Ways of Doing Philosophy || Introduction to the Philosophy of the Human Person || Quarter 1 Week 2

The video opens with a welcome to the DepEd Etulay online tutorial program for Humanities and Social Sciences, introducing tutors Aids and G. They emphasize the importance of expanding knowledge in philosophy, as 'we learn, we create, and we think in philosophy.' A promotional video for the HUMSS tutors is also shown, followed by recognition of an active student from the previous week.

The tutors officially welcome students to the subject 'Introduction to the Philosophy of the Human Person,' covering Quarter 1, Week 2: 'Ways of Doing Philosophy.' They acknowledge DepEd Region 3 SDO Bataan for the module and outline the learning objectives: distinguishing opinion from truth, realizing methods of philosophy lead to wisdom, and evaluating truth from opinions using philosophical methods. They then engage students with an activity to recall previous lessons by creating hashtags.

Tutors present an activity where students classify statements as 'true' (thumbs up) or 'misleading' (thumbs down). Examples include 'The earth is the third planet in the solar system' (true), 'All dogs are loyal' (misleading), 'My sister is a scientist because she loves science' (misleading), 'I am tall because I sleep during siestas' (misleading), and 'COVID-19 can be avoided by following health protocols' (true). This activity serves as an interactive way to introduce the concept of truth versus opinion.

The discussion delves into finding the truth, explaining that 'truth is what prompted philosophers to philosophize.' Truth is defined as verifiable and logical. Logic, derived from the Greek 'logike,' is the art of reasoning systematically. Common sense is described as sound judgment based on simple perception. Knowledge is what we fully grasp, proven by logic and intellect. Opinions are personal beliefs and expressions.

Arguments are presented as statements used to persuade others, but the tutors caution that 'not all arguments or statements are truthful.' Faulty arguments, which seem logical but are actually invalid, are called fallacies. An example is given: 'All that has legs are living. Chairs have legs. Therefore, chairs are living,' illustrating an illogical argument.

An activity requires students to identify terms like 'fallacy,' 'opinion,' 'common sense,' 'truth,' and 'knowledge' based on their definitions. This reinforces the learned concepts, with students actively participating in the comment section.

The session then focuses on various types of fallacies: Appeal to Pity (persuading through emotion), Ad Hominem (attacking the person), Ad Baculum (applying force or position), Hasty Generalization (baseless conclusions), Post Hoc (false cause and effect), Ad Populum (bandwagon effect), False Analogy (wrongful comparison of similar terms), Fallacy of Composition (parts' truth applied to whole), Fallacy of Division (whole's truth applied to parts), Dicta Simpliciter (general truth applied to every case), and Petition Principii (begging the question).

Students participate in a multiple-choice assessment covering the definitions of logic, fallacy, arguments, common sense, and knowledge. The tutors congratulate the active participants. The lesson concludes by emphasizing the importance of understanding philosophy in daily life for rational beings to live life to the fullest. They provide resources for feedback and invite students to tune in next week.