FM-AA-CIA-13 Rev.

0 10-July-2020

PANGASINAN STATE UNIVERSITY

Sta.Maria, Pangasinan
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH)

GE 9 - ETHICS
1st Semester, S.Y 2021 – 2022

COURSE SYLLABUS

COURSE INFORMATION
COURSE CODE GE 9
COURSE TITLE ETHICS
COURSE CREDIT 3 Units
CLASS HOURS 3 Hours/Week
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE BSEd English 3 (Fri -01:00p -02:00pm; Mon- 08:00am - 10:00am)
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2020.

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUniansmust possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions

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that build personal and professional credibility and integrity.

3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing
quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

PROGRAM OUTCOMES GRADUATE

PROGRAM OUTCOMES PERFORMANCE INDICATORS
ATTRIBUTES
Nationalistic, Graduates of BSEd Major in Generate opportunities for reflection on historical, social, cultural and political processes
Culture Sensitive English Program are as they affect the day to day lives of the students.
individuals who:
1. Articulate the relationship of
education to larger historical,
social, cultural and political
processes.
Lifelong learner 2. Facilitate learning using a wide  Actively engages students to sustain interest in the subject matter.
range of teaching  Implements learner-friendly classroom management procedures and practices.
methodologies in various types
of environment.
Eloquent 3. Develop alternative teaching  Use varied teaching methodologies appropriate for diverse learners.
approaches for diverse  Evaluate current teaching approaches and innovate based on learners’ needs.
learners.
Socially and 4. Apply skills in curriculum  Implement and evaluate the curriculum.
Environmentally development, lesson planning,  Effectively write and carry out the lesson plan with mastery.
Responsible materials development,  Deliver interesting lessons with congruent objectives, subject matter, teaching-
instructional delivery and learning activities, materials and assessment procedures.
educational assessment.
Objective 5. Demonstrate basic and higher  Source and organize data and information concerning teaching and learning.
levels of thinking skills in  Analyze and interpret data and information using appropriate tools and procedures.
planning, assessing and  Compose and disseminate properly well-written reports (progress reports,
reporting. assessment, and official communications, among others).
Socially and 6. Practice professional and  Behave in accordance to the Code of Ethics of Professional Teachers.
Environmentally ethical teaching standards to  Use the community as a learning resource
Responsible respond to the demands of the
community.
Lifelong learner 7. Pursue lifelong learning for  Plans and carries out personal and professional advancement
personal and professional
growth.

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PROGRAM OUTCOMES SPECIFIC FOR OPERATIONS MANAGEMENT

Knowledgeable 8. Demonstrate in-depth
understanding of the
development of adolescent
learners.
Socially and 9. Exhibit comprehensive
Environmentally knowledge of various
Responsible learning areas in the
secondary curriculum.
Knowledgeable 10. Create and utilize materials
appropriate to the secondary
level to enhance teaching
and learning.
Knowledgeable 11. Design and implement
assessment tools and
procedures to measure
secondary learning
outcomes.
Knowledgeable 12. Demonstrate in-depth
understanding of the
development of adolescent
learners.
Ethical 13. Exhibit comprehensive
knowledge of various
learning areas in the
secondary curriculum.
 Identify and design lessons according to the stages of learners' growth and
development.
 Utilize the potentials and uniqueness of individual learners in teaching.
 Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the secondary curriculum.
 Facilitate collaboration among diverse learners.
 Use appropriate to the secondary level to enhance teaching and learning.
 Use appropriate teaching-learning strategies to sustain interest in learning. Select,
develop or adapt updated technology in support of instruction.
 Use improvised and indigenous materials for meaningful learning.
 Balance the use of traditional and non-traditional assessment techniques.
 Interpret and use assessment data and information to improve teaching and learning.
 Adjust assessment tools and procedures to reflect school policies and guidelines
 Identify and design lessons according to the stages of learners' growth and
development.
 Utilize the potentials and uniqueness of individual learners in teaching.
 Discuss and share insights on the subject area's learning goals, instructional
procedures and content in the secondary curriculum.
 Facilitate collaboration among diverse learners.

COURSE DESCRIPTION

Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources.
(CMO 20 s 2013)

Morality pertains to the standards of right and wrong that individual originally picks up from the community. The course discusses the context and principles of ethical
behavior in modern society at the level of individual, society, and in interaction with the environment and other shared resources. The course also teaches students to make
moral decisions by using dominant moral frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas.

The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context – cultural, communal, and environmental; (b) the act;
and (c) reason or framework (for the act).

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COURSE OUTCOMES

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

1. Compare moral problems and non-moral problems; PO 3; PO 6
2. Describe moral experiences as they happen in different levels of human existence; PO 3; PO 6
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve
PO 1; PO 6
moral dilemmas;
4. Describe the elements of moral development and moral experience; PO 3; PO 6
5. Analyze moral experiences using ethical frameworks and principles; PO 3; PO 6; PO 13
6. Demonstrate sound ethical judgments based on principles, facts, and the stakeholders affected; PO 3; PO 6; PO 13
7. Show sensitivity to the common good when making moral decisions; and PO 3; PO 6; PO 13
8. Determine the principles of ethical behavior in modern society at the level of the person, society,
PO 1; PO 3; PO 6; PO 13
and in interaction with the environment and other shared resources.

COURSE LEARNING PLAN

Course
Learning Outcomes
Outcome/s
CO1
1. State the vision, mission,
goals and core values of
the University
2. Enumerate and explain
the objectives and learning
outcomes of the BEE
program
3. Describe the course
information
4. Explain the description of
the course
5. Examine the outline /plan
Learning Activities
Learning Materials and
Topics Hours (Face-to-Face and Assessment
Platform
Remote Teaching)
Course Orientation 1 Lecture /Discussion PSU Student Handbook, Recitation
1. Vision, Mission, Goals, Guiding series 2015
Philosophy and Core Values of the Web-based Instruction Activities
University
3. Program Outcomes E-Learning (LMS) Flexible Learning Materials
4. Course Information (FLMs)
5. Course Description
6. Course Outcomes
7. Course Outline MS Teams
8. Course Requirements and Course
Polices Gmail
9. Course References and
Supplemental Readings Social Media- Messenger
Group

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of the course
6. Comment on the
requirements and policies of
the
course
7. List the references and
supplemental
readings to be used in the
course

CO1, CO2
1.Explain the importance of
following various rules (home,
community, school rules and
regulations)
2.Differentiate between moral
and non-moral standards
3.Differentiate between
dilemma and moral dilemma
4.Identify a moral dilemma in
a given situation
Module 1: Introduction - Key
Concepts
a. The need to study Ethics
and the importance of rules
to social beings
b. Moral vs. non-moral
standards
c. What are dilemmas
d. What are moral dilemmas?
3 Remote Teaching: Study Guide for Module 1 Recitation
Virtual Instruction Ethics by Gallinero, W.B. Homework
(Synchronous or et.al. and De Guzman J.M.
Asynchronous whichever is et.al.
accessible to the class)
Key Concepts in Ethics by
Assigned Readings: www.philonotes.com
Importance of rules to
social beings; Moral vs Handout
Non-moral standards;
dilemmas and moral MS Teams
dilemmas

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CO1; CO2 5. Classify moral dilemmas
according to the three levels
of moral dilemmas
6. Explain why only human
beings can be ethical
CO2; CO3 1. Define what culture means
2. Determine facets of
personal behavior to culture
3. Determine differences in
moral behavior of different
cultures and appreciate their
differences
4. Evaluate the strengths and
weaknesses of cultural
relativism
5. Identify universal values
and outline why universal
values are necessary for
human survival
CO2; CO3 6. Analyze crucial qualities of
the Filipino moral identity in
their own moral experiences
7. Evaluate elements that
need to be changed
COURSE SYLLABUS IN GE 9 - ETHICS
e. Three levels of moral
dilemmas (individual,
organizational, systemic)
f. Foundations of morality:
- Freedom: responsibility for
one’s act and to others
- Minimum requirement for
morality: Reason and
impartiality
Module 2: The Moral Agent
a. Culture and moral behavior
1. Culture and its role in moral
behaviour
2. What is cultural relativism?
Why is it not tenable in
ethics?
3. Why are there universal
values?
4. The Filipino Way; Are there
an Asian and a Filipino
understanding of moral
behavior?
5. Strengths and weaknesses?
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3 Remote Teaching: Study Guide for Module 1 Recitation
Student activity: classifying Ethics by Gallinero, W.B. Quiz
moral dilemmas et.al.
Virtual Instruction Elements of Moral
(Synchronous or Philosophy by Rachels, J.
Asynchronous whichever is
accessible to the class) on Handout
moral dilemmas and the
three levels of moral MS Teams
dilemmas
3 Remote Teaching: Study Guide for Module 2 Recitation
(case analysis)
Case Analysis: Difference Elements of Moral
in Practices Philosophy by Rachels, J. Sharing
Virtual Instruction Ethics by Gallinero, W.B. Quiz
(Synchronous or et.al. and De Guzman J.M.
Asynchronous whichever is et.al.
accessible to the class)
Handout
Assigned reading on
cultural relativism MS Teams
Individual reflection and
online sharing on the
challenges of cultural
relativism and universal
values
3 Remote Teaching: Study Guide for Module 2 Assigned
homework:
Virtual Instruction “A Moral Recovery short film
(Synchronous or Program…” by Licuanan, P. analysis
Asynchronous whichever is et.al.
accessible to the class)
on the qualities of the Ethics by Gallinero, W.B.
Filipino moral identity et.al. and De Guzman J.M.
6

CO4 8. Recall defining moments in
their moral formation
COURSE SYLLABUS IN GE 9 - ETHICS
b. The moral agent: Developing
virtue as habit
1. How is moral character is
developed: The circular
relation of acts that build
character and acts that
emanate from character
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Viewing of short films about Handout
Filipino ways and moral
behaviour Video clips
Assigned Reading on MS Teams
Strengths and weaknesses
of Filipino Moral Character
Assigned reading on
universal values
Analysis of short films
about Filipino ways and
moral values
3 Remote Teaching: Study Guide for Module 2 Graphic
organizer:
Study Activity: Before the Ethics by Gallinero, W.B. circularity of
virtual instruction, bring out et.al. and De Guzman J.M. individual acts
students’ understanding of et.al. and character
contributory elements to
their moral character Handout
Virtual Instruction MS Teams
(Synchronous or
Asynchronous whichever is
accessible to the class)
Graphics on circularity of
relationship of individual
acts and moral character
Assigned reading on Moral
character as how it is
developed
7

CO4 9. Describe each stage of
moral development
10. Assess their personal
growth, and cases, against the
stages of development
CO4 1. Compare responses based
on reason and those based on
feelings
2. Identify and analyze their
feelings in personal moral
experiences
COURSE SYLLABUS IN GE 9 - ETHICS
2. Stages of Moral
development
3. Conscience: how do we get
to the highest level,
conscience-based moral
decisions?
Module 3: The Act
a. Feelings and moral decision-
making
1. Why they can be obstacles
to making the right
decisions
2. How they can help in
making the right decisions
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3 Remote Teaching: Study Guide for Module 2 Recitation –
sharing
Online sharing on assigned Kohlberg’s Stages of Moral
task: Heinz Dilemma Development by McLeod, S Quiz
Virtual Instruction Ethics by Gallinero, W.B.
(Synchronous or et.al. and De Guzman J.M.
Asynchronous whichever is et.al.
accessible to the class)
Handout
Self-Assessment of
incipient moments (chosen MS Teams
cases/ personal stories) in
their lives and where they
are now in their moral
development
3 Remote Teaching: Study Guide for Module 3 Paper: Song
Analysis or
Virtual Instruction Ethics by Gallinero, W.B. Situation
(Synchronous or et.al. and De Guzman J.M. analysis
Asynchronous whichever is et.al.
accessible to the class)
on feelings—importance, Handout
origin and disadvantages
Video clip
Self-assessment on the
role of feelings in decision MS Teams
making
Song analysis (feelings as
obstacles to making the
right decision
Or
Situation analysis:
(a) from medical ethics,
end-of-life involving a dying
parent
(b) payment of facilitation
fee to a customs officer by
8

CO4 3. Compare reasonable and
emotional responses
4. Apply the 7-step moral
reasoning model to real-life
cases
CO4 5. Distinguish between
knowing and actually
executing a good moral
decision
6. Assess their own moral
behavior in terms of planning
and execution in important
moral experiences
COURSE SYLLABUS IN GE 9 - ETHICS
b. Reason and impartiality vs.
Minimum requirements for Morality
1. Reason and impartiality
defined
2. The 7-step moral reasoning
model
c. Moral Courage
1. Why the will is as important
as reason
2. Developing the will
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a finance employee
(c) from ethics of
government, the use of an
official car to bring one’s
daughter to school
everyday
4 Remote Teaching: Study Guide for Module 3 Recitation
Virtual Instruction Elements of Moral
(Synchronous or Philosophy by Rachels, J.
Asynchronous whichever is
accessible to the class) A Model for Moral Decision
on Reason and Impartiality Making by Rae, S. and
Moral Deliberation by Que,
Assigned reading on the 7- N.S.
step moral reasoning
model Handout
Case analysis and online MS Teams
sharing of a dilemma, using
the 7-step model
3 Remote Teaching: Study Guide for Module 3 Recitation
Virtual Instruction Ethics by De Guzman J.M. Sharing
(Synchronous or et.al. and Gallinero, W.B.
Asynchronous whichever is et.al.
accessible to the class)
on moral courage and will Handout
Selected reading on moral MS Teams
courage
Self-Assessment: on a
most recent personal
dilemma: How did I decide
and what did I actually do
during my most important
moral experience in the
past year?
9

CO5 1. Discuss the dominant
mental frames and their role in
moral experience
CO5; CO6; 2. Clarify what virtue ethics is
CO7
3. Evaluate virtue ethics
4. Apply virtue ethics
CO5; CO6; 5. Clarify what rights theory is
CO7
6. Differentiate a legal from a
moral right
7. Analyze rights theory
8. Apply rights theory
COURSE SYLLABUS IN GE 9 - ETHICS
Module 4: Principles behind our
Moral Disposition Frameworks
a. Basic Theories and Frameworks
in Ethics
b. Virtue Ethics
1. Aristotle (Telos; Virtue as
habit; Happiness as virtue)
2. St. Thomas: Natural Law
(The natural and its tenets;
Happiness as constitutive of
moral and cardinal virtues)
c. Kant and rights
1. Kant (Good will; Categorical
imperative)
2. Different kinds of rights
(Legal; Moral)
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1 Remote Teaching: Study Guide for Module 4 Recitation
Virtual Instruction The Three Main Branches
(Synchronous or of the Philosophical Study
Asynchronous whichever is of Ethics by Klement
accessible to the class) on
Moral Theories as frames Ethics by De Guzman J.M.
of moral experiences et.al.
Handout
MS Teams
5 Remote Teaching: Study Guide for Module 4 Paper: on
virtues and the
Assigned reading on Ethics by Gallinero, W.B. application of
Aristotle’s virtue ethics et.al. and De Guzman J.M. “acting in
et.al. moderation”
Prepare for Virtual
Instruction (Synchronous or Ethics: Foundations of Quiz
Asynchronous whichever is Moral Valuation by
accessible to the class) Bualaong Interview with
on St. Thomas’ Natural parents and
Law Handout individual
reflection
Interview with parents MS Teams
about positions on
contentious social issues
4 Face-to-Face: Study Guide for Module 4 Recitation
Discussion on Kant and Kant and Rights Theorists
rights by Mariano
Ethics by Gallinero, W.B.
et.al. and De Guzman J.M.
et.al.
Elements of Moral
Philosophy by Rachels, J.
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Remote Teaching: Study Guide for Module 4 Case analysis

Assigned reading on rights
Self-Assessment: Analysis
of a case on rights (right of
the dying and rights of the
family)
and reflection
Ethics by Gallinero, W.B.
et.al. and De Guzman J.M. Quiz
et.al.
Elements of Moral
Philosophy by Rachels, J.

Reflection on the Handout

importance of respecting
rights in a society MS Teams

CO5; CO6; 9. Clarify what utilitarianism is d. Utilitarianism 3 Face-to-Face: Study Guide for Module 4 Recitation
CO7
10. Evaluate and apply 1. Origins and nature of theory Class discussion on Ethics by Gallinero, W.B.
utilitarianism as basis of Utilitarianism et.al. and De Guzman J.M.
morality 2. Business’s fascination and et.al.
utilitarianism
Elements of Moral
Philosophy by Rachels, J.

Remote Teaching: Study Guide for Module 4 Paper: Essay

on “My view
Selected reading on Ethics by Gallinero, W.B. of Duterte’s
Jeremy Bentham and John et.al. and De Guzman J.M. Administration
Stuart-Mill et.al. if I were a
Utilitarian”
Creative Essay: “My view of Handout
Duterte’s Administration if I
were a Utilitarian” MS Teams

CO5; CO6; 11. Clarify what justice and e. Justice and fairness: Promoting 3 Face-to-Face: Study Guide for Module 4 Recitation
CO7 fairness are the common good
1. The nature of the theory Class discussion on justice Ethics by Gallinero, W.B.
12. Evaluate and apply justice and fairness et.al. and De Guzman J.M.
and fairness 2. Distributive justice et.al.
(Egalitarian; Capitalist;
Handout
Socialist -the state and

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citizens; responsibilities to Remote Teaching: Study Guide for Module 4 Recitation -

each other) sharing
Assigned reading on the Ethics by Gallinero, and
principles of taxation and Taxation by Dy Quiz
3. The principles of taxation
inclusive growth
and inclusive growth Handout
Individual reflection and
online sharing on: “Who MS Teams
should carry the burden of
taxation? Who should
benefit from taxes?”

CO8 1. Identify the important moral
challenges of globalization
2. Compare responses to
shared moral dilemmas of
baby boomers and millennials
Module 5: Conclusion - Ethics
through Thick and Thin, and
Ethics and Religion
a. Moral Challenges of Globalization
- Globalization and pluralism;: New
challenges to ethics
3 Face-to-Face:
Lecture on the moral
challenges of globalization
Study Guide for Module 5 Recitation
Ethics by Gallinero, W.B.
et.al. and De Guzman J.M.
et.al.
The challenges of
Globalization and Pluralism
to Ethical Decision-Making
by Mariano

Handout
Remote Teaching: Study Guide for Module 5 Individual
reflection to a
Assigned reading on Ethics by Gallinero, W.B. video clip
globalization and business et.al. about the
ethics “ethical cost”
Video clips of globalization
Viewing of videoclip on
globalization MS Teams

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CO8 3. Cite qualities of the filinnials b. Challenges of Filinnials 4 Face-to-Face: Study Guide for Module 5 Recitation

4. Differentiate ethics from
religion
5. Outline the role of religion in
a globalized world
c. The religious response: The role
of religion in ethics
Class discussion:
a. What are issues that
cause moral friction
between
Millennials/Filinnials and
their parents?
b. How should we resolve
the friction? Who is right?
Ethics by Gallinero, W.B. Seatwork
et.al. and De Guzman J.M.
et.al.
Elements of Moral
Philosophy by Rachels, J.

Remote Teaching: Study Guide for Module 5 Recitation -

sharing
Viewing video clips about Ethics by Gallinero, W.B.
filinnials et.al. and De Guzman J.M.
et.al.
Individual reflection on the
video clips Reason Informed Faith by
Gula
Assigned Reading on
Religion’s role in Ethics Handout

Video clips

MS Teams
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books and E-books C. Electronic Sources

Main References: Campbell, W. Keith. “The Narcisissm Epidemic.” Interview by

De Guzman, J. M., et.al. Ethics: Principles of Ethical Behavior in Modern Society. Malabon Steve Paikin. The Agenda with Steve Paikin, July 31, 2013.
City: Mutya Publishing House, Inc. 2018. https://youtu.be/lv2LkAWc7Tk
Gallinero, W.B., et.al. Ethics. Malabon City: Mutya Publishing House, Inc. 2018. Chris Cahilig “Pitaka”: Shortfilm, May 11, 2017,
Rachels, James. The Elements of Moral Philosophy, 16-31. 4th ed. New York: McGRaw-Hill College, https://www.youtube.com/watch?v=LlMOSmRXtAQ
2004. Elemia, Camille “Political Dynasties in PH” 9News Philippines,
October 1, 2012. https://youtu.be/FXYK4fKlKlM.
Other references and supplemental readings: “Filipino American Millenials.” Makilala TV, October 4, 2014.
Aquinas, Thomas. On law, eternal law and natural law. Summa Theologiae, vol https://youtu.be/H2rvFsI64k8
28, edited by Thomas Gilby, 5-97. Cambridge: Blackfriars, in conjunction HumberEDU. “The Cost of Globalization”. March 22, 2016,
with McGraw-Hill Book Company, New York, 1966. https://www.youtube.com/watch?v=v0CdoXp8x44
Aristotle. Books I-II in the Nicomachean Ethics. Translated by Martin Oswald. Klement, Kevin. “The Three Main Branches of the Philosophical

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Indianapolis: Bobbs-Merrill Educational Publishing, 1983. Study of Ethics”.https://www.people.umass.edu/klement/160

Bualaong, O.G. Jr., et.al. Ethics: Foundations of Moral Valuation. Manila: Rex Book Store. 2018.
Dy, M. 2016. Lecture Notes: Taxation Lecture During CHED-GET Ethics. Ateneo De Manila University.
Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization.
1st ed. New York: Anchor Books, 2000.
Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.
Kant, Immanuel. “Categorical Imperative.” In Groundwork of the Metaphysic of
Morals, translated by H.J. Paton, 162-176. New York: Harper and Row
Publishers, Inc., 1964.
Kohlberg, Lawrence. Essays on Moral Development. Vol. 1 of the Philosophy of
Moral Development: Moral Stages and the Idea of Justice. San Francisco,
CA: Harper & Row, 1981.
Licuanan, Patricia et.al. “A Moral Recovery Program: Building People – Building Nation.” in Values in
Philippine Culture and Education: Philippine Philosophical Studies I, edited by Manuel B. Dy,
Jr., 31-48. Washington, DC: The Council for Research in Values and Philosophy, 1994.
Mariano, M. N. 2016. Lecture Notes: Lectures During CHED-GET Ethics. Ateneo De Manila University.
Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course
notes for PH104: Foundations of Moral Value. Ateneo de Manila
University.
Rae, Scottt B. and Kenman L. Wong. “A Model for Moral Decision Making.”
Chap.16 in Beyond Integrity: A Judeo-Christian Approach to Business
Ethics. Grand Rapids, Ml: Zondervan, 1996.
Rawls, John. “A Theory of Justice.” In Reason at Work: Introductory Readings in
Philosophy, edited by Steven M. Cahn and George Sher, 262-76. Forth
Worth, TX: Harcourt Brace College Publishers, 1996.
Stumpf, S.E. 2005. Socrates to Sartre and Beyond: A History of Philosophy. New York:
Mcgraw-Hill Education.
Werhane, Patricia H. Moral Imagination and Management Decision Making. New
York: Oxford University Press, 1999.
Knicker, Nicole. “McDonald’s: Winning Global Marketing
Strategies. “Global E. Brands, September 15, 2013.
https://globaltrends.com/mcdonalds-winning-at-global
marketing-strategies.
McLeod, S. Kohlberg’s Stages of Moral Development, updated
2013, https://www.simplypsychology.org/kohlberg.html
Nestle Philippines “Cooking Mo, Cooking Ko” Kasambuhay
Habambuhay Short Film Anthology, July 11, 2011,
https://www.youtube.com/watch?v=y9gzS1XFt7E
Paul Soriano “An Open Door” Shortfilm, September 2, 2016,
https://www.youtube.com/watch?v=IV235cFyjpY
PHILO-notes: Learn Philosophy Online.
https://philonotes.com/index.php
Rae, S.B. (n.d.). “Model for Making Ethical Decisions”, July 27,
2017.
http://en.liftinghands.net/upload/topic/1267845485_4450.pdf.
Sedig, Laura. What’s the Role of Autonomy in Patient-and Family
Centered Care when Patients and Family Members Don’t
Agree? January 2016. https://journalofethics.ama
assn.org/article/whats-role-autonomy-patient-and-family
centered-care-when-patients-and-
family-members-dont-agree/2016-01
Universal Music Group, “Coward of the County” by Kenny Rogers,
October 30, 2018,
https://www.youtube.com/watch?v=mNlswqBZ7u4

COURSE REQUIREMENTS

1. There will be formative and summative tests to evaluate your performance in the course. Formative tests in our course include quizzes, seatworks, papers
(reflection/ reaction/ analysis, etc.) and class participation (in-class discussions, recitation, boardwork, sharing, etc.). Summative tests, on the other hand,
include midterm exam and final exam.
2. Formative Tests:
2.1 The quizzes will test what you have learned during the entire chapter (maximum of 2 chapters). There will be six quizzes (3 for midterm and 3 for final
grading) in our entire Ethics course. Each quiz is a combination of objective (either identification, true or false or multiple choice) and essay (short
answer) types.

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2.2 The seatworks are used to supplement what you have learned in a particular topic during face-to-face lecture or discussion. Guide questions will be
provided for seatworks and will require you short answers.
2.3 The required papers (case analysis, short film/video clip analysis, situation analysis and reflection essays) are all home-based. These papers are
outputs to the assigned readings and are basically provided with cases or situations guided by questions or statements to reflect on.
2.4 Class participation (recitation) is based on both attendance in discussion (both face-to-face and online remote modes) as well as the extent of your
active participation, which includes recitation, involvement in boardworks or plays, raising questions, giving ideas, sharing experiences and making
comments pertinent to the topic at hand.
3. Summative Tests:
3.1 The midterm and final exams are major exams that will test what you have learned collectively and comprehensively in the course. The midterm exam
will cover Introduction up to Chapter 2’s “Reason and Impartiality”, while the final exam will cover Chapter 2’s Moral Courage up to the last chapter of
our course.
4. For submission of homework during remote teaching mode, unless otherwise indicated, please send them on or before the deadline to the official MS
Teams virtual classroom or my email address (gavinadonnamay@psu.edu.ph). When you contact me through email, please indicate in the subject of the
email your course, name and the activity title (e.g. BEE1A_Baliton_DonnaMay_Activity1). Names of attachments (documents or photos) should also be
renamed following the same format.

ASSESSMENT AND GRADING

Midterm Grade: T-Final Grade:

Midterm Exam 40% Final Exam 40%
Attendance, Recitation, Quizzes 30% Attendance, Recitation, Quizzes 30%
Home Based Requirements 30% Home Based Requirements 30%
100% 100%

Final Grade = (Midterm Grade + T-Final Grade)/2

COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Face-to-face Class)

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. A student is responsible for his/her absence
5. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
6. Requirements must be submitted within the designated date of submission.
7. All school rules will be followed as stated in the student handbook

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8. Late work: Deductions will be given however, leniency will be observed.

9. Others (agreed upon by the class)

Lecture Class Policies (Online Class – Synchronous)

1. Wear a decent casual dress during web conference.
2. No foul words during online discussions.
3. Observe punctuality and courtesy
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed for the teacher and students.
6. Cheating and plagiarism not tolerated.
7. On-time submission of requirements as agreed during class orientation.

Classroom Expectations (Residential and Online)

1) Be Prepared. You and only you are responsible for your grade. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and
other homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit.
2) Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions, offer ideas or ask questions.
3) Be on Time. Seat plan will be used for the checking of attendance. Any student who is not seated on his/her designated area once the class started will be
considered tardy.
4) Be Respectful. Any action that bothers another student or the teacher or any disruptive behavior in class is considered disrespectful. Demonstrate proper respect
for teachers, other students, and school property. Listen to others and evaluate ideas on their own merit.
FACULTY CONTACT INFORMATION
NAME Donna May B. Gavina
DESIGNATION Instructor I / Guidance Counselor
MOBILE PHONE NUMBER 09338231788
E-MAIL ADDRESS gavinadonna@psu.edu.ph
CONSULTATION SCHEDULE 1:00-5:00PM, every Tuesday
OFFICE LOCATION Guidance Office, PSU Sta.Maria Campus
Prepared by:
Jufri Jan Louis M. Narvas Checked by: Recommended by: Approved:

Faculty Member
Adapted by: Florita C. Balansay, MAEd Wilfredo N. Ancheta, MAEd Elmer C. Vingua, PhD
Donna May B. Gavina Department Chairperson College Dean Campus Executive Director
Faculty Member

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