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4PHILOMAN

HOLY ANGEL UNIVERSITY School of Engineering & Architecture

Architecture Program

University Vision, Mission, Goals and Objectives:

Mission Statement (VMG)

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best managed Catholic universities in the Asia-Pacific region. We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER! College Vision, Goals and Objectives: Vision

A center of excellence in engineering and architecture education imbued with Catholic mission and identity serving as a role-model catalyst for countryside development

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professionals; continually contribute to the advancement of knowledge and technology through research activities; and support countryside development through environmental preservation and community involvement.

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Goals

The School of Engineering and Architecture is known for its curricular programs and services, research undertakings, and community involvement that are geared to produce competitive graduates:

- who are equipped with high impact educational practices for global employability and technopreneurial opportunities; - whose performance in national licensure examinations and certifications is consistently above national passing rates and that

falls within the 75th to 90th percentile ranks; and, - who qualify for international licensure examinations, certifications, and professional recognitions.

Objectives

In its pursuit for academic excellence and to become an authentic instrument for countryside development, the School of Engineering and Architecture aims to achieve the following objectives:

1. To provide students with fundamental knowledge and skills in the technical and social disciplines so that they may develop a sound perspective for competent engineering and architecture practice;

2. To inculcate in the students the values and discipline necessary in developing them into socially responsible and globally competitive professionals;

3. To instill in the students a sense of social commitment through involvement in meaningful community projects and services;

4. To promote the development of a sustainable environment and the improvement of the quality of life by designing technology solutions beneficial to a dynamic world;

5. To adopt a faculty development program that is responsive to the continuing development and engagement of faculty in research, technopreneurship, community service and professional development activities both in the local and international context;

6. To implement a facility development program that promotes a continuing acquisition of state of the art facilities that are at par with leading engineering and architecture schools in the Asia Pacific region; and,

7. To sustain a strong partnership and linkage with institutions, industries, and professional organizations in both national and international levels.

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Relationship of the Program Educational Objectives to the Mission of the School of Engineering & Architecture: Architecture Program

Educational Outcomes (PEOs):

Within a few years after graduation, the graduates of the BS Architecture program should have:

Mission

The School shall provide accessible quality engineering and architecture education leading to highly competent professionals.

The School shall continually contribute to the advancement of knowledge and technology through research activities.

The School shall support countryside development through environmental preservation and community involvement.

1. Demonstrated professional competencies in accordance with the scope of the global and local practice of architecture.

2. Shown a commitment to life-long learning and receptiveness to new ideas and knowledge through scientific research.

3. Shown success in their chosen profession or career. 4. Directed and focused the thrust of architecture to the needs and demands of society and its integration into the social, economic, cultural and environmental aspects of nation building.

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Relationship of the Architecture Program Outcomes to the Program Educational Objectives:

Architecture Engineering Program Outcomes (POs): At the time of graduation, BS Architecture Engineering program graduates should be able to:

PEOs

1 2 3 4

(a) create architectural solutions by applying knowledge in history, theory, planning, building technology and utilities, structural concepts and professional practice

(b) use concepts and principles from specialized fields and allied disciplines into various architectural problems.

(c) interpret and apply relevant laws, codes, charters and standards of architecture and the built environment.

(d) apply research methods to address architectural problems. (e) use various information and communication technology (ICT) media for architectural solutions, presentation, and techniques in design and construction.

(f) acquire entrepreneurial and business acumen relevant to architectural practice. (g) involve themselves in the management of the construction works and building administration and preparation of contract documents, technical reports and other legal documents used in architectural practice adhering to applicable laws, standards and regulations.

(h) recognize the professional, social and ethical responsibilities and the service orientation of the architectural profession

(i) effectively communicate orally and in writing using both English and Filipino (j) perform effectively and efficiently in multi-disciplinary and multi-cultural teams in diverse fields of practice.

(k) participate in the generation of new knowledge such as pioneering concepts and ideas of site and building design beyond the regular physical and location boundaries and contexts.

(l) engage in service-learning program for the promotion and preservation to local culture and tradition as well as to community and pastoral initiatives.

(m) participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves.

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Program Learning Outcomes-Common to All

Upon completion of the program, the students should be able to:

1. Engage in lifelong learning and being cognizant of the need to keep abreast of developments in the specific field of practice (PQF level 6 descriptor)

2. Effectively communicate orally and in writing using both English and Filipino 3. Work effectively and independently in multidisciplinary and multi-cultural teams (PQF level 6 descriptor) 4. Recognize professional, social, and ethical responsibility 5. Appreciate “Filipino historical and cultural heritage” (based on RA 7722)

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COURSE SYLLABUS for 4PHILOMAN

Course Title PHILOSOPHY OF MAN Course Code 4PHILOMAN Course Credit LECTURE – 3 UNITS Year Level Pre-requisite: NONE Course Calendar

Course Description:

The course deals with the ways of exploring the nature, meaning and challenge of what it means to be a human. It basically attempts to see the human being in different known perspectives via a philosophical tradition in a thematic presentation, as rooted in the experience of oneself in relation to others and in participation to the community. The course is divided into three parts. The first part introduces the students to the meaning of the human person; this is the realm of the intrapersonal. The second part examines the interpersonal- the human person in relation to other human persons. Part three deals with the metapersonal- explores the meaning of death and God.

Course Outcomes (COs): After completing this course, the students

will be able to:

Relationship to the Student Outcomes:

a b c d e f g h i j k l m

1) Realize the meaning and significance of the study of man from their own experience.

2) Become aware of the social and personal context of student’s understanding of being human.

3) Critique the different philosophies presented.

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4) Develop an appreciation of man’s life as meaningful, precious and valuable vis-à-vis his encounters ( with things, nature, fellowman and the divine)

5) Situate and apply philosophical

reflection within their specific fields of interest

6) Create their own philosophy of man vis-à-vis the philosophies learned.

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COURSE ORGANIZATION

COURSE OUTLINE:

Time Table Desired Learning

Outcomes

Course Learning

Objectives

Course Content/Subject

Matter

Teaching/Learning Activities

(Methodology)

Assessment Tools/Subject

Output

Evaluation Tools

Resource Materials/Required Resource material

Required Readings

Week 1 1 hour 2 hours

a. Value the importance of a well-managed and organized classroom environment conducive to learning b. Explain the various definitions and meaning of the term Philosophy c. Discuss Philosophy as a field of study d. Give the importance of philosophy to

1

a. Classroom Orientation Classroom administration and management

b. Overview of Philosophy (What it is)

c. Definitions d. Personalities, Periods and Places

a. Interactive discussion of classroom rules and expectations b. Have the class look-up the definition in a dictionary (Library or Google). Ask them their understanding of the definition. Direct their answers until they arrive at the best correct meaning.

a. Have Observe if those answering get it right b. Give a short quiz. Have them write down the definitions in their own

a. Course syllabus seen and signed by student b. Paper and pen test c. The student must attain at least 50% of the test, recitation, and group work items

a. Merriam-Webster, Wikipedia b. 5 minutes video on Overview of Philosophy c. Pictures on famous Ancient, Medieval, Modern Philosophers

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the lives of students. e. Enumerate the characteristics of philosophers

c. Based from the definitions, identify the use of Philosophy. Give specific instances on how they think it can be useful to them. d. Watch a video on the Overview of Philosophy. e. Ask students about ‘Pilosopong Tasyo’. Have them describe such people. Ask them if they would like to be like or are irritated by such types of people. f. Show them how Philosophy originated in Ancient Greece, Mesopotamia, India and China. Differentiate Occidental (Western) and Oriental (Eastern) Philosophies.

words. Students would enumerate the periods of Philosophy c. Observe if they can determine the characteristics of a Philosopher d. Ask them to submit a half-page report on the Philosopher of their choice

d. 5 minutes video on the Spread of Philosophy

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g. Illustrate the growth and expansion of Philosophy from Greece to Europe to America, from the Mesopotamia to Arabia to India from China to North East and South East Asia h. Show them Video/s on Expansion of Philosophy

Week 2

2 hours

a. Discuss what philosophers do b. Discuss the different branches of Philosophy based on the questions studied d. Analyze and synthesize (thesis, anti-thesis, synthesis)

1

a. Issues and Branches b. Methods of Philosophy (How it is Done) c. Asking the Questions d. Evaluating the Answers with more Questions e. Documenting both Questions and Answers

a. Show them how Philosophers mainly ask questions. From their list of questions derive questions pertaining to Metaphysics (Cosmology and Ontology), Epistemology and Ethics/Axiology b. Ask them what they think are the most important

a. Have them list some questions that Philosophers ask b. Ask them to submit a half-page report on the Philosopher of their choice c. Observe development of questions and rationales

a. Paper and pen test b. The student must attain at least 50% of the test, recitation, and group work items

a. Figures of the Branches of Philosophy and the questions they try to answer b. Chart explaining how different schools of thought try give hem answer c. Library and online access

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e. Select best framework to answer specific questions/issues g. Look for possible researches in the library and online h. Discuss the application of Philosophy in life

f. Applying to life

questions in life. Ask them why they think so. c. Teach analytical method of defining connections deriving meaning. Show them how to do grammatical analyzing d. Show the different types of questions, Who, What. When, Where, How & Why e. Ask them how they know something is true or not. Have them derive concepts of Idealism, Rationalism. Empiricism, Progressivism and Critical Theory f. Show them how to used library and online references to gather information and find different answers.

for coming up with such d. Have them choose one school of thought and present a 5iminute report on it. e. Observe how they use Google f. Observe how they are able to integrate prior knowledge to present problems

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g. Students write down their major beliefs and values. Group them according to similar beliefs and values. Have each group present their ‘Philosophies in Life’

Week 3 3 hours

a. Explain the meaning of the human person and examine the essence of the human being b. Discuss the nature of reflection in relation to the human person

1,2 & 3

a. Primary and Secondary Reflection: An Existential Fulcrum-Gabriel Marcel

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D)

a. 10 points recitation b. 2 item essay quiz, 10 points each c. Reflection Paper d. Work Book Exercises

a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection Paper c. Rubric (see page 76 of required text-book)

Espartinez, Alma S,: Becoming a Human Person (4th Edition), pages 31-52.

Week 4 3 hours

a. Explain what makes Man fully and Vitally Human

1, 2, 3 & 4

a. Human Being and Human Person: Jacques Maritain’s Notion of the Person in the


a. 10 points recitation b. 2 item essay quiz, 10 points each

a. Essay Rubric (10 points content, 5 points organization,


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Contemporary Setting-Francesco Giordano

c. Reflection Paper d. Position Paper e. Work Book Exercises

5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

Week 5 3 hours

a. Recognize Man as an Acting Person

1, 2, 3, & 4

a. Karol Wojtyla’s Concept of the Person-Alma Santiago-Espartinez



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)


Week 6 3 hours

a. Describe the basic differences

1,2,3 & 4

a. Basic Differences

a. Film Review about Self

a. 10 points recitation

a. Essay Rubric (10 points

Espartinez, Alma S,: Becoming a Human Person

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between male and female personality traits

Between Man and Woman

(suggested films; A.I., Forest Gump)

b. 2 item essay quiz, 10 points each c. Reflection Paper d. Work Book Exercises

content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

(4th Edition), pages 101-104.

Weeks 7 & 8 6 hours

a. Describe the Phenomenology of Love in relation to its nature, elements, essence, elusiveness, maladies and joys b. Explain the different conceptions of Love c. Explain the different

1, 2, 3, 4 & 5

a. Human Intimacy b. Do’s and Don’ts of Courtship c. Body Language and Attraction d. Are You in Love? e. How to say No to Sex

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Group Presentation

a. Role Play b. 10 points recitation c. 2 item essay quiz, 10 points each d. Reflection Paper e. Work Book Exercises

a. Role Play Rubric a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page


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conceptions of Courtship d. Identify the various physical expression, postures, gestures associated with the initial state of Love. e. Recognize the proper perspective of Sex

76 of required text-book)

Week 9

MIDTERMS

Week 10 3 hours

a. Discuss the meaning of the appeal of the other

1, 2, 3, 4 & 5

a. Phenomenology of Love b. The Blind Bus Passenger



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page


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76 of required text-book)

Weeks 11 & 12 6 hours

a. Explain the necessity of forgetting oneself and making the other our priority

1, 2, 3, 4,5 & 6

a. On Disinterested Responsibility-Emmanuel Levinas



a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics b. Reflection/ Position Paper (see page 76 of required text-book)

Espartinez, Alma S,: Becoming a Human Person (4th Edition), pages 227.


a. Discuss the different expressions of pain and grief in view of significant losses in life b. Explain the nature of Death as a reality of

1, 2, 3, 4, 5 &

a. The meaning of Pain, Death and God b. Understanding your Grief c. Man as Being towards Death

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Lecture /Discussion on the notion of Death according to Martin Heidegger’s Philosophy


a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics


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Human Existence

e. Epitaph, Last will, Bucket List, Eulogy


a. Discuss the painful reality of suffering in the presence of a Benevolent Powerful God b. Assess Man’s awareness of the Divine c. Illustrate the various arguments of the existence of God

1, 2, 3, 4, 5, 6 & 7

a. Speaking about God in the midst of Suffering (The old Man and His Christmas Lanterns)

a. Lecture/ Discussion b. Focus Group Discussion (F.G.D) c. Faculty will explain and discuss the different arguments on the existence of God.


a. Essay Rubric (10 points content, 5 points organization, 5 points mechanics



FINALS

Final Oral Examination

Oral Exam Rubric

Rubrics for Philosophy of Man

Final Oral Examination (50 points)

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Criteria 19-25 12-18 6-11 1-5 Content/Mastery of the Subject Matter

Student demonstrates full knowledge and understanding of the thesis statement by providing clear explanations and elaboration. Links and connections between ideas made clear. Information was relevant and well expressed in own words.

Student is at ease with expected answers without elaboration Good understanding of topic shown. Points are usually developed with minimum detail. Information is usually relevant.

Student is uncomfortable with information given and is able to present only rudimentary concepts. Some links and connections made between ideas but are not clearly defined.

Student does not have a grasp of information; student cannot clear ideas and insights about the topic.

8-10 5-7 3-4 1-2 Organization Student presents information in

logical, interesting sequence which is easy to follow Points were well-organized and developed with sufficient and appropriate details

Student presents information in logical sequence. Points were developed with sufficient and appropriate details.

Student shows little organization. Details are not coherent. Most statements are not straightforward.

There is no clear sequence of information.

8-10 5-7 3-4 1-2 Delivery Student uses a clear voice and

correct, precise pronunciation of terms. No vocalized pauses noticed.

Student’s voice is clear. Student pronounces most words correctly. Minimal vocalized pauses (1-5).

Student’s voice is low. Student incorrectly pronounces terms and pause frequently (6-9 pauses).

Student mumbles, incorrectly pronounces terms, and speaks too quietly to be understood.

5 3-4 2 1 Time Frame Presentation falls within required

time frame Presentation is more than 3 minutes but less than five minutes within required time frame

Presentation is more than five minutes within required time frame

Presentation is less than minimum time

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Course References: TEXTBOOK: Textbook: Espartinez, Alma S, : Becoming a Human Person (4th Edition), Octamilles, 2013 Course Requirement: Quizzes, recitation, workbook, excercises, group dynamics, major exams

1. Aguas, Jove Jim S. (2014). Person, action and love: the philosophical thoughts of Karol Wojtyla (John Paul II). Manila: University of Santo Tomas Publishing House

2. Apolega, Dennis.(2013). Tao po?: readings in philosophy of person. Quezon City: Published by C & E Publishing 3. Ariola, Mariano M.(2013). Philosophy of human person . Manila: Purely Books Trading & Publishing 4. Babor, Eddie R. (2007). The Human person : not real, but existing. Quezon City: C & E Publishing 5. Buñag, Willie A. (2012). Philosophy of man: simplified principle of man as a person. Manila: Purely Books Trading & trading 6. Connolly, Tim. (2015). Doing philosophy comparatively. London: Bloomsbury 7. Cruz, Corazon L. (1995). Philosophy of man. Mandaluyong City: National Book Store 8. Dy, Manuel B. (2001). Philosophy of man: selected readings. Makati City: Goodwill 9. Dy, Manuel B. (Ed).(2011). Phenomenological papers: a supplement to philosophy of man, selected readings. Quezon City : Ateneo

de Manila University Press 10. Espartinez, Alma S. (2010). Becoming a human person. A college textbook in philosophy of the human person. 3rd Ed. Manila:

Trizone Printing Press 11. Joven, Jose R. (2006). Philosophy of man: a modular approach. Makati: City Published by F & J 12. Montemayor, Felix M.(1995). Introduction to philosophy : through the philosophy of man. Mandaluyong City: National Book Store 13. Ocampo, Ma. Liza Ruth A. (2006). The Dignity of the thinking person: a philosophical reflection on human nature. Manila: UST

Publishing House 14. Rifareal-Cedeno, Lourdes. (2003)...So God created man: a textbook for philosophy of man. Quezon City : Katha 15. Tubo, Dennis Villanueva. (2006). Philosophy of man: existential-phenomenological approach. Mandaluyong City: National Book

Store 16. Villasoto, Herminigildo S. (2013). Human person gearing towards social development: NSTP-CWTS 1 workbook for college students.

Quezon City: by C & E Publishing

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Classroom Policies: 1. Attendance and Punctuality.

Regular attendance is expected of all students. The student must attend every class meeting on time and prepared.

2. Active class participation. The student must participate actively in class recitations, discussions, and other activities as the case may be. He/She must be responsible for his/her own learning and performance in class. Please refer also to Expectations from Students below.

3. Group work requirements. The student is expected harmoniously collaborate other students and/or groupmates through group presentations,

study groups or peer discussions and contribute significantly to the preparation of their group work.

4. Peer group evaluation. Members of the team would evaluate/assess the work of each team member by providing honest feedback.

Expectations from students:

It is the student’s responsibility to attend every class meeting prepared and on time. The student should participate actively in discussions, recitations, small-group work and presentations. He/She is expected to complete and submit assignments and take all examinations at a designated time. It is his/her responsibility to ask the faculty concerned for an exam he/she failed to take. A student who fails to take a major written exam should present a valid excuse slip (noted by the Department Chairperson) prepared by the student’s parent/ guardian.

ACADEMIC INTEGRITY: All students are expected to be academically honest and persons of integrity. They should embody the scholastic attitude adhering to the holistic development of their character through the following: 1. To be truthful at all times in all academic dealings and transactions with teachers and co-learners; 2. To observe proper decorum in learning engagement inside and outside the classroom and the university; 3. To be respectful and sensitive to the needs of others at all times; 4. To be considerate in the use of common resources;

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5. To practice punctuality in coming to class and in submitting requirements; 6. To be judicious in their preparations for major examinations and all academic requirements; 7. To create outputs of original contents in respect to ethical standards. Acts contrary to academic integrity will be subjected to sanctions in accordance with existing rules and policies stipulated in the College Student Handbook. POLICY on ABSENCES:

The maximum numbers of absences allowed for students, based on the College Student Handbook is as follows: for subjects held once a week is 3; subjects held twice a week is 7; for subjects held 3x a week is 10; subjects held 4x a week is 14; and for subjects held 5x a week is 18. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also his/her responsibility to consult with the teacher, chair or dean should the case be of special nature. Grading System:

Grading System

Class Standing/Quizzes (70%) 2 Major Exams (30%) TOTAL (100%) Passing Grade (50%)

CAMPUS++ COLLEGE ONLINE GRADING SYSTEM Legend: (All Items in Percent) CSA Class Standing Average for All Performance Items (Cumulative) M Midterm Examination Score F Final Examination Score

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MEA Major Exam Average MCA Midterm Computed Average FCA Final Computed Average Computation of Midterm Computed Average (MCA) CSA = 𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑹𝑹𝑹𝑹𝑹𝑹 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺

𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑷𝑷𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑷𝑷 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺 𝒙𝒙 𝟏𝟏𝟏𝟏𝟏𝟏

MEA = M MCA = (60%)(CSA) + (40%)(MEA) Computation of Final Computed Average (FCA) CSA = 𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑹𝑹𝑹𝑹𝑹𝑹 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺

𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐 𝑷𝑷𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑷𝑷 𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺𝑺𝑺 𝒙𝒙 𝟏𝟏𝟏𝟏𝟏𝟏

MEA = 𝑴𝑴+𝑭𝑭

𝟐𝟐

FCA = (60%)(CSA) + (40%)(MEA) Passing Percent Average: 50 Transmutation Table Range of Computed Averages Range of Transmuted Values Grade General Classification 94.0000 – 100.0000 97 – 100 1.00 Outstanding 88.0000 – 93.9999 94 – 96 1.25 Excellent 82.0000 – 87.9999 91 – 93 1.50 Superior 76.0000 – 81.9999 88 – 90 1.75 Very Good 70.0000 – 75.9999 85 – 87 2.00 Good 64.0000 – 69.9999 82 – 84 2.25 Satisfactory 58.0000 – 63.9999 79 – 81 2.50 Fairly Satisfactory 52.0000 – 57.9999 76 – 78 2.75 Fair 50.0000 – 51.9999 75 3.00 Passed

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Below Passing Average 5.00 Failed 6.00 Failure due to absences 8.00 Unauthorized or Unreported withdrawal

Note: A student's Computed Average is a consolidation of Class Standing Percent Average and Major Exam Percent Average.

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