6. Let us give them 5 claps also.

(Students will clap)

C. Presenting examples/instances of the new lesson

All the groups have a very good presentation and interpretation

about their assigned topic. You explained it well. You hit most of
the good points and I see that you really understand your
reports.
-(Students listen attentively)
Freedom is part of our transcendence. It consists of going
beyond situations such as physical or economic.

a. The Power of Volition

-Aristotle believed that people are responsible for their actions

because they can deliberate about their choices and evaluate
them in light of the good.
-He believed that rational deliberation and internal
motivations are important in shaping human actions.
-He believed that virtue of the soul is a habit that can be
acquired through our own choices.
 -The imperative quality of a judgment of practical intellect is
meaningless, apart from will.
-The will of humanity is an instrument of free choice.

b. Love is freedom
God create us all. Human beings have the unique power to
change themselves and the things around them for the better.

Eternal law, natural law, human law, and divine law are four
types of law that St. Thomas Aquinas used to explain the world.

Eternal law
 God's plan for the universe, which governs all things
 The blueprint that directs all creation towards its ultimate
end.

Natural law
 An innate universal command to do good and avoid evil
 A participation in the Eternal Law that leads to primary
precepts
 A way to explain the world and the place of humans within
it

Human law
 Laws created by humans to capture the truths of the
Natural Laws
 Laws made by humans to guide society towards the
common good
Divine law
 God's rules given by scripture, such as the Ten
Commandments
 Divine positive law from religious authorities

Aquinas believed that the essence of law describes its purpose,

while the type of law describes its source. He also believed that
God created the world so that every natural thing has a purpose.
For example, an acorn's purpose is to become an oak tree.

c. Spiritual freedom
As humans, we are both material and spiritual. We have
conscience because of our spirituality. God is love and Love is our
destiny. St. Thomas Aquinas believed that spiritual freedom is
the ability to seek universal goodness freely and in accordance
with human nature. He believed that reason, law, and grace are
essential to freedom.

d. Individual freedom
Represents the existentialist. Jean Paul Sartre claims that we
have limitless freedom because the world is empty and that we
have absolute freedom to choose our values and create the kind
of world we desire. In this context, Sartre argues that there is no
objective morality, moral codes, or laws, and no God determines
the essence of man.

e. Theory of Social Contract (Hobbes)

According to Thomas Hobbes, individuals, driven by self-
interest and fearing a chaotic "state of nature" where everyone
is against everyone else, agree to surrender most of their natural
rights to a powerful sovereign in exchange for protection and
security, essentially giving up their freedom to act as they please
in order to live in a stable society; this sovereign authority is
absolute and should be obeyed without question to maintain
order.

f. Theory of Social Contract (Rousseau)

Theory of Social Contract according to Jean Jacques Rousseau
on the other hand, states that legitimate government is formed
when individuals willingly surrender some of their natural
freedoms in exchange for the protection and benefits of a society
governed by the "general will," which represents the collective
good of the people, allowing citizens to be both free and subject
to laws they themselves create through participation in the
political process; essentially, people are only truly free when they
obey laws that reflect the common interest.

I can see that most of you understood our topic for today. Now,
can you give the importance of knowing or learning about
freedom and the consequences of your actions?

Very good class! Again, prudence is a significant thing in our lives.

Always remember that regulating our actions so we can avoid
interfering with other people’s freedom is a must.

D. Application

“Talk to Sartre”
Any
thoughts?

Now that we have finished discussing freedom, let us check if

you really understand it well. Jean Paul Sartre will be throwing
two significant questions to you regarding his quotation, “Human
being is free, human being is freedom”.

Questions:
1. Who among you can give his/her views about my belief?
2. How important is freedom of choice to you as an individual?
-(Students’ answer may vary)
Very good!

E. Developing mastery

“What I’ve Done”

Alright, class. Let’s do time travel. I want you to think of a specific action in your past where it created a consequence
and had an impact to other people. I want you to reflect on it and tell what you have realized from that certain event
in your life. Once again, I’ll be using a dice to call someone to share thoughts.

F. Evaluation

Analyze the given situations below. Identify if it falls to Power of Volition, Love is Freedom, Spiritual Freedom,
Individual Freedom, Social Contract (Hobbes) or Social Contract (Rousseau).
 1. A God-fearing and intelligent boy willing to help classmates to learn by teaching them what he knows while
doing it the right way.
2. Citizens aiming for peace and order are not questioning the curfew implemented by the government even if it
was set from 7:00 pm to 5:00 am the next day.
3. A student who is behind their coursework and tempted to put it off, but decides to focus and work diligently
through the night to complete the assignment.
4. A spouse who encourages her partner to travel solo for a period of time to experience personal growth and self-
discovery, even though she may miss him while he’s gone.
5. Citizens actively participating in the political process and contributing to the creation of laws that reflect the
general will.
6. Each and every one of us has the right to health, education, and an adequate standard of living.

Answers:
1. Spiritual Freedom
2. Social Contract (Hobbes)
3. Power of Volition
4. Love is Freedom
5. Social Contract (Rousseau)
6. Individual Freedom
G. ASSIGNMENT

Read articles about the term “Intersubjectivity” and prepare a 5-sentence paragraph explaining your own
interpretation of the word.

Prepared by:

Arvin. M. Romualdo
Applicant