04
Temperament and sensitivity questionnaire (Kurcinka, 2006) Answer the following as honestly as you can and learn more about your temperament and sensitivity in dealing with others. Answer between 1 to 5. Your scores will be interpreted later.<br>
05
1. Intensity How strong are your emotional reactions? Do you find yourself becoming easily upset or more low key? Answer between 1 2 3 4 5
(1=mild reaction, 5= intense reaction)<br>
06
2. Persistence If you are involved in an activity and you are asked to stop, can you do so easily? When a task is frustrating, do you find yourself letting go easily or pushing to continue? Answer between 12345
(1=easily let go, 5=“lock in”, don’t let go)<br>
07
3. Sensitivity How aware are you of slight noises, emotions, differences in temperature, taste, and textures? Do you react easily to certain foods, tags in clothing, or irritating noises? Answer between 12345
(1=usually not sensitive, 5=very sensitive)<br>
08
4. Perceptiveness How keenly aware are you of people, colors, noises, and objects around you? Do you frequently forget to do what you were going to do because something else has caught your attention? Answer between 12345
(1=hardly ever, 5=very perceptive)<br>
09
5. Adaptability Do you quickly adapt changes in your schedule or routine? How do you cope with surprises? Answer between 12345
(1=adapt quickly, 5=slow to adapt)<br>
10
6. Regularity How regular are your eating times, sleeping period, and other bodily functions? Answer between 12345
(1=regular, 5=irregular)<br>
11
7. Energy Are you always on the move and busy or quiet? Do you need to run and exercise in order to feel good? Answer between 12345
(1=quiet, 5=active)<br>
12
8. First Reaction How do you usually react to new places, people or activity? Answer between 12345
(1=jump right in, 5=reject at first)<br>
13
9. Mood Do you feel mostly happy compared to being analytical and serious? Answer between 12345 (1=usually positive, 5=more serious and analytical)<br>
14
SCORE 9-8 Cool or Calm
19-28 Very lively or Spunky
29-45 Spirited<br>
15
Intersubjectivity as Ontology: The social dimension of the self Martin Buber & Karol Wojtyla
Both influenced by religious background
Human person is total, not dual
Wojtyla: Social dimension is represented by “we relation”
Buber: The interpersonal is signified by the “I-You relation”<br>
16
Intersubjectivity as Ontology: The social dimension of the self<br>
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Martin Buber Conceives the human person in his/her wholeness, totality, concrete existence and relatedness to the world<br>
18
Martin Buber Human person as a subject:
a being different from things or from objects
have direct and mutual sharing of selves
Not just being-in-the-world or being-with-others or being-in-relation<br>
19
Martin Buber In contrast to I-You relationship, I-It relationship is a person to thing, subject to object that is merely experiencing and using; lacking directedness and mutuality (feeling, knowing, and acting)<br>
20
Karol Wojtyla or Pope John Paul II Criticized the traditional definition of human as “rational animal” and maintains that the human person is the one who exists and acts (with conscious acting, has a will and self-determination)<br>
21
Karol Wojtyla or Pope John Paul II Participation explains the essence of the human person. Through participation, the person is able to fulfill one’s self.
We participate in the communal life (we)
Our notion of “neighbor” is by participating in the humanness of the other person (I-You)<br>
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`SMALL GROUP DISCUSSION Describe the I-It relationship compared to I-You. Cite examples
How do you define “existence”
Share your answers to your group. What did you learn from each other?<br>
23
Appreciate the talents of persons with disabilities and those from the underprivileged sectors of society and their contributions to society<br>
24
On PWD (Mapp, 2004) Negative attitudes of the family and community toward PWDs may add to their poor academic and vocational outcomes
Parents can decide to restructure certain aspects of their lifestyle in order to accommodate the needs of their child with disability
Community sensitivity, through positive and supportive attitudes towards PWDs, is also an important component<br>
25
On underprivileged sectors of society Dimensions of Poverty
- Income
- Health
- Education
- Empowerment
- Working condition<br>
26
On the rights of women Jean Jacques Rousseau (1712)
- Women should be educated to please men
- Women should be useful to men, should take care, advise, console men, and to render men’s lives easy and agreeable
- Influenced the development of modern, political, sociological, and educational thought<br>
27
On the rights of women Mary Wollstonecraft (Vindication on the Rights of Women, 182)
women must be united to men in wisdom and rationality
Society should allow women to attain equal rights to philosophy and education given to men
Women should not be valued until their beauty fades<br>
28
On the rights of women Mary Wollstonecraft (Vindication on the Rights of Women, 182)
Women must learn to respect themselves. Men’s worth should not be based on the vanity of women and babies, for this degrade women by making them mere dolls
Women should not marry for a support. Instead, they should earn their own “bread”<br>
29
Women’s rights in the Philippines<br>
30
Women’s rights in the Philippines The song demonstrates that Filipina women are not simply oppressed but have been actively participating in movements that not only seek empowerment for their sector but for other marginalized groups as well<br>
31
Explain that authentic dialogue means accepting others even if they are different from themselves<br>
32
We (humankind) are a conversation -Heidegger Conversation – more than an idle talk but a dialog
Humanity is progressively attuned to communication about Being (God)
Language creates human world, and is a tool for communication, information, and social interaction<br>
33
Buber Life of dialogue is a mutual sharing of our inner selves in the realm of the interhuman
Between two persons is a mutual awareness of each other as persons, avoiding objectification
Being is presenting what one really is, to present to the other one’s real self<br>
34
Explain: “We are responsible for more than what becomes of us; we are also responsible for what becomes of others” - Existentialists<br>
35
Perform activities that demonstrate the talents of persons with disabilities and those from the underprivileged sectors of society<br>
36
Executive Order 417 Mandates all national government agencies and state-run corporations to allot at least 1% of their annual budget for programs that will benefit the sector
Addresses the need for government to provide capitalization for PWDs livelihood activities, which include support for technical skills through labor department<br>
37
ASSIGNMENT (PERFORMANCE TASK) Produce a documentary video that would show the life of a person with disability who is performing his/her duties to be a productive part of the society<br>
38
RUBRICS 35% Content
35% Creativity
30% Cooperation<br>
