Fusion of horizons: understanding vis-à-vis experiencing the philosophy of the human person

The Philosophy of the Human Person, included in the K-12 curriculum of Philippine basic education, has raised important questions about who is best qualified to teach it and how it can be effectively taught at a level students can both understand and appreciate. Thus, this paper explores the perspectives of philosophy teachers and senior high school students in a Catholic school, focusing on the challenges they encountered in the teaching and learning process. Using an interpretive phenomenological research design, the data gathered from participants revealed two primary challenges: students’ struggles with both the subject matter and the language of instruction, and teachers’ difficulties with pedagogy. From this analysis, three central themes emerged: perspectival engagement, pedagogical mediation, and interrelationality. Based on these themes, a hermeneutics-based pedagogical framework is proposed, emphasizing a dialogue- and situation-based approach that fosters a transformative understanding between students and teachers, who act as agents and facilitators of meaningful philosophical learning.