Quarter 2 – Module 2: INTERSUBJECTIVITY

I. What is Intersubjectivity?
- Intersubjectivity comes from:
• Inter – among or between
• Subject – a conscious being or person
- Thus, intersubjectivity generally means the sharing of subjective states by two or more
individuals. It recognizes that although each person has a unique perspective and experience, we
live together with others and must consider their experiences as well.
- In simple words, Intersubjectivity is our ability to understand, relate to, respect, and
connect with other people.
o Example
▪ Imagine that your classmate suddenly becomes quiet and stops participating in
class.
▪ You might think: "He's being rude."
▪ But instead of immediately judging him, you approach him and ask: "Are you
okay? Is something bothering you?"
▪ You discover that he is having a family problem.
• This is intersubjectivity: you try to understand another person's
experience instead of judging only from your own perspective.

II. Why is Intersubjectivity Important?

- Human beings are social beings. We do not live completely isolated from others.
- Intersubjectivity helps us:
1. Understand other people's experiences.
2. Respect the dignity of others.
3. Put ourselves in another person's situation.
4. Build meaningful relationships.
5. Respond to people who need help.
6. Become sensitive to people who are different from us.
7. Promote kindness, justice, and understanding.
▪ Example: Group Work
• During a group project, one member is not contributing much.
• You could immediately say: "You're lazy. You're not helping the group."
• But you could also ask: "Is there a problem? Which part of the project can
you handle?"
• Perhaps the student does not have internet access at home or is struggling
to understand the assigned task.
o Intersubjectivity means looking beyond the behavior and
trying to understand the person.

III. The Good Samaritan and Intersubjectivity

- The Parable of the Good Samaritan illustrates intersubjectivity.
- A man was attacked by robbers and left badly injured. A priest and a Levite saw him but passed
by. A Samaritan, despite the social differences between Samaritans and Jews, stopped and helped
him.
o The Samaritan demonstrated:
• Compassion
• Mercy
• Empathy
• Concern for others
• Respect for human dignity
• Action for the good of another
▪ Example
• You see a new student sitting alone during lunch.
• You do not know the student, and you have different friends and interests.
Instead of ignoring the person, you approach and say: "You can sit with
us."
• You are recognizing that the other person also has feelings, needs, and a
desire to belong.

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 o Differences should not prevent us from recognizing another
person's needs and responding with compassion.
IV. Three Philosophers on Intersubjectivity
The module presents Confucius, Martin Buber, and Karol Wojtyla as philosophers who discussed
human relationships and intersubjectivity.

1. CONFUCIUS (551–479 B.C.E.)

- Key Concept: REN
- Ren means human-heartedness.
- For Confucius:
• Human beings are social beings.
• We should promote order and harmony.
• We show love for others through actions.
• Good relationships require concrete and practical actions.
-------------CONFUCIUS = REN = HUMAN-HEARTEDNESS = ACTION--------------
▪ Example
• Your classmate forgot to bring money for lunch.
• You have enough money to buy your own food, but you decide to share
your lunch with your classmate.
• You did not simply think: "I feel sorry for him."
• You actually acted on your concern.
o For Confucius, love and concern for others should be
demonstrated through actions.

2. MARTIN BUBER (1878–1965)

Key Concepts:

a. I-Thou Relationship (I → Thou)

o This is a genuine person-to-person or subject-to-subject relationship. It involves
respect, acceptance, sincerity, dialogue, and mutual relationship.
▪ Example
• You are talking to your best friend about a personal problem.
• Instead of constantly checking your phone or waiting for your turn to
speak, you listen carefully, look at your friend. Allow them to express
their feelings. Avoid making fun of their problem. Give an honest
response.
o You are treating your friend as a Thou, a person worthy of
attention and respect.
▪ Another Example: Teacher and Student
• A teacher does not simply see a student as:
• "Number 25 on my class list.” The teacher recognizes: "This is a person
with dreams, struggles, talents, and a unique story."
• That is closer to an I-Thou relationship.

b. I-It Relationship (I → It)

▪ Example
• A student becomes friends with someone only because that person has a
car and can provide transportation. The student does not genuinely value
the friendship. The person is being treated primarily as a means to get
something.
• This illustrates the danger of treating another person as an "It" rather
than a "Thou."

3. KAROL WOJTYLA (1920–2005)

- Karol Wojtyla is also known as St. John Paul II. The module discusses him as a philosopher
using his real name. For Wojtyla:
• Human action is important to our being.
• Human beings exist with others.
• Our actions can be directed toward others.
• We have the ability to share ourselves with others.
• We belong to a community of persons.
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 o This emphasizes: PARTICIPATION
• Example: School Activity
o Your school is organizing a community outreach program. You
decide to participate by:
• Preparing food packs.
• Helping organize donations.
• Visiting people in need.
• Sharing your time and skills.
o You are not merely watching other people help. You are
participating with others for a common good. This illustrates
Wojtyla's idea of participation.
• Another Example: Teamwork
o During a basketball game, one player cannot win alone. Each
player:
• Performs a role.
• Cooperates with teammates.
• Contributes talents.
• Works toward a common goal.
o The players become part of a "we."
• We become part of something meaningful by participating with
others.

V. Subject vs. Object

- One important question is How do we treat other people?
a. Treating Someone as a SUBJECT. This means respecting the person, listening to the person,
recognizing their dignity, considering their feelings, allowing them to express themselves, and
engaging in genuine dialogue.

b. Treating Someone as an OBJECT. This means using the person for personal benefit, ignoring
their feelings, disregarding their dignity, treating them merely as a tool, and failing to recognize
their individuality.

VI. Intersubjectivity and Social Problems

- The module applies intersubjectivity to problems involving persons with disabilities, sexual
violence, poverty, Indigenous peoples, and psychological problems.
- The intersubjective response: UNDERSTAND → RESPECT → EMPATHIZE → ACT
o Example: Poverty
▪ Instead of saying, "Poor people are poor because they are lazy."
o An intersubjective approach asks:
o "What circumstances might have contributed to this person's situation?"
o We begin to consider factors such as opportunities, family circumstances, education,
employment, and other realities.
▪ The point is not simply to feel sorry for someone. It is to understand the
person and respond appropriately.