Philosophy of the Human Person (Philsophy 104) Syllabus

Philosophy of the Human Person (Philosophy 104) Syllabus
PHILOSOPHY DIVISIONSCHOOL OF ARTS AND SCIENCESATENEO DE DAVAO UNIVERSITYSecond SemesterAY 2004-2005Instructor : Jose Ma. “Nonoy” Ybanez Tomacruz, Asst. Prof. 3Class Hours : MWF-Sched – 8:45-9:45 (Ph.104; MC3A; F-512; 6-008); 10:00-11:00(Ph104; Bio/HB/Chem/Mt; F-507; 7-226); 1:30-2:30 (Ph104; Econ/Socio; B-501; 8-036); 2:35-3:35 (Ph104; BSA3A; T-202; 2-092) TTh- Sched - 9:15-10:45 (Ph 104; AM3A1; F-502; 2-296);1:00-2:30 (Ph. 322; Ph3; F-509; 9-006);2:35-4:05 (Ph104; 3Mc; C-501; 3-608)Consultation : MWF – 11:30-1:20; 3:40-5:00: TTh - 10:50-11:50; 4:10-4:40(However, in cases of emergency, please do feel free to come even outside the above hours)E-mail Addresses : tomacruz@addu.edu.ph; azimuthal@lycos.comWebsite : http://www.ybaneztomacruz.blogspot.com________________________________________________________________________COURSE SYLLABUSPre-requisite : Philosophy 103 (Introduction to Philosophy)Units : 3Sem./AY : 2nd Semester, 2004-2005No. of Contact Hrs. : 54Grading Periods : 3GeneralDescription : Basically the contents of the course will be taken up thematically. The course will delve into the question “What does it mean to be a human person?” As such, we shall bite into the general themes of human sociality; human creativity as manifested in labor and work, and human mortality (and immortality)- death.Course Objective : The course seeks to instill on the students:a. a deeper understanding:a.i. of human existence as co-existence, (i.e., existent among existents) or as a being-with, -through, -by-the-other;a.ii. of the nature and meaning of human creativity as expressed in his/her being someone who labors and works;a.iii. of always coexisting with the inevitable possibility of the cessation of the said existence;a.iv. of as to how the human being in such an inevitable predicament conducts and views him/herself;b. a better perspective of their respective lives;c. a deeper insight into themselves, into the other human beings and the other denizens of this world;d. an eventual resolution that one is indeed a person-with-others, person-through-others, person-for-others;e. and a firm conviction that indeed life (and of course, death) is what one makes of it.Values Sought : The course seeks to develop and instill on the students, the values, among others, of:a. intellectual curiosity;b. intellectual and moral honesty;c. love for hardwork;d. mental toughness and robustness;e. self-confidence;f. that sense of awarenes that life should be lived to the fullest in its every moment because of the certainty that it can to a definitive conclusion or end anytime;g. widening of personal horizons;h. love and appreciation of life despite and precisely because of its struggles;i. respect for every person and his/her view/s;j. punctuality and time-consciousness;k. logical and sensical thinking;l. appreciation for each one’s capacity for creativity;m. appreciation for hardwork and labor as expressions of their humanity;n. the sense of appreciation and gratitude out of the fact that even if life may end at any moment, one is very much alive and existing at this moment, and that is enough.References : There will be one general theme in every grading period. The themes of the course will be taken up through reading of articles taken from works of multiple authors. There would be articles of whose complete bibliographies are still available, ergo the said bibliographies will be provided for. Otherwise, what is provided will be at least the author’s name and the article’s title. The list of references is ordered according to their priority in terms of themes and their place in the sequence of articles during any given grading period. (At the outset, let it also be noted that the aforementioned articles are taken verbatim from the said authors. However, any error in the printing of the articles are to be taken as typographical errors, and not as the fault of any of the said authors. In addendum, the Instructor, by using the said articles is, in no way making any copyright claim on the said original articles. The Instructor, by using the said articles is but at most a propagator or even an articulator of the said authors’ ideas, and by such, is therefore, not in any way a mercantile profiteer)Class Readings1. “Social Dimension of Human Existence”, Manuel Dy, Jr.;2. “Ethics with a Human Face”, Eduardo Jose Calasanz;3. “Studies on the Family”, Antonette Palma-Angeles;4. “The Philosophical Implications of Human Labor”, Manuel Dy, Jr.;5. “Labor”, Remy Kwant;6. “The Defense of Howard Roark”, Ayn Rand (The Fountainhead);7. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;8. “The Dialogue of Arjuna and Krishna”, Bhagavadgita;9. “On Death”, Kahlil Gibran (The Prophet);10. “Death: A Test for Love; A Condition of Freedom”, Roger Troisfontaines;Supplementary Readings1. “On Friendship”, Kahlil Gibran (The Prophet);2. “The Proximity of the Other”, Emmanuel Levinas;3. “Violence of the Face”, Emmanuel Levinas;4. “Dialogue on Thinking-of-the-Other”, Emmanuel Levinas;5. “Love and Solidarity in Max Scheler”, Manuel Dy, Jr;6. “Philosophy, Justice, and Love”, Emmanuel Levinas;7. Complete text of “Labor”, Hannah Arendt;8. Complete text of “Work”, Hannah Arendt;9. “On Death”, Emmanuel Levinas (Time and the Other).10. “On Death and Dying”, Anonymous;11. “Attitudes Towards Death and Dying”, Elizabeth Kubler-Ross.BibliographyArendt, Hannah. The Human Condition. The University of Chicago Press, Chicago. 1958;Calasanz, Eduardo Jose E. “Ethics with a Human Face”, in Commentaries on Moral Philosophy, R. R. A. Ibana, Angelli F. Tugado, Eds. The Philippine Commission on Higher Education, Pasig City, Philippines. 1998;Gibran, Kahlil. The Prophet. William Heinmann Ltd, 15 Queen Street, Mayfair, London. 1972;Heidegger, Martin. Basic Writings; Krell, David Farrell, ed. Harper Collins Publishers, San Francisco. 1977.Levinas, Emmanuel. Time and the Other. Duquesne University Press, Pittsburgh, Pennsylvania. 1987;____________________ Totality and Infinity. Duquesne University Press, Pittsburgh, Pennsylvnia. 1969.____________________ Existence and Existents. Martinus Nijhoff, The Hague. 1978;Marx, Karl. DAS KAPITAL: A Critique of Political Economy. Lawrence & Wishart, London. 1983;Rand, Ayn. The Fountainhead. Harper and Row Publishers, Inc., New York. 1981;Ross, Elisabeth Kubler. On Death and Dying. Macmillan Pubishing Company, New York, New York. 1969.Web-based Referenceshttp://dir.yahoo.com/Arts/Humanities/Philosophy/Continental_Philosophy ;http://dir.yahoo.com/Humanities/Philosophy/Personal ;http://search.yahoo.com/bin/search?p=philosophy ;http://www.webcom.com/duane/philom.html .Course Requirements:a. 3” x 5” index card;b. Large size note filler (close-gapped);c. 1 x 1 photo;d. Faithfulness in class attendance;e. Productive and creative participation in class activities;f. Recitations;g. Written Works;h. Quizzes other than items f and g;i. Periodical Examinations.CLASS PRINCIPLES AND GUIDELINES(Jose Ma. Ybanez Tomacruz)1. Attendance is religiously checked. Attendance is checked immediately after the class’ opening prayer. Attending classes is but basic justice to whoever is spending for the student’s education. It is the duty of the student to check his/her attendance status inasmuch as it is the student who should primarily be responsible in attending his/her class.2. Punctuality is given utmost premium whether it be in matters of attendance, or class activities, or any class requirement. Every student will always be given ample time to meet any requirement in class. Thus, any requirement submitted late will be accepted by the Teacher, but will however already get a failing mark.3. Grading System:3.1. Components of Grade per Grading Period:WW - 30%R - 30%ME - 40%a. Written Work (30%) - Anything put on paper with the exception of Major Exam;b. Recitation (30%) - Could either be in the midst of the class or a one-on-one with the Instructor;c. Major Exam (40%) - Would only cover all the topics taken up during the grading period;3.2. Components of the Subject’s Final Mark:1st Grading + 2nd Grading + 3rd Grading = Final Mark33.3. Highest Grade given in a Grading Period or Final Mark: as High as officially acceptable;3.4. Lowest Grade given in a Grading period or Final Mark: as low as officially acceptable.3.5. Grades and their Qualitative Interpretation:a. 96-100 - Superior;b. 93-95 - Excellent;c. 90-92 - Very Good;d. 87-89 - Good;e. 84-86 - Satisfacory;f. 80-83 - Fair;g. 75-79 - Passed;h. Below 75 - Failed.4. It is the right of every student to make complaints, to question, to make queries regarding one’s grade or any matters pertaining to his/her subject. The Instructor in fact strongly encourages every student to exercise such right. The Instructor will be more than willing to show any student every detail of one’s grade. However, such right does not include rudeness, foul language, disrespect and other pejorative attitudes. In addition, the said complaints, questions, queries should be made within a prescribed period, otherwise, they will not be given official consideration anymore.5. No amount of bribery, threat, seduction, and the like, will move the Teacher to change a properly and correctly computed Grade. Personally, the Teacher would want all his students to get passing grades. However, justice and righteousness dictate that one should only get what one deserves. Undoubtedly, the teacher will be guided by the call of cura personalis. However, this does not mean that the demands of justice and fairness will be compromised.6. No surprise quizzes or recitations are given in class. By this, we mean, that everyone is expected to come to class always prepared, ergo, one shouldn’t be surprised if the Mentor gives a quiz or a recitation without prior announcement. The reason for this provision is not mere whim, but that it has been the Teacher’s observation through the years that such provision always finds students really participative and receptive in class.7. Passing grade is ABSOLUTELY 75. And it is 75, not 74.999999999999n.8. CHEATING will never be tolerated in class!!! CHEATING will be dealt with relentlessly and resolutely!!! CHEATING will be dealt with to the fullest force and extent of the law!!! This is not a threat. This a truth!!!9. The Teacher humbly accepts the fact that he does not know everything. However, rest assured that things he knows and should know, he knows quite well.10. As a matter of basic respect, one should listen to anybody who is called to speak in class.11. Everyone is strongly encouraged to make questions, and to actively and effectively participate in class.12. Medium of instruction is English. However, for the sake of the students’ better comprehension and expression , the Teacher would be willing to (but not necesaril) include Filipino-Tagalog, Cebuano-Bisaya, Ilonggo-Hiligaynon, Ilonggo Kinaray-a (the Teacher is fluent in the said languages) as acceptable linguistic forms of expression by both students and the Teacher. The Teacher deems that what is paramount in Philosophy is the effective expression and understanding of ideas, and such can be done even outside the parameters of the English language. However corrupted mixing-up of the said languages will not be allowed, i.e., one is required to at least finish one complete sentence in only one of the above languages before one shifts to another language orally, and should use only one language totally for any written requirement.13. Every student is greatly encouraged to see the Teacher for Consultation.14. Anyone who makes offense, including the Teacher, is expected to have the humility to apologize, learn from the said mistake, and make the necessary amends. Let everyone however note that there is a distinction between humility and being humiliated.15. The Teacher if possible, would want the class to also be fun. However, he always keeps in mind that his primary purpose for being in the classroom is to facilitate and ensure learning. Students who want to be mainly entertained in class are advised to go somewhere else lest they be disappointed. It is usually ideal to be both right and be well-liked. However, if the situation is such that one cannot be both, the Teacher, against all odds, will choose to simply be right.16. Cell phones and other similar gadgets are strictly to be put-off or not to be used during the class period. AS per student handbook, any student violating this rule will have his/her cellphone or similar gadgets immediately confiscated and turned over to the OSA.17. Sleeping is allowed in class, provided:a. one does not snore;b. one does not make any untoward noise (e.g., moans, shrieks, etc.) when one has nightmares;c. one is able to give the right answer to any question addressed to him/her.18. Just in case any student finds the requirements of the subject daunting, let him/her be conscious of the fact that this is not so, simply out of the Teacher’s caprice. In fact, the said requirements are so demanded because the Teacher has so much respect for the capacity of his students to meet the subject’s demands. The Teacher personally believes in the capacity for excellence, hardwork, competence of the Ateneo De Davao University Student. Tips for Reading a Philosophical Paper/Article(Jose Ma. Y. Tomacruz)1. Forget that only weirdos, dorks, geeks, twerps read philosophy. Besides, not all of them read philosophy.2. Come to accept the fact that philosophy is not a walk in the park, but neither is it mission impossible, nor mission improbable.3. If at first reading, you don’t understand anything, don’t think that you’re the most stupid person in the world. You will be, if you immediately quit. Every philosopher, both the known and unknown surely have moments of ignorance, whether they accept it or not. Yet, Socrates himself said, “The first step towards real knowledge is to come to know and accept that at times you are ignorant.”4. Based on experience, about 30-40 percent of questions regarding articles or readings are simple matters of better vocabulary. So, always have with you a good dictionary when you are reading philosophy. Everyone needs a dictionary in philosophy, sooner or later.5. It is good that you either list, take note of, or highlight key words or terms in every paragraph that you read. Eventually, it would further help if you make your own outline of the article or reading.6. Reading and striving to answer review or guide questions found in your articles will really help.7. It is good to get to discuss the things that you read, and things you think you have understood, with other people. In this way, you will either have a wider perspective, or your errors can also be checked.8. Read. Read. Read................................................................................9. If you already get the hang of it, stop relying on secondary sources. Primary sources are still the best sources of ideas of any author. The original of the “Mona Lisa” will always be much much much better than its best photocopy in the world.10. Philosophy is actually fun. However, it can only be so if you know how to enjoy it.Course OutlineI. FIRST GRADING PERIOD(15 November - 17 December 2004)Introduction 1.1. Prima Non Datur1.2. Students’ Expectations1.3. Class Principles and GuidelinesII. THE HUMAN PERSON: Being-with, Being-for, Being-throughSessional Readings: 2.1.1. “Social Dimension of Human Existence”, Manuel Dy, Jr.;2.1.2. “Ethics with a Human Face”, Jose Eduardo Calazans;2.1.3. “Studies on the Family”, Antonette Palma-Angeles;III. 2nd Grading Period(January - February 2005)THE HUMAN PERSON: The Creator, The Inventor, The Excellent3.1. Sessional Readings:4.1.4. “The Philosophical Implications of Human Labor”, Manuel Dy, Jr.;4.1.5. “Labor”, Jeremy Kwant;3.1.3. “The Defense of Howard Roark”, Ayn Rand (The Fountainhead);IV. 3rd Grading Period(February - 20 March 2005):THE HUMAN PERSON: The Being-Mortal, or TheBeing-Immortal?4.1. Sessional Readings:4.1.1. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;4.1.2. “The Dialogue of Arjuna and Krishna”, Bhagavadgita;4.1.3. “On Death”, Kahlil Gibran (The Prophet)4.1.4. “Death: A Test for Love; A Condition of Freedom”, Roger Troisfontaines;Day 1 November I. INTRODUCTION1.1. Prima Non Datur1.1.1. Basic Class Requirements1.1.2. Initial Attendance CheckingDay 2 1.2. Students’ Expectations1.3. Class Principles and Guidelines1.4. Reading Announcement: Sessional Readings 2.1.1- 2.1.41.5. Reading Assignment: Sessional Reading 2.1.1Day 3 Cont. of Day 2 Activities1.2. Students’ Expectations1.3. Class Principles and Guidelines1.4. Reading Announcement: Sessional Readings 2.1.1- 2.1.41.5. Reading Assignment: Sessional Reading 2.1.1II. First Grading Period Proper (15 November-17 December)THE HUMAN PERSON: Being-with, Being-for, Being-throughDay 4 >>> Breakthrough Activity: Question Formulation>>>>> Make not less than 15 questions on the Sessional Reading “The Social Dimension of Human Existence”. One can go beyond 15 qq., however, anythng less will be automatically given a zero mark;>>>>> Any question found in the article cannot be used anymore;>>>>> One may open one’s copy of the S.R. 2.1.1;>>>Reading Announcement: Sessional Readings 2.1.1- 2.1.3>>>Reading Assignment: Sessional Reading 2.1.1Day 5 S.R. 2.1.1. “Social Dimension of Human Existence”, Manuel Dy, Jr.;2.1.2.1. Basic Outline of SR 2.1.1:a. The Social and the Interpersonal;b. Human Existence is Social;c. Objections to the Sociality of the Human Being;d. Answer to the Objections;e. Our Existence is an Existence Through Others;f. Togetherness as a Focal Point of Values;g. Our Existence is an Existence for One Another;2.1.2.2. Intra-class Discourse;Day 6 2.1.2.3. Review of Previous meeting;2.1.2.4. Continuation of Intra-class Discourse;2.1.2.5. Synthesis and Conclusion;2.1.2.6. Assign SR 2.1.2;Day 7 2.1.2.3. Review of Previous meeting;2.1.2.4. Continuation of Intra-class Discourse;2.1.2.5. Synthesis and Conclusion;2.1.2.6. Assign SR 2.1.3;Day 8 2.1.2.7. Individual Graded Recitation on SR 2.1.1;2.1.2.8. Remind students on SR 2.1.2;Day 9 >>>>> Make an essay not less than one full page in length entitled “Am I My Brother’s Keeper?” One can go beyond 1 full page, however, anything less will be automatically given a zero mark;>>>Reading Announcement: Sessional Readings 2.1.2- 2.1.3>>>Reading Assignment: Sessional Reading 2.1.2Day 10 2.1.3. “Ethics with a Human Face”, Jose Eduardo Calazans;2.1.3.1. Pre-Discourse Exercise: “My Face, Your Face, His/Her Face"2.1.3.2. Discuss 1-page Essay: “Am I My Brother’s Keeper?”2.1.3.3. Basic Outline of SR 2.1.3:a. Levinas’ Personal Background;b. The Connatus Essendi Principle;c. The Speech Situation Analogy;d. The Response as Responsibility for the Other;e. The Presence of the Third Party;2.1.3.4. Intra-class Discourse;Day 11 2.1.3.5. Review of Previous meeting;2.1.3.6. Continuation of Intra-class Discourse;2.1.3.7. Assign SR 2.1.3;Day 12 2.1.3.5. Review of Previous meeting;2.1.3.6. Continuation of Intra-class Discourse;2.1.3.7. Assign SR 2.1.3;Day 13 >>>>> Make an essay not less than one full in length entitled “My Family” One can go beyond 1 full page, however, anything less will be automatically given a zero mark;>>>Reading Announcement: Sessional Readings 2.1.3 Day 14 2.1.4. “Studies on the Family”, Antonette Palma-Angeles;2.1.4.1. Discuss Homework, 1-page Essay: “My Family”2.1.4.2. Basic Outline of SR 2.1.4a. The Notion of Family through Time;b. Evolution: From the Patriarchal Family;c. Towards a Personalistic Family;d. The Suprafunctional Character of Family;e. Response to Society;2.1.4.3. Intra-class Discourse;2.1.4.4. Reminder: 1st Grading ExaminationDay 15 2.1.4.5. Review of Previous meeting;2.1.4.6. Continuation of Intra-class Discourse;2.1.4.7. Reminder: 1st Grading Examination;2.1.4.8. Announcement on Readings for the 2nd Grading Period (SRs 3.1.1-3.1.4);Day 16 2.2. Synthesis and Conclusion of Srs 2.1.1-2.1.4:THE HUMAN PERSON: Being-with, Being-for, Being-through2.3. Individual Graded Recitation2.6. Final Individual Consultation for 1st Grading Examination2.7. Announce and notify on:>>>>>2nd Grading Period(05 January - 18 February 2004)THE HUMAN PERSON: The Creator, The Inventor, The ExcellentSessional Readings:3.1.1. “The Philosophical Implications of Human Labor”, Manuel Dy, Jr.;3.1.2. “Labor”, Jeremy Kwant;3.1.3. “The Defense of Howard Roark”, Ayn Rand (The Fountainhead);3.2. Film Viewing: “Minsan Lang Sila Bata” (GMA 7 Documentary on Actual Child Labor Cases in the Philippines)Day 17 December 13 (MWF)/14 (TTh) ***FIRST GRADING EXAMINATIONIII. 2nd Grading Period(January -February 2005)THE HUMAN PERSON: The Creator, The Inventor, The Excellent3.1. Sessional Readings:3.1.1. “The Philosophical Implications of Human Labor”, Manuel Dy, Jr.;3.1.2. “Labor”, Jeremy Kwant;3.1.3. “The Defense of Howard Roark”, Ayn Rand (The Fountainhead);3.2. Film Viewing: “Minsan Lang Sila Bata” (GMA 7 Documentary on Actual Child Labor Cases in the Philippines)Day 18 January>>>1st Class written work for 2nd Grading Period: 1-page Essay, “Do I Really Need to Work?”>>>Reminder: SR 3.1.1, “The Philosophical Implications of Human Labor”, Manuel Dy, Jr. for Discourse;Day 193.1.1. “The Philosophical Implications of Human Labor”, Manuel Dy, Jr.;3.1.1.1. Discuss seatwork, 1-page Essay: “Do I Really Need to Work?”3.1.1.2 . Basic Outline of SR 3.1.1a. Historical Valuation of Work;b. Marx’s Philosophy of Work;c. Implications in the History of Work;d. Work and Man in the Technolgical Era;3.1.1.3. Intra-class Discourse;Day 203.1.1.4. Review of Previous meeting;3.1.1.5. Continuation of Intra-class Discourse;3.1.1.6. Synthesis and Conclusion;4.1.4.1. Reminder: Film: “Minsan Lang Sila Bata”Day 213.1.2.9. “Minsan Lang Sila Bata”3.1.2.9.1. Guide Questions for the Film:a. What were the cases of child labor shown in the film?;b. What were names of the children presented in the film?;c. What were the similarities in found in the cases and situations of the said children?;d. What could have been the core causes for the said children getting into labor at a very young age?;e. What do you think does the film say about our society?;f. How did the film strike you with the fact that you are celebrating Christmas?Day 223.1.2.9.1. “Minsan Lang Sila Bata”, (Cont.)3.1.2.9.2. Reminder: SR 3.1.3;3.1.2.9.3. Homework: 1-page Essay: “Minsan Lang Sila Bata”: A Film Reflection on Child Labor;Day 233.1.2.9.5. Review of SR 3.1.2;3.1.2.9.6. Submission of Homework: 1-page Essay: “Minsan Lang Sila Bata”: A Film for a Reflection on Child Labor;3.1.2.9.7. Review of “Minsan Lang Sila Bata”3.1.2.9.8. Discourse on Homework;3.1.2.9.9. Reminder on SR 3.1.3., “Labor”, Jeremy Kwant;Day 243.1.2.9.0.1. Graded Recitation on SR 3.1.1 up to “Minsan Lang Sila Bata”;3.1.2.9.0.2. Homework: 1-page Essay: “What if: Everyone in the World is Lazy?”Day 253.1.3. “Labor”, Jeremy Kwant;3.1.3.1. Submission of 1-page Essay : “What if: Everyone in the World is Lazy?”3.1.3.2. Discourse on Homework;3.1.3.3. Basic Outline of SR 3.1.3a. Labor as Productive Labor;b. Marx’s Concept of Labor;c. Complexity of Productive Labor;d. Organization of Production;e. Special Character of a Human Activity Via Labor;f. The Relativity of Labor;g. Critique on Marx’s View re Labor;h. The Labor Situation;i. The Nature of Labor;3.1.3.4. Discourse on SR 3.1.3;3.1.3.5. Reminder on SR 3.1.4., “The Defense of Howard Roark”, Ayn Rand (The Fountainhead);Day 263.1.3.6. Review of Previous meeting;3.1.3.7. Continuation of Intra-class Discourse;3.1.3.8. Synthesis and Conclusion;3.1.3.9. Assign: SR 3.1.4;3.1.3.0.1. Homework: 1-page Essay : “Should One Really Strive for Excellence?”;3.1.3.0.2. Reminder: 2nd Grading ExaminationDay 273.1.4. “The Defense of Howard Roark”, Ayn Rand (The Fountainhead); 3.1.4.1. Discussion on Homework: 1-page Essay : “Should One Really Strive for Excellence?”;3.1.4.2. Basic Outline of SR 3.1.4a. Personal Background of Ayn Rand;b. Personal Background of Howard Roark;c. The Creator/Firsthander;d. The Second-Hander;e. Ayn Rand’s Notion of “Selfishness”;f. Ayn Rand’s Notion of “Altruism”;3.1.4.3. Discourse on SR 3.1.4;3.1.4.4. Reminder: 2nd Grading Examination ;Day 283.1.4.5. Graded Recitation on SR 3.1.3 and 3.1.4;3.1.4.6. Reminder: 2nd Grading Examination Paper;3.1.4.7. Reminder: Sessional Readings for 3rd Grading:3.1.4.7.1. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;3.1.4.7.2. “The Dialogue of Arjuna and Krishna”, Bhagavadgita;3.1.4.7.3. “On Death”, Kahlil Gibran (The Prophet);3.1.4.7.4. “Death: A Test for Love; A Condition of Freedom”, Roger Troisfontaines;Day 293.2. Synthesis and Conclusion of SRs 2.1.1-2.1.4:PERSON: The Creator, The Inventor, The Excellent3.3. 1st Homework for 3rd Grading Period: 1-page Essay, “Death”3.4. Reminder: SR 4.1.1, “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;Day 303.5. Review for 2nd Grading Examination3.6. Reminder: SR 4.1.1, “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;3.7. Reminder: 1st Homework for 3rd Grading Period: 1-page Essay, “Death”Day 31 February***SECOND GRADING EXAMINATIONIV. 3rd Grading Period(February - March 2005):THE HUMAN PERSON: The Being-Mortal, or TheBeing-Immortal?4.1. Sessional Readings:4.1.1. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;4.1.2. “The Dialogue of Arjuna and Krishna”, Bhagavadgita;4.1.3. “On Death”, Kahlil Gibran (The Prophet);4.1.4. “Death: A Test for Love; A Condition of Freedom”, Roger Troisfontaines;4.2. Film Viewing: “Tuesdays with Morrie”;Day 324.1.1. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.; 4.1.1.1. Discussion on Homework: 1-page Essay : “Death”;4.1.1.2. Existential Awareness and Experience of Death;4.1.1.3. Reminder: SR 4.1.2. “The Dialogue of Arjuna and Krishna”, Bhagavadgita;Day 334.1.1.4. “Martin Heidegger’s Phenomenology of Death”, Manuel Dy, Jr.;4.1.1.5. Basic Outline of SR 4.1.1a. The Dasein as a Being-Towards-Death;b. The Inauthentic Being-Towards-Death;c. The Authentic-Being Towards-Death;d. Karl Rahner’s Musings on Death;4.1.1.6. Class Discourse;Day 344.1.1.8. Review of Previous Meeting;4.1.1.9. Continuation of Intra-class Discourse;4.1.1.9.1. Synthesis and Conclusion;4.1.1.9.2. Assign: SR 4.1.2;4.1.1.9.3. Homework: 1-page Essay : “What If: Today I Die?”;Day 354.1.2. “The Dialogue of Arjuna and Krishna”, Bhagavadgita; 4.1.2.1. More Personal (if possible, Gut-level) Discussion on Homework: 1-page Essay : “What If: Today I Die?”;4.1.2.2. Reminder: SR 4.1.3 “On Death”, Kahlil Gibran (The Prophet);Day 364.1.2.3. “The Dialogue of Arjuna and Krishna”, Bhagavadgita; 4.1.2.4. Basic Outline of SR 4.1.2:a. The Context of Arjuna’s Problems;b. Basic Hindu Notions:>>> Caste System;>>> Karma;>>> Dharma;c. Arjuna’s Problems;d. Krishna’s/Vishnu’s Solution;4.1.2.5. Class Discourse;4.1.2.6. Reminder: SR 4.1.3;Day 374.1.2.7. Review of Previous Meeting;4.1.2.8. Continuation of Intra-class Discourse;4.1.2.9. Synthesis and Conclusion;4.1.2.9.1. Reminder: SR 4.1.3; Day 384.1.2.9.3. Graded Recitation on SRs 4.1.1-4.1.2;4.1.2.9.4. Homework: 1-Page Essay: “Reflections on Kahlil Gibran’s opus ‘On Death’” (The Prophet)4.1.2.9.5. Reminder: SR 4.1.3; Day 394.1.3. “Death”, Kahlil Gibran (The Prophet); 4.1.3.1. Basic Outline of SR 4.1.3:a. Personal Background of Kahlil Gibran;b. The Images of the Poem;4.1.3.2. Class Discourse;4.1.3.3. Reminder: SR 4.1.4;Day 404.1.3.4. Review of Previous Meeting;4.1.3.5. Continuation of Intra-class Discourse;4.1.3.6. Synthesis and Conclusion;4.1.3.7. Reminder: SR 4.1.4; 4.1.3.8. Homework: 1-Page Essay: “A Death which Affected/Will Affect Me Most”;Day 414.1.4. “Death: A Test for Love; A Condition of Freedom”, Roger Troisfontaines;4.1.4.1. Discuss: Homework: 1-Page Essay: “A Death which Affected/Will Affect Me Most”; 4.1.4.2. Basic Outline of SR 4.1.4:a. Death: The Equalizer;b. Separation: The Greatest Suffering in Death;c. Death: A Test for Love;d. Death: A Condition of Freedom;4.1.4.3. Intra-class Discourse; 4.1.4.4. Reminder: 3rd Grading Examination Paper;4.1.4.5. Announcement: Film Viewing: “Tuesdays with Morrie” for 3rd Grading’s Synthesis & Conclusion;Day 424.1.4.6. Review of Previous Meeting;4.1.4.7. Continuation of Intra-class Discourse;4.1.4.8. Synthesis and Conclusion;4.1.4.9. Reminder: Film Viewing; Day 434.1.4.1.1. Film Viewing: “Tuesdays with Morrie”;4.1.4.1.2. Guide Questions for the film:a. Describe the relationship that Morrie had with his student then in Brandeis;b. Give descriptions of Morrie and his student in terms of their personality, work,personal background, and individual situations in life;c. Identify 3 striking teachings of Morrie and expound on them;d. Aside from those in item c, identify 2 teachings of Morrie regarding death. Discuss.;e. What struck you most about Morrie, especially as regards our discussions on death?4.1.4.1.3. Assign: Reflection essay on the film (to be submitted on the class day after its last viewing day)Day 444.1.4.1.4. Film Viewing (Cont.);: “Tuesdays with Morrie”Day 454.1.4.1.5. “Tuesdays with Morrie”: Synthesis and Conclusion for Srs 4.1.1-4.1.4;Day 464.1.4.1.7. Cont. “Tuesdays with Morrie”: Synthesis and Conclusion for Srs 4.1.1-4.1.4;4.1.4.1.8. Graded Recitation on SRs 4.1.3 to Synthesis and Conclusion;4.1.4.1.9. Review for 3rd Grading Examination;Day 474.2. Review for 3rd Grading Examination;Day 48***FINAL EXAMINATIONDay 49Checking of 3rd Grading Examination;Day 50Checking of 3rd Grading Examination;Day 51-54Finishing of Final Grades;March 2005Deadline of Submission of Final Grades for Philosophy 104.