SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM, and ELECTIVES

Student Copy

A. COURSE INFORMATION

COURSE NUMBER PHILO 13 NO. OF UNITS 3

COURSE TITLE Ethics

PREREQUISITE/S Philo 11: The Human Condition

DEPARTMENT/
Philosophy SCHOOL SOH
PROGRAM

SCHOOL YEAR 2020 - 2021 SEMESTER 1st (Quarter 2)

INSTRUCTOR/S Francis D. Alvarez, SJ

VENUE/PLATFORM Online - Canvas SECTION BB-Q2 SCHEDULE T-TH 0800-0930

B. COURSE DESCRIPTION

Ethics, a required core curriculum Philosophy course in the Loyola Schools, seeks to uncover the nature of
a moral experience and help students take control of their moral lives by guiding them how to make
reasonable, impartial, and principle-based decisions habitually. To do this, the course will examine: a) the
cultural context which defines the moral agent’s sense of right and wrong; b) the nature of the agent and
his/her moral act; c) philosophers’ ethical theories that serve as frameworks in understanding moral
experiences; and d) a moral decision-making process that the students will apply on cases.
The course is organized according to the three main elements of the moral experience: the act, the agent
and the reason or framework (for the act).

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 WHERE IS THE COURSE SITUATED
WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

 DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Develop the capacity to interrogate and understand the complexity of ethical issues
and experiences with an examination of their own cultural contexts.

CLO2: Make sound ethical judgments on various personal, organizational, and systemic
ethical issues by using philosophical ethical frameworks and an ethical reasoning process.

CLO3: Demonstrate a critical understanding of the ethical traditions and theories that shaped
the world and be able to evaluate their strengths, weaknesses, and appropriate use.

CLO4: Deliberately and reflectively work on developing an ethical character over time.

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or Learning
Hours

Module 0: Course Orientation N/A 1

Module 1: (suggested period: Nov. 4 – 6)

Introduction
- Why do we seek to be ethical?
CLOs 1, 4 9 hours
- Why is freedom crucial in ethics?
- What are moral standards?
- What is a moral dilemma?

Module 2: (suggested period: Nov. 9 – 13)

CLOs 1, 3, 4 10 hours
Culture, Relativism, and Fundamentalism

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 - How does culture (societal, generational, and
organizational) shape values and moral behavior?
- Is culture the ultimate determinant of values, of
right and wrong?
*Reflection paper on a dilemma (see below) must be
submitted by Nov. 13, 11:59 pm.

Module 3: (suggested period: Nov. 16 – 20)

The Moral Agent
CLOs 2, 4 10 hours
- What are the characteristics of an ethical person?
- How does one become a mature moral agent?

Module 4: (suggested period: Nov. 23 – 27)

The Moral Act
- Why is reason not enough in carrying out moral
decisions? CLOs 1, 2, 4 10 hours
- What is the role of feelings in moral decisions?
- How can we make reasoned and impartial
decisions?

Module 5: (suggested period: Dec. 1 – 7)

Frameworks for Ethical Decision-Making
- What are the overarching frameworks that dictate
the way we make our individual moral decisions?
CLOs 1, 2, 3 10 hours
- Are these frameworks valid?
- What is my framework in making my decisions?
*Final submission for the group case study (see below)
must be in by Dec. 9, 9:00 am.

Module 6: (suggested period: Dec. 9 – 12)

Ethics and the Transcendent
- What are the challenges to ethical behavior in
today’s world?
CLOs 2, 4 6 hours
- Is it still meaningful to search for universal values?
- How do we respond to an increasingly pluralist and
individualist, globalized world?
- How can we be ethical in a VUCA reality?

E. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs

Tasks Weight

Participation in graded discussion boards throughout

the modules (Not all discussions will be graded. You will 20% CLO 1, 2, 3, 4
always be informed if a discussion board post will be
graded or not.)

“Quizzes” throughout the modules (Quotation marks are

used here because these are not really quizzes in the 5% CLO 1, 2, 3
usual understanding of the word. These “quizzes” are
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not meant to test what you know. They are more like
pedagogical tools which ask you to enter a process and
are meant to promote interactivity. As long as you submit
on time a coherent answer that addresses the question,
you will get full marks.)

Reflection paper on a dilemma (Students, taking off

from the context of young people today, must identify a
real-world moral dilemma that is impacted by culture.
They must show why the case is a dilemma and how 25% CLO 1, 2
culture colors the case. They will then try to make a
stand on the dilemma using what has so far been
discussed in class.)
Due: Nov. 13, 11:59 pm

Group case study (Students will be grouped

according to similar professional fields and will do
research on potential ethical problems from those fields.
Using discussion boards on Canvas (with the feature
that students must post before seeing the reply of others
turned on), each student must propose a case. The
group then deliberates which case will be chosen. On
another discussion board (again with the feature above
turned on), each member must individually analyze the
case and then contribute to an online discussion. On a 25% CLO 1, 2, 3, 4
third discussion board (again with the feature above
turned on), students, after taking into account what was
discussed, individually analyze the case. This individual
submission is what will be graded. This will be done
starting after module 2 and must be completed as
module 6 begins.) *If students foresee having difficulty
working with a group, these students must inform the
teacher as soon as possible.
Due: Dec. 9, 9:00 am

Group Final Oral Exam (In groups of three, students

are expected to discuss how they can each present an
exposition of selected thesis statements and analyze
moral cases given beforehand. They must also be
prepared to address follow-up questions from the
teacher. Thesis statements will be supplied and online
sign-ups will be conducted at least one week before the
exams. Students will be given a landline number to call 25% CLO 1, 2, 3, 4
should they have internet connectivity problems. While
this is a group oral exam, scores will be given
individually based on each student's performance.) *If
students foresee having difficulty working with a group,
these students must inform the teacher as soon as
possible.
*To be scheduled during exam week

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RUBRICS:

For participation in
discussion boards
Exceeded Standard Standard
(10 or 15 points for Standard Met
Expectations Partially Met Not Met
each board depending
on what is required):
Posted on time; clear and coherent; addresses
the question; shows intelligent engagement with
For your post 10 points 7-8 points 0-6 points
the matter being discussed while applying
relevant concepts - 9 points
Posted on time; follows proper netiquette
For your comment/s
(respectful even in disagreement); clear and
on someone else’s 5 points 2-3 points 1 point
coherent; helps further or deepen the discussion
post (if required)
- 4 points

Standard Standard
Standard Met
Partially Met Not Met
Posted on time; clear and coherent; addresses the question 1-2 points 3-4 points
For “quizzes”
- full marks will be given deducted deducted

For other requirements / assessments:

Criteria Excellent Good Fair Passing Failure

Understanding Exhibits clear, Generally Identifies Merely Cannot show

of the lessons, accurate and identifies, some of the mentions a few any evidence of
texts, discussions, comprehensive explains, and content of the items from the understanding
materials, etc. identification, analyzes with matter at hand topic, but has the matter at
explanation and accuracy the to exhibit no clear hand because
analysis of the topic, minimal understanding unable to even
topic, the question, understanding, of how these identify its basic
question/problem, claims, and but misses too elements are components;
the claims, and arguments of many linked to each fundamentally
the arguments of the matter at elements to other. misunderstands
the matter at hand, as well provide a the matter at
hand, as well as as most of the complete hand and/or
of the key key concepts, picture the key
concepts; but lacks concepts;
integrates some clarity unable to
pertinent and integrate
information with completeness information and
one’s own ideas to each
position; connects other
different ideas to
show a narrative,
exhibiting
synthetic thinking

- 10 points - 9 points - 8 points - 7 points - 0-6 points

Argumentation Provides strong Provides Provides some Employs invalid Presents no or

in establishing reasoning in adequate reasoning, but or weak almost no
one’s case or terms of reasoning, but argumentation arguments; arguments to
point deductively valid some has a lot of generally support one’s
or inductively arguments missing or disregards the claims; unable
strong may need weak parts; need to provide to understand
arguments; further makes too support; unable objections to
assumes full strengthening; many claims to muster any one’s own point
responsibility of requires a bit without proper legible
the burden of more support; response to
proof for one’s convincing responds objections
claims and evidence for minimally to
provides claims; objections.
adequate responds to
evidence or objections,
support for them; but not in full
responds to
objections well

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Organization States one’s thesis States the States the Almost Completely
in composing clearly; provides a introduction, thesis, impossible for disorganized:
one’s case or well-ordered thesis, and introduction, the reader to Provides no
point structure to conclusion and follow the thesis
establish the clearly, but conclusion, but trajectory of statement,
thesis; supplies a some in a vague the assignment introduction,
clear introduction paragraphs manner; because of its and conclusion;
and precise need further provides some lack of a clear is incoherent
conclusion; coherence semblance of thesis, due to lack of
provides coherent, and clearer structure, but introduction, structure;
well-composed transitions generally and conclusion, supplies
paragraphs with unclear in the and because paragraphs that
clear transitions direction; the paragraphs are generally
supplies are generally incoherent,
paragraphs poorly with no clear
that are often composed transitions
incoherent between them

Style Employs strong Generally Presents in a Strains the Fails to

to ensure clarity prose by employs good manner that is capacity of the represent, or
and forcefulness committing prose, clear enough reader or misrepresents,
of one’s minimal provides more to be listener to sources;
presentation grammatical, or less understood, understand the impossible or
syntactical, complete but there are assignment, almost
spelling, citation, and far too many because of impossible to
punctuation, presents in a errors in poor grasp of understand
vocabulary errors; clear manner, writing the language, because of too
provides clear, but displays /speaking, OR because of many writing or
accurate, and some errors incomplete forced speaking errors,
complete citation; and lack of citations, and ambiguity, fake or because of
writes or speaks in clarity from expressions profundity, heavy-handed
a clear and easy to time to time that need to pretentious pretentiousness
read/understand be clarified confusing
manner further “style”

- 10 points - 9 points - 8 points - 7 points - 0-6 points

Insight Shows intellectual Attempts at Simply Presents what Unable to even

beyond merely creativity in creativity and presents, with had been present what is
repeating the providing original novelty in accuracy, what covered, but in the material
lessons claims , arguments, claims, had already misunderstands
and exposition that arguments, been covered many of the
are relevant and and in the ideas and
sound; sparks new exposition, readings, arguments of
ideas relevant to but needs to lessons, the material
the discussion at strengthen and/or
hand their case discussions

“Epistemic Shows clear Generally Provides Generally Dogmatic;

Virtue” / consideration of shows arguments for unaware of the misrepresents
Intellectual alternative awareness of one’s position need to explore others’
Humility positions and the and against one’s own positions and
to ensure one’s identifies other assumptions, others’, but position and of arguments to
open-mindedness people’s strengths and generally in a the importance show them in
in a complex world arguments; does limitations of one-sided of the worst
not assume that one’s own manner acknowledging possible light,
his/her claims are position, as others’ or does not
true and respects well as other positions even recognize
opposing views by people’s that they exist
presenting them in positions, but
the best possible may be
light; does not missing some
make claims important
beyond the elements
evidence provided
and recognizes
limitations to
his/her arguments;
explores
assumptions of
his/her own
position

- 5 points - 4.5 points - 4 points - 3.5 points - 0-3 points

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*The set of rubrics in the previous page is derived from the work of: Christina Hendricks (www.christinahendricks.ca), Micah Lewin
(www.micahlewin.blogspot.com), and Jeff Maynes (www.jeffmaynes.com).

F. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

Readings, recorded lectures, videos CLOs 1, 2, 3, 4

Discussion boards, case studies, and reflection paper CLOs 1, 2, 3, 4

“Quizzes” CLOs 1, 2, 3, 4

3 to 4 optional synchronous classes (the first one is on Nov. 12, 8:00 am; CLOs 1, 2, 3, 4
the rest are to be scheduled at least one week before they are held)

Collaboration in a group oral exam CLOs 1, 2, 3, 4

G. REQUIRED READINGS

Aristotle. Bks. I-II. Nicomachean Ethics. Translated by Martin Oswald. Indianapolis: BobbsMerrill
Educational Publishing, 1983. (excerpts)

Kant, Immanuel. “Categorical Imperative.” In Groundwork of the Metaphysic of Morals. Translated by

H.J. Paton. New York: Harper & Row Publishers, 1964. (excerpts)

Kohlberg, Lawrence. The Philosophy of Moral Development. Moral Stages and the Idea of
Justice. Essays on Moral Development, Volume One. San Francisco: Harper & Row, 1981.
(excerpts)

Licuanan, Patricia, et al. “A Moral Recovery Program: Building a People, Building a Nation.” In
Values in Philippine Culture and Education. Philippine Philosophical Studies Volume 1. Edited
by Manuel B. Dy, Jr., 31-48. Washington, DC: The Council for Research in Values and
Philosophy, 1994.

Que, Nemesio, S.J. “Notes on Moral Deliberation.” Unpublished manuscript.

Rachels, James. “The Challenge of Cultural Relativism.” In The Elements of Moral Philosophy,
9th ed., 14-32. [Editions 5-9 by Stuart Rachels] New York: McGraw-Hill Education, 2019.

Rachels, James. “What Is Morality?” In The Elements of Moral Philosophy, 9th ed., 1-13.
[Editions 5-9 by Stuart Rachels] New York: McGraw-Hill Education, 2019.

Reyes, Ramon. “Relation between Ethics and Religious Belief.” In The Moral Dimension:
Essays in Honor of Ramon Castillo Reyes. Edited by Nemesio S. Que, S.J., Oscar G. Bulaong
Jr., and Michael Ner E. Mariano, 107-112. Quezon City: Office of Research and Publications,
Ateneo de Manila University, 2003.

Thomas Aquinas. On Law, Eternal Law, Natural Law. In Summa Theologiae. Volume 28, 5-97.
Blackfriars in conjuction with McGraw-Hill Publications, 1966. (excerpts)

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 *These readings may be replaced depending on the flow of the class.

H. SUGGESTED READINGS

Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.

For Kohlberg refer also to:

http://www.usefulcharts.com/psychology/kohlberg-stages-of-moral-development.html
http://www.education.com/reference/article/kohlbergs-moral-reasoning/

Werhane, Patricia H. Moral Imagination and Management Decision Making. New York: Oxford
University Press, 1999

I. GRADING SYSTEM

Range in
Description
terms of %
Excellent: Demonstrated a clear, complete, organized, and
A 4.00 92-100 well-articulated understanding of the subject matter in such a
way that the topic being discussed is deepened and enriched.
Superior: Demonstrated a clear, complete, organized, and
B+ 3.50 87-91 well-articulated understanding of the subject matter. Almost an
A.
Good: Demonstrated a clear, complete, and organized
B 3.00 83-86
understanding of the subject matter.
Satisfactory: Demonstrated an understanding of the subject
C+ 2.50 79-82 matter but lacked organization, and neglected some
fundamental elements. Almost a B.
Sufficient: Demonstrated a minimal understanding of the
C 2.00 75-78
subject matter.
Deficient: Barely demonstrated understanding of the subject
D 1.00 70-74
matter.
Failure: Non-fulfillment of the minimum requirements for the
F 0 0-69
subject.
*See also: Academic Regulations, #35 (LS Undergraduate Student Handbook)

J. CLASS POLICIES

Students taking this fully-online course need to be self-directed learners. Being in charge of your own
learning involves a level of responsibility if you are to transition well into college and to online learning.
Below are some guidelines and class policies that will help you succeed:

1. Familiarize yourself with Canvas.

a. This course will depend a lot on our learning management system. Here is a guide:
https://lor.instructure.com/resources/5f9a4be58f8747abb2d30d5a1cda846a?shared
b. Students with no or very unstable internet connection are advised to immediately inform (by email or
through a phone call) (a) their Chair/ Program Director, (b) ls.one@ateneo.edu, and (c) me so that the
appropriate assistance can be extended and adjustments can be made. If necessary, portable learning
packets which can be in the form of flash drives or printed materials can be sent to the students.
Requests for PLPs are coursed through LS One (www.ateneo.edu/lsone).

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c. Student access to the Canvas course will be closed a week after the electronic release of grades.
Students are encouraged to download the course materials as well as the records of their grades before
the Canvas course closes.
d. Grades reflected on Canvas are not necessarily the official grades for the class.

2. Create a schedule.
a. This mostly-asynchronous course is offered during a 6.5-week-long quarter within a semester.
b. You are expected to create a schedule that works for you AND that keeps pace with the
recommended deadlines and time frame that your teacher has set for the course.
■ We will have three to four synchronous classes during class time. The first one is on Nov. 12, 8:00
am; the rest are to be scheduled at least one week before they are held. The links and agenda for these
sessions will be posted on Canvas. It would be nice if students’ cameras are kept open during
synchronous sessions so that I can see who I am talking to and receive non-verbal feedback. But
keeping cameras open is not required. If the teacher’s internet connection is lost in the middle of a
session, and in the absence of prior instructions addressing this eventuality, please wait 15 minutes for
the resumption of the session before you leave the session. Students are expected to participate in
these sessions and are highly encouraged to attend, but no penalties will be given to those who are
unable to attend, especially due to internet connectivity issues.
■ If you miss any of the synchronous sessions, please inform your teacher. You will be provided a file of
the recording.
■ If you cannot meet the recommended deadlines for the graded assignments, please inform your
instructor as soon as possible. Accommodations are possible depending on each individual case.

3. Communicate.
a. I will be using the inbox, chat, and announcements functions of Canvas for regular communication
with the class. Please check Canvas regularly for any message from the teacher.
b. You are expected to use those same channels to communicate with me. Email is also an option. My
address is: falvarez@ateneo.edu. Please always use your Ateneo OBF email account when writing to
me.
c. You are expected to respond to messages from your instructor and group mates within a reasonable
amount of time. “Reasonable” can vary per person, but from me, you can expect a response turn-
around time of at most two days, excluding weekends and holidays. I hope you can extend the same
courtesy to your instructor and group mates. Feedback on your requirements can be expected five days
after you submit them.
d. If you are consecutively non-responsive to my messages on Canvas and emails, I will reach
out to you through the Office of the Associate Dean for Academic Affairs and/or the Office of
Guidance and Counseling, as recommended by our protocols.
e. To communicate with group mates during group assignments, I encourage the use of the
Groups and Chat functions of Canvas, as well as Google Docs. Beyond that, you can decide
among yourselves what other channels are convenient for you.
f. I will need a volunteer class beadle to do the following: a. create and manage alternative platforms
for purposes of communication and community; b. serve as liaison between the class and
the instructor; c. remind the instructor to record synchronous class sessions; and d. report
class concerns to the Department Chair and School Dean (e.g., deviations from the syllabus,
difficulties in contacting the instructor, etc.). If you are willing to do this job, please send me
an email. If no one volunteers, I will assign one randomly before the first synchronous class session.

4. Cooperate and collaborate.

a. The course is designed to promote student engagement with the material, with the instructor,
and with each other through active and interactive learning tools.
b. You are expected to show evidence of engagement by contributing thoughtfully in the
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 asynchronous discussions and by making use of the various online learning tools I will recommend. If
you have any trouble with those tools for any reason, please contact your teacher immediately and
alternatives can be explored.

5. Observe courtesy and respect for each other and for the larger community.
a. Proper “netiquette”
■ Our online class should be a safe, positive, fun-yet-challenging, learning environment for everyone.
Maintaining that environment requires the use of honest yet respectful language in our communication.
This can be challenging since we will be relying mostly on the written word, without the benefit of cues
from sound/voice and body language. You are expected to exercise good judgment in what you say and
how you say it.
■ Debating is expected and encouraged in any college philosophy class. However, if you think that
discussions and disagreements are getting out of hand, inform the teacher. Having said that, I hope that
you try to resolve the matter among yourselves before coming to me.
b. Privacy
■ Our online class is open only to officially registered students of Philo 13. The Registrar is in charge of
enrolling you in our Canvas course in time for the start of the semester.
■ Materials produced for this class are not meant for outside or public dissemination.
■ You are asked to treat the contents of our discussions, especially sharing of a more personal nature,
with the respect and discretion they deserve.
c. Plagiarism
■ All papers, essays, etc. must be accomplished in accordance with the Loyola Schools’ Code of
Academic Integrity. See:
https://www.ateneo.edu/sites/default/files/The_LS_Code_of_Academic_Integrity_Student_Guide.pdf
Cheating and plagiarism shall not be tolerated and shall be dealt with according to regulations in the
Code.
d. Policy on Gender-sensitivity
■ We abide by the Loyola School’s policy on gender-sensitivity. You may access the full statement
here: http://www.ateneo.edu/ls/ls-gender-policy
■ Please also check out the updated Code of Decorum here:
http://www.ateneo.edu/policies/code-decorum-investigation-sexual-harassment

6. Know where to get information and help.

For more information on Ateneo online education, visit: https://ateneobluecloud.ateneo.edu/LS
See also the SOH Online Learning Policies: http://bit.ly/SOHPolicyforStudents
For Canvas concerns, write to: canvas.ls@ateneo.edu
For offline access to resources or to request a portable learning packet (for those with unstable internet
connections), go to www.ateneo/lsone write or call 09209142372.
For these and other concerns, including student wellbeing, you can also write to: ls.one@ateneo.edu
Other References:
Tips for Online Learning – http://ateneosalt.org/abc04
Rizal Library Access - http://rizal.library.ateneo.edu/onlineResources
Ateneo Blue Cloud Primer - http://ateneobluecloud.ateneo.edu/LS

K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Francis D. Alvarez, SJ falvarez@ateneo.edu T-TH 0800-0930

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 *Please set an appointment by email at least 24 hours before you consult.
Consultations may be scheduled at other times by mutual agreement between the teacher
and the student(s).
As much as possible, group consultations are preferable to one-on-one consultations.
Please organize a group before emailing me for an appointment.
In case individual consultations are unavoidable or if students request individual
consultations, please note the following protocols:
Students are allowed to consult by email or by chat box.
If a video conferencing platform is to be used, the students are allowed to turn their video
function off.
You are allowed to record the meeting if you wish to do so.
If students wish to have the meeting recorded, but are unable to, the teacher will offer to
record the session and send the student the recording after the meeting.

L. ADDITIONAL NOTES

A personal note:
If there are any current or emergent circumstances that make online learning difficult for you, I
would appreciate it if you inform me right away.
We are all still feeling our way around online education. Let us be patient with each other, keep
communication lines open, and always try to be kind. This is going to be a challenging quarter, but it
can also be an enjoyable and fruitful one. Thank you in advance for your cooperation!

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