LESSON 1: Wonder is very much the affection of a philosopher; for there is no other beginning of philosophy than this. Wonder is very much the affection of a philosopher; for there is no other beginning of philosophy than this. -?

LESSON 1: The idea on philosophy started in Ancient Greece in response to the failure of religions.

LESSON 1: As philosophy continues to grow, it spread throughout the Asia Minor to Aegean Sea of Greece in a _____________,a small city of Miletus in the 6th century B.C.E.

LESSON 1: studies the fundamental nature of knowledge, reality and existence of a human person, especially when considered as an academic discipline.studies the fundamental nature of knowledge, reality and existence of a human person, especially when considered as an academic discipline.

LESSON 1: it is the process of constant questioning, and questioning necessarily takes the form of dialogue. ____ added, it is the foundational ability that understands the basic axioms which needs logic.

LESSON 1: Periods of Philosophy -(1000 B.C.E. - 5 C.E.) - (10 C.E.-1500) - (1600 - 1889) - (1960 - Present)

LESSON 1: The first known Greek philosopher who seeks rational answers to questions about the world we live in.

LESSON 1: the Greek thinker who combined philosophy and mathematics.the Greek thinker who combined philosophyand mathematics.

LESSON 1: Traditional date of birth of Kong Fuzi (____), whose philosophy is centered on respect and tradition.

LESSON 1: the Buddha, founder of the religion and philosophy of Buddhism.

LESSON 1: “Everything is made of water.”

LESSON 1: “The Dao that can be told is not the eternal Dao.”

LESSON 1: ”Number is the ruler of forms and ideas.”

LESSON 1: “Happy is he who has overcome his ego.”

LESSON 1: “Hold faithfulness and sincerity as first principles.”

LESSON 1: “Everything is flux.” He uncovers the idea that the universe is governed by cosmic logos (argument) that balances the opposites like night and day and hot and cold.

LESSON 1: “All is one.” He deduces an idea that when things cannot exist, it is impossible to not exist and they must have existed in different forms which would never change. So real is eternal and unchanging.

LESSON 1: “Man is the measure of all things.”

LESSON 1: “When one throws me a peach, I return to him a plum.” He disliked the clan relationships of Confucianism, in turn, he focused in advocating the universal love (jian ai) and emphasized the idea of reciprocity to our actions.

LESSON 1: “Nothing exists excepts atoms and empty space.” They coined the word: atom, which is the composition of the universe and this allows the movement of every object, may it be filled or empty space.

LESSON 1: “The life which is unexamined is not worth living.”

LESSON 1: “Everything in this world is a “shadow” of its Ideal Form in the world of Ideas.”

LESSON 1: “Death is nothing to us.”

LESSON 1: “Truth resides in the world around us”

LESSON 1: According to Study (2024), ______ is a branch of philosophy that studies broad concepts that revolve around the core questions: what we are and what our purpose is. This branch first coined by Aristotle in which it deals on the principles of humans ‘very’ nature of reality and existence (Cambridge, 2024).

LESSON 1: This is the philosophy of knowledge, or the study of knowledge itself, what it is and how it is possible (The Collector, 2024). According to the Internet Encyclopedia of Philosophy (2024), this branch focuses entirely on the nature and extent of knowledge.

LESSON 1: According to Knachel (2024), ____ is the study of laws and thoughts that investigates and classifies the reasoning techniques of the premise and argument. This branch of philosophy tests the truthfulness of the existing facts to avoid presumptions and assumptions of ideas (Britannica, 2024).

LESSON 1: ________ philosophy desires to inquire the experience and appreciation of beauty and taste in arts (Taliaferro, 2023). According to LinkedIn (2023), this branch of philosophy delves into the essence of beauty, arts and taste as well as the creation of beauty.

LESSON 1: This branch of philosophy reflects on how the society must be governed: its institutions, economic system, social practices and family life patterns (Miller, 2023). According to Soraker (2023), political philosophy conceptualizes liberty, power, property and happiness of the binding role of people and the state.

LESSON 1: According to Seton Hall University (2024), ___ examines the fundamentals of morals and desirability of behaviors in the society. This branch of philosophy explores on the contemplation of humans to doing good in the interaction of oneself, to another being and to the society as a whole (McCombs. 2024).

LESSON 2: Rational reflection on what is right or wrong, what is just or unjust, what is good or bad in terms of human behavior: Truthfulness, honesty, loyalty, respect, fairness, integrity.

LESSON 2: Latin word & Greek of Ethics?

LESSON 2: Refers to the evaluation of moral values, principles, and standards of human conduct and its application in daily life to determine acceptable human behaviour.

LESSON 2: Written set of guidelines issued by an organization to its worker and management to help them conduct their actions in accordance with its primary values and ethical standard.

LESSON 2: • a level of quality of attainment; • an idea or thing used as a measure, norm or model in comapartive evaluation

LESSON 2: • fair and just; • associated with speacial emotions (guilt and shame) and vocabulary (right, wrong ; good, bad)

LESSON 2: •rules that are unrelated to moral or ethical considerations • matters of taste or preference

LESSON 2: • If an action has the potential to help or harm another person or yourself, then that is of moral concern

LESSON 2: • If the action has no potential to help or harm another people or yourself, then that action is a nonmoral issue

LESSON 3: • Reflects the moral values and ethical norms governing how people should behave and interact with others • Refers to the outlook, attitude, values, goals, and practices shared by a group, organization, or society • Vary over time periods between countries and geographic regions, and among groups and organizations

LESSON 3: Action or actions that produce good outcomes for the individuals as members of a community, or society. It can be applied to the whole global society. Schuman defines moral behavior as “Act intended to produce kind and /or fair outcomes To act according to ones moral values and standards. Children demonstrate prosocial and moral behavior when they share, help, co-operate, communicate, sympathize or in otherwise they demonstrate ability to care about other

LESSON 3: the basic unit in a society. It includes one’s biological or adoptive family of orientation. The same provides us with our basic needs to survive and develop as a significant member of the society.

LESSON 3: it may include formal or non- formal educational system that provides a child with his learning needs.

LESSON 3: the institution that determines what is specifically considered as right or wrong. It is composed of believers in the same faith.

LESSON 3: those agencies that are purposive of entertaining, informing and educating through various channels like the radio, television, printed materials etc.

LESSON 3: •Are the shared, sanctioned, and integrated systems of beliefs and practices that are passed down through generations and characterize a cultural group

LESSON 3: ____ vary substantially in both moral judgements and moral behaviors. Cultural variations in morality within the societies can vary much as cultural variations in morality between societies. Cultural factors contributing to this variation includes religion, social ecology (weather, crop conditions, population density, pathogen prevalence, residential mobility), and regulatory social institutions such as kinship structures and economic markets. This variability raises questions for normative theories of morality, but also holds promise for future descriptive work on moral thought and behavior. Examples of within societal cultural differences on morality, to shoe that these can be as substantial and important as cross-societal differences. Whether between or within nations and societies, cultures vary substantially in their promotion and transmission of a multitude of moral judgements and behaviors.

LESSON 3: is behavior exhibited by humans (and, some would argue, by other species as well, though to a much lesser degree) that is extrasomatic or extragenetic—in other words, learned. also must involve the use of artifacts.

LESSON 3: Is the view that ethical system and cultural beliefs vary from one culture to another. It is uphold that said ethical system are all equal in validity and of relevance. It cames from the idea that moral standards are product of society. This

LESSON 3: is the idea that there is no universal or absolute set of moral principle. Its a version of morality that advocates “to each her own,” and those who follow it say “who am I to judge?”

LESSON 3: appears to be self-contradictory and inconsistent. In as much as this ethical school of thought upholds the idea that there is no absolute truth and that truth is relative to the systems of belief of every culture, they, therefore, should not insist that their theory should not be accepted by everyone. This is because everybody would accept their ethical theory, then it will already be contradicting their belief that there is no absolute truth. - must not accept the ethical relativists own ethical belief. Another issue is the sense of thoughtless that one feels towards persons who are victims of an accident. This sense of thoughtless does not depend on one’s sociocultural considerations or upbringings. Nevertheless, it has almost become part of every individual to have always the desire to be a service to those who are in need. This is actually part of the fulfillment of a person as a person. In this case, whether we are in Christians or Muslims, we seem to be always obliged to lend a helping hand to those who are in need. This consideration shows that ethical relativism is open to serious doubt and does not seem to be correct in all cases.

LESSON 3: ____ are criteria of abstract thought that does not necessarily evoke actions. It may instigate or forces certain quest in the environment that coheres onto the behavior in a certain manner.