MODULE 1
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Chapter 1 The Nature of Philosophy
“One thing I know is I know nothing.”
- Socrates
1.1 Distinguish a holistic perspective from a partial point of view
K to 12 CG Code: PPT11/12-la-1.1
1.2 Do a philosophical reflection on a concrete situation from a holistic perspective
K to 12 CG Code: PPT11/12-lb-1.2
1.3 Realize the value of doing philosophy in obtaining a broad perspective on life
K to 12 CG Code: PPT11/12-lb-1.3
Lesson 1: What Philosophy Means
At the end of the lesson, the learner should be able to:
1. To distinguish a holistic perspective from a partial point of view
2. Explain some common meanings of philosophy as can be gathered from the usage
of the term “philosophy” in ordinary, everyday contexts and conversations.
3. Explain the deeper meaning of philosophy as love of wisdom.
4. Distinguish between the sophists and the philosophers.
5. Identify the traits of a wise person.
6. Discuss what framework questions are and why philosophical questions are
regarded as framework questions.
7. Identify the characteristics of the activity of philosophizing.
Pre-assessment
Based on your point of view explain the following question.
What is your understanding about philosophy?
Lesson Proper
A. The Difference Between Holistic Perspective from a Partial Point of View
Holistic thinking refers to a perspective that considers large-scale patterns in systems.
A holistic perspective requires an individual to have an open mind-set and ability to get the
general sense or impression regarding a situation while partial thinking focuses on specific
aspects of a situation. The partial view is an important component of analytical thinking, as
an individual focuses on certain areas or aspects of a problem in order to understand it.
The term holistic thinking refers to a big picture mentality in which a person
recognizes the interconnectedness of various elements that form larger systems, patterns
and objects. Thinking holistically is the opposite of analysing something, which involves
breaking down a larger system into its details.
Holistic medicine is a prominent example of holistic thinking. A medical professional
who believes in holistic care considers the relationship between the mind, body and spirit.
INTRODUCTION TO THE PHLOSOPHY OF THE HUMAN PERSON
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For example, holistic doctors do not just provide patients with medications. Instead, they
look at ways to improve life balance and eradicate health problems from their root source,
such as high stress or bad nutrition.
In philosophy, point of view describes the perception of an event or phenomenon and
how exactly it is viewed. Point of view often is shaped by an individual’s beliefs or
experiences. Though partial thinking is useful, philosophy utilizes holistic thinking in
making sense of problems and issues related to the human experience.
People tend to apply analytical perspective when looking at problems or situations. A
holistic view gives rise to a more appreciative perspective about life, as we are able to look
at life in its totality.
B. Some Common Meanings
In understanding what philosophy means, it is best to begin with what already know
about it, referring to our common understanding of philosophy. Among the ordinary
meanings given to philosophy, let us focus on the following three: that philosophy refers to
(1) ideas, views, principles, perspectives or beliefs; (2) the activity of reasoning; (3) an
academic course or degree.
The first common meaning of philosophy is that it refers generally to ideas, views,
principles, perspectives, or beliefs held either by individuals or groups of individuals,
regardless of the specific nature of these ideas, views, principles, perspectives, or beliefs.
When, for instance, someone asks us about “philosophy of life”. The person is presumably
asking us about beliefs and principles (such as ethical rules).
The second common meaning of philosophy relates to the way we, Filipinos, ordinarily
use or understand the meaning of the word “pilosopo” – the literal Filipino translation of the
term “philosopher”. It shall be observed that a person that we call a “pilosopo”, in most
cases, is one who likes to reason out or to engage in the activity of reasoning. A pilosopo is
one who engages in reasoning for the purposes of covering up an obvious truth, annoying
someone, and engaging someone in an unwelcome argumentation.
The third common meaning of “philosophy” is that it refers to an academic subject or
course that is taught usually in colleges, universities, and seminaries. In this course, one
usually studies reasoning skills and different theories about the nature of reality, morality,
society and justice, religious beliefs, and knowledge, among others.
Student
Activity 1.1
Directions: Share a philosophy in your life. Why do you
believe in this philosophy? How this philosophy of yours help
you in your life? Share your experience/s through video with
3 minutes presentation and submit it to your instructor.
File’s format to be submitted:
Strand&Sec – Complete name
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C. Love of Wisdom
The original meaning of philosophy,” based on its etymology (or origin of its linguistic
form), is love of wisdom. The term “philosophy” is an English translation of the Greek word
“philosophia,” which is a combination of two Greek words, namely, “philo”, which means
love, and “Sophia” which means wisdom. A philosopher, consequently, is a lover of wisdom,
or one who loves wisdom.
The term “philosopher” was first used by Pythagoras, the Ancient Greek thinker more
popularly known for his mathematical formula. Pythagoras preferred to be called a
“philosopher” rather than a “sophist “- which literally means wise man or one who knows.
The Greek philosophers Socrates and Plato are also noted for their early usage of the term
“philosopher” to mean lover of wisdom.
The sophists were a group of intellectuals who taught oratory (or the art of public
speaking) for a free to individuals aspiring to have a successful career in politics. The belief
then was that a successful career in politics would require skills in public speaking and
persuasion. The sophists believed that all truths are relative in that all truths are
determined by or based on human interests. And because human interests vary from one
person to another, or from one group of persons to another, there is no truth that holds for
all humans. This view was expressed well by Protagoras, a leading sophist, when he said
that “Man is the measure of all things.” Pythagoras, Socrates, and Plato called themselves
“philosophers” partly because they did not agree with this view of the sophists. For the
philosophers then, our reason will show us that certain truths are universal (true for all
humans) and objective (independent of human interests). Pythagoras showed this in the
area of mathematics. Socrates and Plato, on the other hand, demonstrated this through a
series of debates between Socrates and the sophists as narrated in Plato’s Dialogues.
Based on its etymological meaning, philosophy, first and foremost, is a kind of love,
one that is directed at wisdom. This suggests that philosophy is not a purely intellectual
activity, for it is also kind of attitude or emotion. But it isn’t just a simple desire to know or
to be wise. Being characterized as “love”, the philosopher pursues wisdom with great
passion and seriousness. The elements of wisdom can be gathered from the traits that
someone would have if he or she were a wise person. So now, who is the wise person? What
would be his or her traits? Let us examine the following list.
1. A wise person is one who is aware of (or who knows) what he knows and what he
does not know.
2. A wise person holds beliefs that are not only true but which he/she can also justify.
3. A wise person knows a lot about things that are valuable in life and of use in the
practical affairs of life.
4. A wise person can put/apply his/her knowledge to practical matters.
5. A wise person does not only know what is true but also knows what is good or what
ought to be done in a given situation and he/she acts accordingly.
D. Asking Framework Questions
Philosophy is sometimes described as the umbrella discipline, for most, if not all, of the
other disciplines, used to be under it. Philosophy is also sometimes called the queen of the
sciences for different sciences, both natural and social, originated in philosophy. One direct
proof for this is that what we call “empirical or natural sciences” today used to be called
“natural philosophies.” Isaac Newton, for instance, called his scientific research as a work
of philosophy. And what we presently call “scientists” used to be called “natural
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philosophers.” But how is philosophy different from other areas of learning or disciplines
that it has given rise to?
One distinct feature of Philosophy concerns the kind of questions that it asks about
the many things that it discusses. These questions are what some philosophers refer to as
framework questions, or sometimes as foundational questions. These questions that are
directed at the theory or set of beliefs that serves as the framework or foundation of our
interpretation of the things in the world. Consider, for instance, the difference between the
questions below:
1. What are the causes of earthquakes? (scientific question)
2. What is the nature of Causation? (philosophical question)
The first question seeks to understand the physical event called an “earthquake” using
scientific framework through the use of scientific concept of causation; whereas the second
question seeks to understand the nature of the concept of causation and the scientific
framework itself. The first question is not directed at some framework but applies the
framework; whereas the second question directed at the framework. The distinction made
by Rodolf Carnap (1992) between internal and external questions concerning a framework
further clarifies the quality of philosophical questions as framework questions. On the
other hand, questions that we ask in the course of using or applying a framework to
explain some events. Such questions are considered internal to the framework for they are
answerable using the rules and concepts of the framework. On the other hand, there are
questions that we ask about the framework itself (whether it is a correct or effective
framework). Such questions are regarded as external to the framework for they are not
answerable using the rules and concepts of the framework.
E. Philosophy as an Activity
Ludwig Wittgenstein writes that “philosophy is not a body of doctrine but an activity”.
Wittgenstein’s remark makes a distinction between two ways of understanding the nature
of philosophy: one sees philosophy as collection of theories; the other sees it as an activity.
One states that to study philosophy is to know the various philosophical theories; the other
states that to study philosophy is to engage in the very act of doing philosophy.
Engaging in the philosophical activity, unlike in the case of mere knowing and
memorizing philosophical theories, can, however, lead us new and more relevant
philosophical doctrines. Philosophical theories are formulated in light of the current state of
knowledge and technology and in the background of realities and issues in a given
historical period. Engaging in the philosophical activity enables us to evaluate whether
previously formulated philosophical theories are still applicable today and whether they
should be revised or replaced with new and better ones.
Philosophy studied as an activity thus emphasizes the features of philosophy as a
dynamic, critical, and creative discipline. It is dynamic because it does not stop at certain
results; it continues to search for new and better solutions to the problems, old and new,
that it deals with. Philosophy search for truth is a continuous process. It is critical because
it examines and analyses the assumptions of our frameworks or perspectives of things,
including those frameworks provided by philosophy itself. In this connection philosophy is
also a self-critical discipline. And it is creative in that it leads us to the formulation of new
and better frameworks or perspectives.
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Name: Date :
Strand/Grade&Sec: Score:
Student
Activity 1
Directions: Research one influential philosopher (eastern/western). The content of your
output are including the following:
Part I, his/her biography,
Part II, his/her achievements, major contribution in the field of philosophy,
and
Part III, his/her philosophy in life
Part IV, Would you agree or disagree with his/her philosophy in life?
Do this output in a 1/8 illustration board.
Paste this instruction (student activity 1.2) at the back of your illustration
board
The following are the points that you may needs to be considered:
a. Picture – 10 points
b. Part I – 15 points,
Part II -15 points,
Part III – 15 points,
Part IV – 15 points
c. Creativity – 10 points
d. Organization (consistency, following well instruction given and grammar
rules) -10 points
e. Illustration board – 10 points
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Student Worksheet 1
Name: Date :
Strand/Grade&Sec: Score:
Directions: Answer briefly the following questions. Defend your answer for letters A and C.
You may answer with a maximum of five (5) sentences. (Make your hand
written neat and clear)
A. Philosophy deals with questions that cannot be answered. Do you agree or disagree?
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B. Who do you considered as a wise person? What are his/her characteristics that make
him/her wise?
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C. A wise person is one who knows everything. Do you agree or disagree?
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Lesson 2: The Importance of Philosophy
At the end of the lesson, the learner should be able to:
1. Identify and analyse the reasons behind the perception that philosophy is a futile
activity.
2. Explain why despite not providing definite answers to the questions that it deals
with, philosophy remains to be a valuable activity.
3. Explain why it is wrong to think that philosophy is futile activity just because it does
not directly address our material needs.
4. Explain how philosophy contributed to the further development of other areas of
learning such as theology, natural sciences, mathematics, and computer science.
5. Explain how philosophy fills in certain gaps in scientific explanations.
6. Explain how philosophy aids in the evaluation of ethical issues brought about by
modern technology
7. Explain how philosophy contributes to social transformation and keeping our sense
of wonder alive.
Pre-assessment
What is the value of doing philosophy?
Should we always be scientific in our studies or efforts to know the truth of
something?
Lesson Proper
A. The Charge of Futility
Why should we philosophize or study philosophy? What good will philosophizing do
considering that we are living in a world where life is hard and largely dictated by scientific
and technological advances? What is the point of doing philosophy? We can gather from
Russell’s discussion that there are two main reasons behind the charge that philosophy is a
futile activity.
The first is the indefiniteness of philosophy with regard to the answers that it provides
to philosophical questions. Simply, this means that philosophy does not provide final
answers to the questions that it deals with, for the answers it offers differ from one
philosopher to another; and there seems to be no objective way to determine whose answer
is better. The second is the impracticality of philosophy. This means that the activity of
philosophizing has no practical benefits in that it does not help us in our efforts to satisfy
our material needs such as those related to the nourishment of our body. Why waste our
time then on something that will not help us survive in this world?
It is true that philosophy is indefinite in its answers to philosophical questions, but
this is only because of the kind of questions that philosophy deals with. It is not the goal of
philosophy to deal with the kind of questions that science deals with. The questions that
science deals with, the scientific questions are those questions already known with some
degree of certainty to be capable of being answered in a precise and definite way. Scientific
questions are questions in which it has already been established that there is precise and
objective means of answering these questions. In contrast, the questions dealt with
philosophy, the philosophical questions, are questions in which it has not been established
yet whether there is a precise and objective means of answering questions.
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Most scientific questions did not start out as scientific questions. They started out as
philosophical questions, questions that were thought to be indefinitely answerable. One
reason for this was the unavailability of the technology that could test hypotheses. For
instance, prior to the invention of the telescope, hypotheses about the stars and the
universe could not be tested. When philosophy deals with the unscientific questions (the
indefinitely answerable questions), one primary goal is precisely to determine whether such
questions can eventually become scientific - whether they could eventually be answered in
some definite way. How does philosophy do this? Philosophy examines all possible angles
to these questions, all possible formulations for these questions, and all possible answers
to these questions. It engages in debates, advancing and criticizing arguments and
answering objections, in order to ascertain which perspective is the most promising or
offers the best possible explanation. The moment that a philosophical question is proven to
be answerable in some definite way, the question becomes a scientific question and ceases
to be a philosophical one.
In other words, philosophy does the preliminary work for science in finding definite
answers to certain questions. And so, if we value science for the definiteness of its answers
to the questions that I deals with, the more we should value philosophy for making it
possible for science to deal with such questions. With regard to the charge of being
impractical, it is true that philosophy does not directly satisfy our material needs. But as
Russell explains, this is only because philosophy is focused on satisfying another kind of
valuable human needs: the needs of the mind. That we have this other kind of needs that
we also value, in addition to our material needs, is shown by the fact that once most or all
our material needs have already been satisfied we still have questions about how to further
improve the quality of our lives. In addition, while philosophy mainly addresses the needs
of the mind, which are valuable in themselves, some of the tools of philosophy, such as
logic and the skills of critical thinking, can also be used to address questions directly
related to the satisfaction of our material needs.
In sum, the charge that philosophy is an exercise in futility because of impracticality is
mistaken in two following ways. First, it is simply wrong to limit what is valuable in life to
the satisfaction of our material or practical concerns. Our non-physical needs, the needs of
our mind, are equally valuable. If our material needs concern our physical existence and
survival, our non-material needs concern the quality of our life and human relations.
Second, it is also wrong to think that philosophy, though focused on addressing our mental
needs, cannot contribute to how we can best satisfy our material needs. Satisfying our
material needs would also require adequate reasoning skills, which can be provide by
philosophy.
B. Some Major Achievements
After defending philosophy from the charge that it is a useless activity, let us now
focus on the achievements of philosophy. Among these achievements are the following.
First, as one of the goals of philosophy is to provide a holistic view of life, philosophy
supplements what is lacking in scientific explanations to come up with holistic
explanations of things or events in the world. Aristotle’s division of causes into four kinds is
a good model for explaining how philosophy does this. Aristotle believes that there are
material, formal, final and efficient types of causes; and that a complete explanation of
something must account for its four kinds of cause. Suppose there is a table (a wooden
table) in front of us and we want to explain why. 1.) The table is there because there is
wood (material) 2.) The table is there because there is wood that has the form or shape of a
table (formal) 3.) The table is there because someone needs it there presumably to put
his/her things on (final) 4.) There is a table because someone, a carpenter, made it
(efficient). Now what science usually investigates about the world are its material, formal
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and efficient cause. The final cause is usually not its concern. This is where philosophy
comes in. It is also concern with the purposes of things.
Second, philosophy contributes to the development of some disciplines or areas of
knowledge. During the Ancient period, the pre-Socratic philosophers (the Greek
philosophers before Socrates) broke away from mythological explanations of natural
processes (explaining events in nature by the actions of the gods) and started the methods
of explaining these processes in terms of observation and reasoning. Generally, this gave
birth to what we now call the scientific method.
Third, philosophy, through its investigations in the area of ethics, provides ethical
guidelines for the use of modern technology. With the invention of modern technology, new
ethical issues arise. Take, for instance, the technological advancements in the area of
biomedicine which have introduced new procedures in reproduction (such as in-vitro
fertilization, surrogacy, pre-natal screening, and gender selection) and treatment of
diseases (such as genetic therapy and enhancement, organ transplantation, dialysis, and
the use of ventilators), among others, have given rise to new ethical issues. These new
ethical issues require new and updated approaches, which philosophy supplies through the
different areas of applied or practical ethics which include bioethics, environmental ethics,
computer ethics, and business ethics.
Fourth, philosophy, through its investigations in the area of social and political
philosophy, has significantly contributes to social transformation. Consider, for instance,
the political revolutions that were inspired by the works of political philosophers like John
Locke and Karl Marx. In addition, our present concept of democracy, which includes the
principle of separation of powers (separation of the executive, judicial, and legislative
branches of government for checks and balances), was largely the product of the ideas of
some philosophers (like Locke and Montesquieu).
And fifth, philosophy continues to explore what is possible and consequently expand
the boundaries of knowledge or of what we can know. We earlier noted that philosophy
deals with questions in which there is no certainty whether these questions could be
answered in some definite way. According to Russell (1980), even if it so happens that some
of these questions do not become scientific ones, philosophy will continue to deal with
these questions for the following reasons. One is for us to get insights about the human
condition in terms of the limits of what we can know about ourselves and the world around
us. Another is to keep our sense of wonder, or amazement with the world alive.
In sum, some of the major achievements of philosophy are as follows: philosophy
supplements scientific explanations to come up with holistic explanations, contributes to
the development of some disciplines, provide ethical guidelines for the use of modern
technology, contributes to social transformation, and expands the boundaries of
knowledge.
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Student Worksheet 2
Name: Date :
Strand/Grade&Sec: Score:
Directions: Read and answer the following. (make your hand written neat and clear)
1. What are the arguments used to claim that philosophy is a futile activity? And what
are the objections to these arguments?
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2. Among the major achievements of philosophy, what do you think is the most
significant one and why?
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