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PATRONAGE OF MARY DEVELOPMENT SCHOOL

S. Medida (Extension) Street, Poblacion, Boljoon, Cebu
Tel. No.: (032) 482 – 9302 | Website: www.pmdsbc.com | Email Add.: [email protected]
OFFICE OF THE SENIOR HIGH SCHOOL DEPARTMENT
DISCIPLINES AND IDEAS IN THE SOCIAL SCIENCES | ADAPTIVE TEACHING GUIDE

MET # 2: DOMINANT APPROACHES AND IDEAS

LESSON # 5: HISTORICAL-HERMENEUTIC APPROACHES IN THE SOCIAL SCIENCES
Prerequisite Content-knowledge: 1) Defining Social Sciences as the Study of Society 2) Social Science Disciplines: History, Methods, and
Areas of Inquiry 3) Empirical-Analytical Approaches in the Social Sciences: Microlevel 4) Empirical-Analytical Approaches in the Social
Sciences: Macrolevel and Interdisciplinary Approaches
Prerequisite Skill:
1) Critical Thinking
2) Creativity
3) Collaboration
4) Communication
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Prerequisites Assessment: LESSON PRETEST: GUESS WHO

Do you know who Sigmund Freud was? Identify as many as you can anything that you can associate with Sigmund Freud.

GUESS WHAT
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Pre-lesson Remediation Activity:

Offline (Modular or Printed) Blended (Online/Limited Face-to-Face
Classes)
The students will do the following: The students will do the following:
1. For Students with Insufficient Level Provide reading materials and video links that Comprehensive content review through an
on Prerequisite Content-knowledge will enhance their level of content-knowledge interactive class discussion and present video
and/or Skill(s) and skills about the topic. film about the topic.
2. For Students with Fairly Sufficient Provide video links that will enhance their level Content review through class discussion of the
Level on Prerequisite Content- of content-knowledge and skills about the topic. video presented.
knowledge and/or Skill(s)

Introduction:
1. Time frame: This lesson is good for 4 hours (240 minutes).
2. RUA: At the end of the lesson, the students are expected to:
(a) Identify the value of interpretation in social scientific inquiry;
(b) Explain the relevance of humanistic understanding to the social sciences;
(c) Explain the contribution of psychoanalysis and hermeneutical phenomenology to the study of human behavior;
(d) Analyze the psychodynamics of the person’s personality in terms of the Id, Ego, and Superego (Psychoanalysis); and
(e) Analyze the significance of data (Phenomenology).
3. Context: The knowledge gained from this lesson is directly applicable to the students' learning and can be utilized in the context of Research,
Understanding, and Analysis (RUA) of their educational journey. Specifically, the concepts covered in this topic will greatly enhance students' ability
to interpret the meaning of education and conduct an interview with someone who has been or is out-of-school youth at the time they undertake the
activity.
4. Overview of the Lesson: In this lesson, students will explore interpretation in social scientific inquiry and the value of humanistic understanding
in the social sciences. They will examine the contributions of psychoanalysis and hermeneutical phenomenology to the study of human behavior. The
psychodynamics of personality will be analyzed through the lens of the Id, Ego, and Superego in psychoanalysis, and the significance of data in
phenomenology will be examined. By the end of the lesson, students will understand the importance of interpretation in social scientific inquiry, the
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relevance of humanistic understanding in the social sciences, and the contributions of psychoanalysis and hermeneutical phenomenology. They will
also be able to analyze the psychodynamics of personality using the Id, Ego, and Superego framework, and evaluate the significance of data in
phenomenology. This knowledge will deepen their understanding of human behavior and enhance their skills in social scientific inquiry.

Student’s Experiential Learning:

(Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Offline (Modular or Printed) Blended (Online/Limited Face-to-Face Classes)
Lesson Chunks Formative Questions The students will do the following:
The students will do the following:
Interactive and collaborative class discussion and
aided with the YouTube video (PowerPoint
presented):

Is psychoanalysis Using the printed instructional

Chunk 1: scientific? What conditions materials, Situation analysis, analyze
PSYCHOANALYSIS or shapes human behavior? the situation given and explain in not
What is the relationship less than 5 sentences.
between personality and Concept map, generate words or
behavior? concepts related to or best describing
psychoanalysis and add brief
explanations in every concepts.

(Video) Situation analysis, analyze the situation

presented and explain.
Concept map, generate words or concepts related to
or best describing psychoanalysis and add brief
explanations in every concepts.
Share to the class.
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What is hermeneutics? Using the printed instructional Interactive and collaborative class discussion and
What is the difference materials, Picture analysis, analyze aided with the YouTube video (PowerPoint
Chunk 2: between descriptive the picture, and generate an presented): Video analysis, analyze the video, and
HERMENEUTIC phenomenology and explanation about it. Highlight the generate an explanation about it. Highlight the key
PHENOMENOLOGY hermeneutic or interpretive key concepts of the symbolic concepts of the hermeneutic phenomenology and
phenomenology? Is interactionism and add concepts or add concepts or words (Concept Map) related to or
hermeneutic words (Concept Map) related to or best describing hermeneutic phenomenology. Share
phenomenology a method best describing hermeneutic to the class.
of research or a theoretical phenomenology.
viewpoint or orientation?
Synthesis:
The teacher will share the main points covered in the lesson and request the students to provide a summary of what was taught.

RUA of a Student’s Learning:

MEANINGFUL ENCOUNTER
What struck you most in his or her responses, or in his or her story? Please write key
words or phrases only.

Did you notice any consistencies or inconsistencies in his or her responses? What
were these?
Did he/she mention about any dreams or plans in the future? How did he/she describe
these dreams and plans?
Does he/she have issues with her family (parents and siblings in particular) or with
the authorities? What were these issues?
How does he/she feel being out of school? Does he/she wish to go back to school and
earn a degree? Why or why not?
Does he/she have a source of inspiration, one that provides him or her hope and
optimism in life? Who or what is this source of inspiration?
Processing Questions:
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How did you find the whole experience? Did you share some of his/her dreams and
thoughts? How about his or her fears and anxieties in life? Are you also facing the
same issues and problems with your family and with authorities? In what ways are
you similar? Do you see yourself different from him or her? Why or why not?

Essay. Answer each set of questions in brief but succinct essay.

1. What are the three elements of personality structure according to Sigmund Freud? What are the key features of each element? How does each
explain human behavior?

2. In what ways does Edmund Husserl’s descriptive phenomenology vary from Martin Heidegger’s hermeneutic phenomenology? What is the
role of reflexivity in hermeneutic phenomenology?

With the preceding learning activity [RUA], the students will be able to attain the core values of Patronage of Mary Development School:
 Spirituality, Honesty, Integrity, Nationalism, and Excellence

Post-lesson Remediation Activity: Provide materials that will enhance their level of content-knowledge and skills about the topic. Learning
assessment activities will be given as well as feedback on the results of their performance.
Prepared by: Reviewed by: Approved by:
JOHN REY C. AMPOON MELVIN M. ARIAS DR. ROUEL A. LONGINOS__
Subject Teacher Chairperson, SHS Department School Principal