De La Salle University Manila

College of Liberal Arts

Department of Philosophy

ETHICS
Course Syllabus

COLLEGE: DEPARTMENT:
COURSE CODE: GEETHIC
CLASS DAYS AND CLASS TIME:
INSTRUCTOR: (name, contact details, and consultation hours)

COURSE DESCRIPTION:
This course introduces the students to the principles of moral reasoning and ethical behavior at the levels of the individual
person, society, and ecological systems with the aim of promoting values and character formation. The course is divided into three
major parts. The first looks into the meaning and foundation of ethics, and clarifies the identifying features of moral personhood. The
second examines the basic claims of the different normative ethical theories. The third critically analyzes current ethical issues in
various areas such as biomedicine, business, environment, law, politics, computing, arts, sports, and media using actual cases in both
national and international settings.

UNIVERSITY ELGA LEARNING OUTCOMES

On completion of the course, the student is expected to be able to do the following:

1. Critical and Creative Thinker  Resolve moral disagreements in ways that are rational, open-minded, and considerate of
2. Effective Communicator individual differences.
3. Reflective Lifelong Learner  Pursue personal development and professional growth in ways that are guided by
4. Service-Driven Citizen ethical principles.

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FINAL COURSE OUTPUT:

Case Study. This constitutes 40% of the final grade. It has a group and an individual component. The group component is a group
project, while the individual component is a paper.

a. Individual Paper. This constitutes 50% of the total grade for the case study (or 20% of the final grade). The paper should clearly
present the student’s own analysis of the ethical issue to be tackled by his/her group, and personal reflections on the outcomes or
conclusions of his/her group’s project.

b. Group Project. This constitutes 50% of the total grade for the case study (or 20% of the final grade). The project can be in the
form of a video documentary, poster exhibit, play, debate, and others, which shall be presented in class. It should creatively
present and critically examine a current ethical issue, and should make proposals for an effective resolution of the issue. The
teacher shall decide on how the class will be divided into groups.

 Case Study Proposal: Before working on the group project, each group must first submit a proposal to be approved by the
teacher. The group proposal constitutes 10% of the final grade.

LEARNING OUTCOMES REQUIRED OUTPUT DUE DATE

 Resolve moral disagreements in ways that Project (Case Study) Proposal 7th Week
are rational, open-minded, and considerate of
individual differences. Individual Paper 11th Week
 Pursue personal development and
professional growth in ways that are guided Group Project 13-14th Week
by ethical principles. (Presentation of Output)

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RUBRICS FOR ASSESSMENT:
A. Rubric for the Case Study Proposal
CRITERIA EXEMPLARY
4 3
CLARITY OF Problem and proposed
PURPOSE solution are clearly stated
20% and the problem is properly
introduced.
RELEVANCE OF Proposed topic is extremely
TOPIC relevant given current social
20% realities in our own country.
ORGANIZATION Proposal is well organized
20% and easy to follow. All ideas
are coherently connected
and they are presented in a
reader-friendly manner.
CREATIVITY Proposal is very creative,
20% which totally enhances the
intelligibility of the
proposal’s purpose.
INTER- Proposal accurately
DISCIPLINARY considers disciplinal
INTEGRATION perspectives and the
20% connections made among
them are insightful and
innovative.
SATISFACTORY DEVELOPING BEGINNING RATING
2 1
Both problem and Problem is clearly stated Problem is not clearly
proposed solution are but has no clear proposed stated.
clearly stated, but the solution.
problem is not properly
introduced.
Proposed topic is Proposed topic is slightly Proposed topic is
sufficiently relevant relevant given current outdated and is not
given current social social realities. relevant given current
realities. social realities.
Proposal is sufficiently Proposal is somewhat Proposal is
organized. All ideas organized. While some disorganized. Ideas
introduced are coherently ideas are coherently are not coherently
connected. connected, some are not. connected.
Proposal is creative Proposal manifests some Proposal is plain and
enough, but does not signs of creativity. shows no sign of
totally enhance the creativity
intelligibility of the
proposal’s purpose.
Proposal considers Proposal considers Proposal does not
disciplinal perspectives disciplinal perspectives but consider disciplinal
which are accurately their presentation contain perspectives.
presented. misconceptions.
TOTAL:
3
B. Rubric for the Group Project (Presentation of Output)

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING

4 3
ANALYSIS OF THE The problem is well
PROBLEM presented and well analyzed
35% in terms of it causes. There
is no instance of faulty
reasoning leading to
unsound conclusions. In
addition, the conclusions are
supported by references to
previous scholarly studies.
PLAUSIBILITY OF Solution offered to the
THE PROPOSED problem is rational, open-
SOLUTION minded, and respectful of
35% individual differences. In
addition, it is defended
against possible objections.
ORGANIZATION Presentation is organized
10% from beginning to end. In
addition, it is easy to follow.
The audience is well guided
in terms of how it proceeds.
CREATIVITY Presentation is very creative,
10% which contributes well to the
articulation of the output.
INTER- Includes disciplinal
DISCIPLINARY perspectives in the analysis
INTEGRATION of the problem, whose
10% relevance to the proposed
solution is well
demonstrated.
The problem is well
presented and well
analyzed in terms of it
casuses. There is no
instance of faulty
reasoning leading to
unsound conclusions.
Solution offered to the
problem is rational,
open-minded, and
respectful of individual
differences.
Presentation is organized
from beginning to end.
Presentation is creative
enough, but only slightly
contributes to the
articulation of the output.
Includes disciplinal
perspectives in the
analysis of the problem,
whose relevance to the
proposed solution is only
slightly demonstrated.
2 1
The problem is well
presented, but the analysis
of its causes is not entirely
sound. It contains some
instances of faulty
reasoning leading to
unsound conclusions.
Solution offered to the
problem is either not
rational, not open-minded,
or not respectful of
individual differences.
Presentation of ideas is
somewhat organized. In
some instances it is
organized; but in some it is
not.
Presentation manifests
some signs of creativity
Includes disciplinal
perspectives in the analysis
of the problem; but its
relevance to the proposed
solution is not
demonstrated.
The problem is
simply presented and
described. There is no
analysis of the
problem in terms of
its causes.
No clear solution is
offered to the
problem.
Presentation of ideas
is disorganized.
Presentation is plain
and shows no sign of
creativity
Does not include
disciplinal
perspectives in the
analysis of the
problem.

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C. Rubric for the Individual Paper
CRITERIA EXEMPLARY
4 3
THESIS AND Thesis and coverage of the
COVERAGE paper are sufficiently clear.
15% In addition, their relevance
is well demonstrated.
ORGANIZATION Well organized, materials
AND CITATIONS used are properly cited, and
15% the flow of discussion is
smooth and easy to follow.
REASONING There are no instances of
30% faulty reasoning in the
paper. In addition, it defends
its conclusions against
possible objections.
ETHICAL Contains insightful and
REFLECTIONS ON original reflections on how
PERSONAL AND the paper’s conclusions will
PROFESSIONAL cultivate ethical pursuit of
GROWTH personal development and
30% professional growth.
INTER- Considers disciplinal
DISCIPLINARY perspectives in the analysis
INTEGRATION of the issues; and the
10% connections made among
them are insightful and
innovative.
SATISFACTORY
Thesis and coverage of
the paper are sufficiently
clear; but their relevance
is only slightly
demonstrated.
Well organized and
materials used are
properly cited.
There are no instances of
faulty reasoning in the
paper.
Contains insightful
reflections on how the
paper’s conclusions will
cultivate ethical pursuit
of personal development
and professional growth.
Considers disciplinal
perspectives in the
analysis of the issues; but
the connections made
among them are not
insightful or innovative.
DEVELOPING
2 1
Thesis and coverage are
indicated but not
sufficiently clear.
Somewhat organized and
the materials used are
either improperly cited or
not cited at all.
The paper has some
instances of faulty
reasoning.
Contains some reflections
on how the paper’s
conclusions will cultivate
ethical pursuit of personal
development and
professional growth; but
these are not insightful.
Considers disciplinal
perspectives in the analysis
of the issues; but they
contain misconceptions.
TOTAL:
BEGINNING RATING
Thesis and coverage
of the paper are either
unclear or not
indicated.
Disorganized and
materials used are not
cited.
Has many instances
of faulty reasoning.
Conclusions made
are unsound.
Does not contain any
reflection on how the
paper’s conclusions
will cultivate ethical
pursuit of personal
development and
professional growth
Has no discussion of
disciplinal
perspectives in the
analysis of the issues.
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 TOTAL:

OTHER REQUIREMENTS AND ASSESSMENTS:

1. Mid-Term Examination. This is a written examination which constitutes 25% of the final grade. This measures the knowledge of
students regarding the various concepts and theories discussed in the lessons, and their ability to critically assess the strengths
and weaknesses of these theories. A student who does not pass the written examination may take a remedial oral examination,
but his/her maximum grade for the examination shall be lower than the original maximum grade for the written examination (the
percentage of which shall be determined by the teacher).

2. Class Participation, Reflection Papers, and Quizzes. They constitute 25% of the final grade.

GRADING SYSTEM:

Requirements Grade Percentage

Rating System
1. Case Study 40%
a. Individual Paper 20% 4.0 97-100 2.0 80-84
b. Group Project 20% 3.5 93-96 1.5 75-79
2. Mid-Term Examination 25% 3.0 89-92 1.0 70-74
3. Class Participation, Reflection Papers, Quizzes 25% 2.5 85-88 0.0 0-69
4. (Group) Case Study Proposal 10%
Total 100%

LEARNING PLAN:

Contact hours per week: 3 hours (divided into 2 meetings, which are indicated in the Learning Plan as “Week Xa” and “Week
Xb”; thus, e.g., “1a” and “1b” mean the first and second meeting, respectively, of Week 1)

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 Non-contact hours per week: 2 hours (for online learning activities and consultation)

CULMI- TOPIC WEEK ENABLING LEARNING READINGS ASSESS-

NATING NO. LEARNING ACTIVITIES MENT
LEARNING OUTCOMES
OUTCOMES
I. Ethics and the (1-2)
Moral Person
A. Understanding Ethics 1a
Clearly explain Analysis of cases Elliot: “Ethics and Participation
Resolve moral Guide Question: What is the meaning intended to bring Values” (online); in class
disagreements ethics and why should we and scope of out the ethical “Ethics” (Internet discussion,
in ways that are study it? ethics as a biases of students. Encyclopedia of Group
rational, open- branch of Such cases may be Philosophy, online) reporting
 Ethics and Philosophy
minded, and philosophy, those depicted in
considerate of  Areas of Ethics and the pictures, film clips,
individual  Value of Studying importance of or newspaper
differences. Ethics studying it. articles, which
concern current
social issues and
ethically
Pursue controversial legal
personal laws (existing or
development proposed).
and
professional B. Grounds of Morality 1b-2a
growth in ways Compare and Follow-up activity Tokmenko: “Against Short
that are guided Guide Question: What are contrast the Cultural Relativism”; reflection
to the previous one:
by ethical the bases, sources, or different bases, this time, students Hume: “Ethical Claims paper
principles. foundatiions of morality? sources, or are made to reflect Describe Feelings”; (minimum of
foundations of on and evaluate the Nagel: “Ethical Claims 2 pages,
 Reason, Sentiments,
morality. foundation of their are Objective”; C.S. double-
Divine Reality, Sacred
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 Texts, Culture, own ethical biases. Lewis: “The Moral Law spaced with
Mystical Experiences, (This can be done is from God”; The Bible: no. 12 font
Intuition, and others by asking them to “Love of God and size)
defend the opposite Neighbor”; Moore:
of their initial “Irreducible Ethical
ethical position on Truths” (ECR, 50-88)
the case at issue; or (Additional readings are
by asking them to to be determined by the
think of possible teacher)
objections to their
initial ethical
position and then
reply to these
objections.)
C. The Moral Person 2b
Identify and Analysis of a case “Responsibility” Participation
Guide Questions: What gives explain the in terms of the (Internet Encyclopedia of in class
moral status to certain criteria for moral Philosophy, online); discussion,
entities? When is a person moral accountability of Clarke: “Freedom and Short
morally accountable for peronsonhood the persons Responsibility” (RCE, reflection
his/her actions? What is the and the involved in the 263-274); Velasquez: paper
ideal level of moral conditions for case. “Moral Responsibility
reasoning? moral and Blame” (BECC, 43-
accountablity. Lecture and 52)
1. Moral Agency and Distinguish discussion Kohlberg: “Moral
Responsibility among the Education” (ECR, 186-
2. Moral Development stages of moral Note: All cases 194); Velasquez: “Moral
and Reasoning development. that will be used Development and Moral
for analysis in this Reasoning” (BECC, 24-
course may be 35)
actual or
hypothetical, as
presented either in

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 books, essays, or
movies.

II. Normative (3-7)

Ethical Theories
A. Consequentialism 3ab
Explain clearly Analysis of a case Hooker: Participation
Guide Question: How is the the basic in terms of the “Consequentialism” in class
morality of an act elements of morality of an act (RCE) discussion,
determined using the consequentialis using the Mill: “Utilitarianism” Short
perspective of t ethics in its perspective of (ECR, 196-201); Hare: position
consequentialist ethics? various forms. consequentialist “A Utilitarian Approach” paper
ethics. (Cases here (CTB, 85-90)
1. General Kinds
may involve
2. Utilitarian Forms business decisions
which, though
highly profitable,
resulted in human
injuries or
environmental
damages.)

Lecture and
discussion

B. Deontology 4ab
Explain clearly Analysis of a case Kant: “Ethics is Based on Participation
Guide Question: How is the the basic in terms of the Reason” (ECR, 153- in class
morality of an act elements of morality of an act 157); Ross: “Prima discussion,
determined using the deontological using the Facie Duties (ECR, 89- Short
perspective of deontological ethics in its perspective of 98 position
ethics? various forms. deontological paper
ethics. (Cases here

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 1. Kantian Deontology may involve
2. Rossian Deontology actions that violate
human rights.)

Lecture and
discussion
5ab
C. Natural Law Ethics Explain clearly Analysis of a case “The Natural Law Participation
the basic in terms of the the Tradition in Ethics” in class
Guide Question: How is the elements of morality of an act (Standford Encyclopedia discussion,
morality of an act natural law using the of Philosophy, online); Short
determined using the ethics in its perspective of Gensler: “Natural Law” position
perspective of natural law various forms. natural law ethics. (ECI, 152-161) paper
ethics? (Cases here may
involve sexuality
1. Thomistic Christian and reproduction.)
Tradition
2. Other Forms Lecture and
discussion

D. Virtue Ethics 6a
Explain clearly Analyis of a case in Aristotle: Participation
Guide Question: How is the the basic terms of the “Nichomachean Ethics” in class
morality of an act elements of morality of an act (ECR, 240-249); discussion,
determined using the virtue ethics in using the Bretzke: “The Tao of Short
perspective of virtue ethics? its various perspective of Confucian Virtue Ethics” position
forms. virtue ethics. (online); Oakley: “A paper
1. Aristotelian Virtue
(Cases here may Virtue Ethics Approach”
Ethics involve acts of (CTB, 91-104)
2. Confucian and whistleblowing.)
Buddhist Virtue
Ethics Lecture and
discussion

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E. Theories of Justice 6b
Explain clearly Analysis of a case Velasquez: “Justice as Participation
Guide Question: How is the the basic in terms of the Fairness” (BECC, 112- in class
justice of a distributive act claims of the justice of an act. 119); Feinberg: discussion,
determined using the various (Cases here may “Distributive Justice” Short
perspectives of the various theories of involve (BEPR, 80-88) position
theories of justice? justice. discrimination in paper
various forms.)
1. Meaning and Kinds of
Justice Lecture and
2. Theories of discussion
Distributive Justice
F. Care Ethics 7ab
Explain clearly Analysis of a case Gilligan: “In a different Participation
Guide Question: How is the the basic in terms of the voice: Women’s in class
morality of an act elements of morality of an act conception of self and discussion,
determined using the care ethics. using the morality” (online); Short
perspective of care ethics? perspective of care Brennan: “Feminist position
ethics. (Cases here Ethics” (RCE, 514-524); paper
1. Feminism and Ethics
may involve acts of Manning: “A Care
2. Elements of Care self-sacrifice.) Approach” (CTB, 105-
Ethics 116)
Lecture and
discussion
Submission of Project 7b
(Case Study) Proposals
MID-TERM 8a
EXAMINATION
Evaluation of Case Study 8b
Proposals

(9-12)
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III. Current
Ethical Issues
A. Applied Ethics I 9ab-
10ab Apply the Analysis of cases The teacher decides on Group
Guide Question: What are various ethical in the areas of the required readings reporting,
some of the main issues in theories to the bioethics, business according to the topics Short
the areas of bioethics, analysis and ethics, and he/she chooses to include reflection
business ethics, and resolution of environmental under each of the areas paper
environmental ethics, and practical moral ethics, using the that shall be covered. See
social media ethics; and issues. different normative Supplementary
how are they resolved using ethical perspectives References (below) for
the different ethical reading materials that can
theories? Lecture and be used for each area.
discussion
1. Bioethics
2. Business Ethics
3. Environmental
Ethics
4. Social Media Ethics
Note: All areas must be
covered.
B. Applied Ethics II 11ab-
12ab Apply the Analysis of cases The teacher decides on Group
Guide Question: What are various ethical in the area/s the required readings reporting,
some of the main issues in theories to the indicated using the according to the topics Short
the selected area/s of analysis and different normative he/she chooses to include reflection
applied ethics; and how are resolution of ethical under each of the areas paper
they resolved using the practical moral perspectives. that he/she intends to
different ethical theories? issues. cover. See
Lecture and Supplementary
 Computer Ethics Develop a discussion References (below) for

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  Legal Ethics personal reading materials that can
 Political Ethics conviction to be used for each area.
promote
 Machine Ethics
ethical
 Animal Ethics practices in
 Art and Media Ethics one’s pursuit
 Sports Ethics of personal
growth and
Note: At least one area professional
must be covered, which development.
must be in line with
degree/s that the students
are pursuing.

Presentation of Group 13ab-

Projects 14ab

Submission of Individual
Papers

Note: The corresponding titles of books and essays for the acronyms cited (e.g., ECR, RCE) can be found under the general and
supplementary resources.

REFERENCES:

Ethics in General
Besser-Jones, Lorraine and Michael Slote. (2015). The Routledge companion to virtue ethics. New York: Routledge.
Bretzke, James. (1995). The Tao of Confucian virtue ethics. International Philosophical Quarterly, 35 (1): 25-41. Available online.
Deigh, John. (2010). An introduction to ethics. Cambridge: Cambridge University Press.

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Denise, Theodore, et al., eds. (2007). Great traditions in ethics. CA: Wadsworth.
Foot, Philippa, ed. (2002). Theories of ethics. Oxford: Oxford University Press
Gilligan, Carol. (1977). In a different voice: Women's conception of self and of morality. Harvard Educational Review, 47 (4): 481-517.
Available online at researchgate.net.
Gensler, Harry, et al., eds. (2004). Ethics: Contemporary readings. London: Routledge. (ECR)
Gensler, Harry. (2011). Ethics: A contemporary introduction. 2nd Edition. London: Routledge. (ECI)
Newton, Lisa. (2013). Ethical decision making: Introduction to cases and concepts in ethics. Dordrecht: Springer.
Rachels, James. (2013). The elements of moral philosophy. 7th Edition. New York: McGraw Hill.
Shoemaker, David, ed., (2013). Oxford Studies in Agency and Responsibility (Volume 1). New York: Oxford University Press.
Skorupski, John. ed. (2010). The Routledge companion to ethics. London: Routledge. (RCE)

Bioethics
Kuhse, Helga and Peter Singer, eds. (2009). A companion to bioethics. 2nd Edition. Wiley-Blackwell.
Singer, Peter and A. M. Viens, eds. (2008). The Cambridge textbook of bioethics. Cambridge: Cambridge University Press.

Environmental Ethics
Boylan, Michael, ed. (2014). Environmental ethics. 2nd Edition. West Sussex: Wiley-Blackwell.
Rolston III, Holmes. (2012). A new environmental ethics: The next millenium for life on earth. London: Routledge.

Business Ethics
Ferrell, O. C, et al., eds. (2011). Business ethics: Ethical Decision making and cases. 8th Edition. Mason, OH: South-Western Cengage
Learning.
Velasquez, Manuel. (2006). Business ethics: concepts and cases. 3rd ed. New Jersey: Prentice Hall. (BECC)

Computer Ethics
Barger, Robert. (2008). Computer ethics: A case-based approach. Cambridge: Cambridge University Press.
Kizza, Joseph Migga. (2016). Ethics in computing: A concise module. Doldrecht: Springer.

Legal Ethics
Luban, David. (2007). Legal ethics and human dignity. Cambridge: Cambridge University Press.
Markovits, Daniel. (2008). A modern legal ethics: Adversary advocacy in a democratic age. Princeton: Princeton University Press.

Political Ethics
Day, Richard and Joseph Masciulli. eds. Globalization and political ethics. Leiden: Brill.
Fives, Allyn. (2013). Political reason: Morality and the public sphere. New York: Palgrave MacMillan.

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Machine Ethics
Bostrom, N. and E. Yudkowsky. (2011). The ethics of artificial intelligence. In Cambridge Handbook of Artificial Intelligence, edited by K.
Frankish and W. Ramsey. N.Y.: Cambridge University Press.
Anderson and Anderson, eds. (2011). Machine ethics. Cambridge: Cambridge University Press.

Animal Ethics
Aatola, Elisa and John Hadley, eds. (2015). Animal ethics and philosophy: Questioning the orthodoxy. New York: Rowman & Littlefield.
Gruen, Lori, ed. (2011). Ethics and animals: An introduction. Cambridge: Cambridge University Press.
Thomas, Natalie. (2016). Animal ethics and the autonomous animal self. London: Palgrave Macmillan.

Art and Media Ethics

Ward, Stephen. (2011). Ethics and the media: An introduction. Cambridge: Cambridge University Press.
Levinson, Jerrold, ed. (1998). Aesthetics and ethics: Essays at the intersection. Cambridge: Cambridge University Press.
Couldry, Nick, et al., eds. (2013). Ethics of media. New York: Palgrave Macmillan.

Sports Ethics
Lumpkin, Angela. (2009). Modern sports ethics: A reference handbook. Californian: ABC-CLIO.
Boone, Tommy and Sanchez-Gonzales, Marcos. (2009). Basic issues in sports ethics: The many ways of cheating. (eBook) N. Y.: Edwin
Mellen Press.

Online References:
 CEP Comprehensive Bibliography. Resource for information about environmental ethics.
 Ethics Updates. Ethics Updates is designed primarily to be used by ethics instructors and their students.
 EthicsWeb.ca. A collection of ethics-related websites, run by philosopher-ethicist Chris MacDonald.
 ETHXWeb. Journal articles, book chapters, bills, laws, court decisions, reports, books, audiovisuals, and news articles relating to
bioethics and professional ethics covering 1974-2009. [From: Philosophy Resources: Ethics Resources Online.
http://researchguides.library.vanderbilt.edu/c.php?g=68902&p=449587]
 Resources for Teachers - Online Ethics | MediaSmarts mediasmarts.ca/digital-media-literacy/.../online-ethics/resources-teachers-online-
ethics
 Online Ethics | MediaSmarts mediasmarts.ca/digital-media-literacy/digital-issues/online-ethics

CLASS POLICIES: (To be formulated by the instructor in accordance with university, college, and department policies.)
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Revised 25 May 2019 (N. Mabaquiao)

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