INTERSUBJECTIVITY

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INTERSUBJECTIVITY

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Student Name: ________________________________________ Year & Section: _______

Date Answer Sheets were Submitted: _____________________ Teacher: Dr. Eric Agustin

Introduction to the Philosophy of the Human Person:

An Examined Life is (Perhaps) Worthwhile

MODULES 11 & 12: INTERSUBJECTIVITY

2nd Quarter, 1st Semester, SY 2021-2022

MELC-based Weeks 11 & 12

Learning Objectives (What a student needs to know)

In this module 11 & 12’s content standards, the student (“YOU”) should understand intersubjective human relations. In addition, under this module 11 & 12’s performance standards, the learner should perform activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society. 

The most essential competencies are for you to: 

(6.1) Realize that intersubjectivity requires accepting differences and not imposing on others; 

(6.2) Explain that authentic dialogue means accepting others even if they are different from themselves; and, 

(6.3) Performs activities that demonstrate an appreciation for the talents of persons with disabilities and those from the underprivileged sectors of society.

A. Lesson Proper (What’s new?)

Introduction

According to philosopher Edmund Husserl (1859-1938), intersubjectivity is the shared empathic interchange –both conscious and unconscious– of thoughts/feelings between two “subjects” or people (Cooper-White 2014). Typically, other individuals define it as the concerted, collective, or communal sharing of perception about reality that is experienced by two or more people.

People show intersubjectivity, or their inherent sociality, when they commonly share emphatically their thoughts, emotions, perceptions, and viewpoints about the world between each or among one another. For instance, when two individuals share the same feelings, such as happy moments, about a related lived experience, intersubjectivity occurs. Other specific examples where there is ubiquity in intersubjectivity includes norms concerning honesty, trustworthiness, tolerance, among many. 

The process of intersubjectivity, on the other hand, commence once both persons interact reciprocally, meaningfully and genuinely, such as in a conversation where there is a two-way process of communication (that is, taking turn when speaking and listening) to connect emphatically or put oneself in the shoes of another person.

The importance of Intersubjectivity, other than its associational or relational value, is on people’s confirmatory, mind-dependent inter-perception about the world. In other words, what we know, feel and perceive is also known, felt, and perceivable to be and as such by/of/from-to(vice versa) other people.

Intersubjectivity: Appreciation of Talents  

Individual persons have similarities and differences in a variety of ways, such as personality, level of thinking, depth of feeling, to name a few. Despite our individual and even collective similarities and differences, we come up with common grounds in appreciating our humanity. Appreciating the talents of everyone, especially persons with disabilities (or differently-abled people) is humankind’s towering and flowering achievement, such as the celebrated “World Program of Action Concerning Disabled Persons (“World Programme of Action Concerning Disabled Persons | United Nations Enable” 2020),” “International Day of Persons with Disabilities (United Nations 2019),” “Convention on the Rights of Persons with Disabilities (“United Nations Convention on the Rights of Persons with Disabilities Preamble” 2006),” among others. Other than the International Declaration of Universal Human Rights, specifically, PWDs have specific rights as well. Examples of PWD’s rights include, but are not limited to: respect for their inherent dignity, non-discrimination, equal recognition before the law, adequate standard of living and social protection, and a lot more. 

Locally, many city governments celebrate national disability prevention and rehabilitation where PWDs showcase their talents while simultaneously entertaining their fellows (“Philippine Information Agency” 2018a, 2018b). Appreciating, through celebrations of PWDs’ talents and gifts – or their “abilities” – despite their disabilities is proof that we are equal if not for them being differently-abled. Generally, each one of us – children, male or female, young or old, PWDs or not – have something worthwhile to share to ourselves, family and friends, relatives, community, and the world at large.

In the same vent above, we also have to appreciate the talents of the underprivileged sectors of society (USS). First, we have to identify who are these underprivileged or disadvantaged societal members. Individuals, families, and communities who suffer the most are considered USS. They do not have equal and equitable access to basic human rights services, such as education, employment, food, health, shelter, etc. So, how can we appreciate the USS’ talents? First, we need to be in the rescue. For instance, these days (even more in the coming years), with the aid of modern technology, it is easy and convenient to donate through the use of various apps. Within one’s fingertips, an individual person can send his/her donations to credible organizations listed in the apps. There are other ways of helping the disadvantaged. Examples include pooling rural talents where products are advertised and commercialized with the help of local government units. Other disadvantaged persons are offered scholarships, jobs, and other opportunities because of their talents and giftedness.

Intersubjectivity: Acceptance of Individual and Collective Differences

Ideally, intersubjectivity requires the unconditional acceptance of persons without any bias, discrimination or prejudice. It requires any person not to impose his/her personality, characters, attitudes, beliefs, custom, tradition, etc. on others who do not have such similarities. Despite differences – for example, in religions – people who freely exercise genuine intersubjective human relations tolerate others. Individually or collectively, authentic intersubjectivity does not take advantage, exploit, manipulate, ill-treat, malign, inflict, obtrude, and other use of related ill-feelings and ill-fated actions towards others who do not exercise the same “religious habits.” Even when we live at home and in a community, there will always be differences; hence, the need for tolerance or respect as long as yours’ and others’ is not an impediment to other peoples’ freedom and rights. In relation to Philosopher Martin Buber’s (1878-1965) ideas, we separate the I–It (person and object) to the I–Thou (person-to-person; the inter-subjects) because we are the essence of our own existence in relation to people, who are more important and incomparable to the things/properties – and sometimes, even to our most cherished beliefs and convictions – that we might possess from the beginning of our worldly awareness (Zank and Braiterman 2014).

Authentic Dialogues Despite The Differences

The phrase “authentic dialogue” does not come handy. First, the term “authentic” is also commonly known as “genuine,” “real,” “bona fide,” or “true.” “Dialogue,” on the other hand, typically refers to “a conversation between two or more persons. Hence, “authentic dialogue” means “true communication.” If you are not true to yourself, how can you even be truthful to others? But truthfulness does not necessarily equate to frankness or candidness, because we still live within societal norms, cultures, and related standards. Nonetheless, when individual persons employ authentic dialogue, they still abide by the rules of openness, honesty, fairness and related virtues so as to act humanely and plausibly in “seeing” holistically and contextually, followed by correcting any misconceptions, and then coming to terms whenever deemed essential by both parties concerned. So it does not matter really if we are individually different or unique in our own special way as long as we are first true to ourselves for us to be true also to other people.

How Do We Exercise Authentic Intersubjectivity?

Before we can exercise our authentic intersubjectivity to other people, we should at least learn how to expose ourselves, even to the harsh realities of intersubjectivity or inter-human dealings. We have to keep in mind that some people differ with how we see reality from our own perspective. There are ways to deal with that, such as through diplomacy, negotiation, or compromise. Whatever that might be, we have to keep ourselves true to ourselves even when we also try at protecting who we really are as a person.

Next, for authentic intersubjectivity to happen, we have to face and overcome challenges, such as failure, rejection, etc. It wouldn’t hurt you if you feel genuine about yourself while people see you differently. It is normal in this world to be thought of otherwise by people who do not really know you – much as you rarely don’t know yourself either. In other words, you know yourself better than other people’s skin-deep assessment of who you really are down to the deep recesses of your heart. 

So, for authentic intersubjectivity to continue manifesting itself between two or more people, it is really important not to be ashamed of being seen for who you truly are. At the end of each day, it is still you, and you alone, who can evaluate your true self – no matter how the world thinks about you. Although there is always a caveat or middle ground between two extremes (please see a contextualized use of authenticity – whether applied authentic dialogue or authentic intersubjectivity – in this article (“The Authenticity Paradox” 2014).

Summary/Generalization (What a student learned so far?)

In summary, authentic dialogue should come naturally in dealing with other people. When we show empathy and compassion to other individuals, no matter what their status in life be, we become authentic persons. Consequently, there are also many ways to show authentic intersubjectivity, such as by loving our family and neighbors, being caring with people with disabilities (PWDs) and donating to the disadvantaged members of our society.

B. Written Task (Quiz)

Multiple Choice: Instruction: Choose the correct or “best” answer by encircle your letter of choice. 

1. Who is this philosopher who defined intersubjectivity as the shared empathic interchange – both conscious and unconscious – of thoughts/feelings between two persons?

1. Pamela Cooper-White
2. Michael Zank 
3. Zachary Braiterman
4. Edmund Husserl

2. Which is NOT among the specific manifestations of genuine intersubjectivity or authentic inherent sociality among human beings?

1. Honesty
2. Trustworthiness
3. Tolerance
4. all of the above

3. What is the other phrase used for Person with Disability (PWD)?

1. Person with Ability (PWA)
2. Person without Ability (PWoA)
3. Person without Disability (PwoD)
4. Differently-abled Person (DAP)

4. The following are the rights of Persons with Disabilities (PWDs), EXCEPT:

1. Respect to PWDs’ inherent dignity
2. Non-discrimination of PWDs
3. Better/higher recognition of PWDs before the law
4. Adequate standard of living and social protection

5. What are some of the avenues to help the underprivileged/disadvantaged members of our society? 

1. Volunteering in civic-, faith-, youth-, etc. -based organizations
2. Donating via your chosen channel, such as electronic payment system, mobile payment app, etc.
3. Pooling and showcasing – whether online or not – of talents among the poorest in the community 
4. All of the above.

6. In authentic intersubjective human relations, what are the things that ought to be avoided, EXCEPT:

1. Exploitation
2. ill-treatment
3. maligning 
4. extending a helping hand

7. Philosopher Martin Buber’s I–It means person and object; whereas I–Thou means:

1. Oneself-to-oneself
2. Oneself-and-you alone
3. Person-to-person
4. Other people

8. Which one of the following situations demonstrates authentic dialogue?

1. Divulging another person’s secret to your friends 
2. Having ill-feelings towards your classmate because he/she acts according to his/her best judgment
3. Talking politely to your parent despite your differences in perspective about what course to take in college
4. Being on the lookout regarding your enemy’s infirmities so that you have something to gossip about

9. Despite the caveats concerning authentic intersubjectivity, some of the things that you could do are the following, EXCEPT:

1. Being true to yourself always
2. Being true to the untruthful in all circumstances
3. Always fearful whenever you thought of failing
4. Being ashamed of your past thinking others are not the same as you

10. Which one of the following PWDs best shows his/her talent/gift?

1. Andie, a blind person, who is invited in a family birthday to sing and then receive honorarium/cash incentive afterwards.
2. Daniella, who is deaf student, helps her mother during weekend in their cafeteria 
3. Piolo, who acquired brain injury due to a car accident, paints and sell them online
4. All of the above

C. Performance Task

Performance Task: Interviewing OR Poster Making About A PWD or DAP

Interview a person with disability (PWD) or a differently abled person (DAP). Then, ask questions such as, what is a PWD? What are the benefits given by law for PWDs? Etc. If you cannot find such person, make a poster showing a PWD/DAP. Don’t forget to add details to your poster. Good luck!

Note: Before your interview proper, please refer to the Rubric below:

Generic Rubric for a Philosophical Interview 

(For Poster: Scoring criteria are 60% Originality, 20% Creativity, & 20% Craftmanship)

Score/Points	Philosophical Thought Fluency/Articulation(Including word choice when interviewing)	Depth of Idea	Organization(intro, body, generalization)	FOR WRITTEN TASKS/ BONUS UNDER PERFORMANCE TASK: Conventions (e.g., word limit, grammar, spelling, punctuation)
100-90 (4-5)	Philosophically fluent/articulated thoughts (with excellent word choice)	All philosophical ideas were deeply elucidated in excellent details	Well-organized, with good transitions, and interesting to read	Correct word limit, grammar, spelling, punctuation
89-80 (3)	Good articulated thoughts (with good word choice)	Most ideas deeply explained in good details	Very organized, with some smooth transitions, and interesting to look at	Few errors as to word limit, grammar, spelling, punctuation
79-70 (2)	Thoughts nearing accuracy (with enough words to convey mostly basic ideas)	Some ideas aren’t explained deeply	Somewhat organized, no sufficient transitions, and interesting at the beginning	Piecemeal errors throughout the text, many grammar, spelling, punctuation mistakes
69-60 (0-1)	Haphazardly thought out ideas (many misuses of words); plagiarized	Fuzzy, shallow ideas and off points; plagiarized	No beginning and no end; extremely challenging to read/understand; plagiarized	Highly perceptible errors throughout the paper; plagiarized

The blank spaces provided for below is just a sample writing pad. Write the key ideas shared by your interviewer concerning “being a PWD/DAP’ using a separate sheet. For your poster, attach it to your answer sheet that your parent/guardian will return to school:

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

PWD Interviewee:___________________________________________________________________________________

(Please use additional sheet, whenever necessary)

Answer Key 

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.