Commented [J1]: You must be certain that in every Unit,

Moral and Non-Moral Problems there are at least two lessons. These lessons should be
properly labelled/numbered and titled

Introduction
People encounter various problems every day, some are simple, some are complex. In all
aspects of life, things are not always simple. From the time one wakes up in the morning until
practically bedtime, one may be preoccupied with something to be done or about things that are
undone. Not everything is foreseeable. There are always things that are missing; some others need
immediate fixing, someone else getting a flat tire just before leaving for work and many more
situations of the same type. We are not always ready and we cannot foresee everything. Something,
somewhere, somehow is not alright. There are problems or situations that call for moral or ethical
valuation or judgment. It may be about contemplating whether or not to tell a teacher about a
cheating incident during an examination. As a student, a problem may be about what to do having
known that she is pregnant. Should she reveal to her parents about it? What could her parents’
reaction be?

Should a student lie to his/her professors for not having been in class very often for no
reason at all? Must one spread rumors using the social media about someone he/she hates since
his/her identity can remain unknown and can inflict more pain and moral damage on the person?
Is suicide a better solution to end all the troubles? There can be other serious problems that anyone
is going through and the question is what to do in these difficult circumstances.

Distinguishing between a moral problem and non- moral problem is the aim of this topic.
When do you say a problem pertains to what is right or wrong or when it is simply a matter of
fact?

Learning Outcomes

1. Differentiate between moral and non-moral problems

2. Describe what a moral experience is as it happens in different levels of human experience.
Activating Prior Learning
Commented [J2]: Two things to remember: 1) Be sure
that all outcomes listed have an activity that develops it or
measures it; 2) There should be a separate set of objectives
for the Unit and for every lesson. THESE NOTES APPLY TO
ALL SECTIONS WHERE APPLICABLE

In a group of 5, list down rules in your school, at home, in your community or organization.
Evaluate the rules by responding to the following questions: Commented [J3]: Have a matrix to guide the students in
organizing their answers. Take note that in every lesson, all
the parts of the instructional design given you to follow
a. Which of the rules do you find constricting (in the sense of restricting)? Why?
should be all present. APL should be present in every lesson
b. Why are rules important to social beings.
Try these:

In school, you may come up with the rules in the school relative to the wearing of school
uniforms, ID’s and many more which you believe are constricting or restricting.
 At home, you may come up with rules which you believe curtail your freedom. These rules
may include curfew time imposed by your parents, table manners, requiring evening prayers,
telling the truth, respect for each member of the family, eating together or that the last one to finish
eating will have to fix the table, etc.

In the community, you may discuss rules that may involve anti-littering, segregation of
garbage, leashing pets, curfew time, rules restricting public disturbance and gambling, rules
prohibiting driving without license, etc. Commented [J4]: This activity is best given after the
lesson content

Presentation of Contents Commented [J5]: Based on the instructional design given,

all content of the lesson are presented. After that, all the
activities will follow. NOT content, activity, content again,
Distinction between Moral and Non-Moral Problems then another activity. THIS IS COMMON ALL THROUGHOUT

In the context of the discussion about constricting rules, there are rules that are formulated
by authorities for the common good or for improvement but are not moral precepts. As such, they
are clearer when they are expressed in the imperative mood. They are constricting rules but are not
moral concerns and hence, are classified as non-moral rules.

When does a rule become a moral problem or enter the domain of morality? It can be stated
that a rule becomes a moral rule if it violates certain standards. For instance, a rule may be stated
in the following terms: HIV infected individuals will be treated with disdain and are not allowed
to join any public forum. Such rule violates the inherent human dignity and the right of an
individual to be part of the larger society. This type of rule implies moral valuation. The rightness
or the wrongness of the rule is put into question. Should people who are victims of the curse of the
virus be treated in such a manner? Is isolating them the appropriate way of dealing with them. Do Commented [J6]: Check end punctuation
human dignity and the right of the human person end when one gets contaminated with the virus?
Your response to this can be further clarified by knowing the different kinds of
valuations.

Kinds of Valuations that do not imply Moral Judgment or are not part of Ethics

1. Aesthetic Valuation. Some things are considered good or bad because of their appeal
to the senses. It is possible that one finds the food served by the waiter as good or bad
depending on whether the taste buds approve or disapprove them. Or, one might
consider a painting good because it is pleasing to the eyes when looking at it. Or,
someone could not appreciate a piece of music because it disturbs and is irritating to
one’s tympanic membrane and is therefore judged to be bad. These valuations or
judgments require the sense of approval or disapproval depending on whether or not
they have good appeal to the senses. But they are not valuations in the realm of ethics.
These are known as aesthetic valuations.
Quite a number of times people use this type of valuation in different situations.
People make judgments but they have nothing to do with morality or ethics. It is
important that people know that they are not making a judgment that has moral
implication but simply a manner of making an appreciation relative to their senses.
 Technical Valuations. Some things are considered right or wrong depending on
whether or not the proper manner of doing them has been respected. This type of
valuation is within the realm of technical valuation. When baking a cake, one must see
to it that the right procedure and right amount of ingredients are respected. If they have
been respected, chances are the result of the effort in baking will be good. If not
respected, the cake might taste bad. In the same manner, as a driver, most likely,
passengers will be anxious if the driver does not execute the proper rules of driving.
Driving too fast or sudden stops will make passengers uncomfortable and fear an
eminent danger. We say that the driver is either a good or a bad driver. These examples
are not; however, properly considered within the realm of ethics but are proper to
technical knowledge and skills.

2. Etiquette. People approve or may disapprove about certain ways of doing. For
example, inside a library, I see to it that I do not make noise because people inside need
to concentrate on their studies. Or, I greet my teachers when I happen to meet them
along the school corridor. Knocking at the door before entering an office is perceived
to be the proper manner. These ways of doing are judged to be the proper observation
of certain standards or etiquette but are not judged according to ethical standards.
Individuals who demonstrate the proper etiquettes are appreciated and those who lack
them are not. However, there is a need to properly distinguish what is in the realm of
etiquette and one which is beyond this realm. It is a good demonstration of a good
etiquette when offering a seat to an elderly inside a bus for the person to feel more
comfortable and safer but it would be utterly deplorable if you push an elderly out of
the bus while it is in motion (Bulaong Jr. et al., 2018).

3. Acts of Man versus Human Acts. The distinction between acts of man versus human
acts will further help to consider certain activities that absolutely imply no coloration
of ethical concern and one which is clearly within the domain of morality. The acts of
man refers to the involuntary activities that are necessary to sustain human life, like in
the case of breathing, the continuous beating of the heart and involuntary movements
of the intestines and lungs. They are crucial activities that sustain life and without them,
life ceases to exist. Other than that, other natural acts like speaking, hearing, eating and
walking are also natural acts but have no moral implication as such.

On the other hand, helping someone in need and other gestures that relieve people from
their uncomfortable or disadvantaged experience or from their sufferings, making
people suffer and placing them in difficult situation are human acts. Understandably,
the activities categorized as acts of man carry no ethical valuation. But those that fall
under the category of human acts call for moral or ethical considerations.

After the discussion on the different categories and situations that do not enter the
category of moral valuation, let us now consider situations and issues which call for
moral valuation or fall under the realm of morality or ethics. Below are two situations
in which moral valuations are called upon.
Valuations that Involve Moral or Ethical Valuations

1. Moral problems according to Bulaong Jr. et al. (2018) “involve valuations that belong to
the sphere of human actions characterized by certain gravity and concern the well-being or
human life itself.” Pre-meditating or making a plan how to kill another is an act that
qualifies under moral problems. Or, deciding whether to allow passive euthanasia to
happen is a decision with gravity and concerns the well-being or human life itself. These
and other acts relative to one’s well-being and the well-being of others involve ethical or
moral valuations. Furthermore, an act may not directly be an affront to human life but its
consequences are clearly indicative of serious threat. Open pit mining is certainly an
activity that is intended to benefit people involved in it. However, it is a system that
seriously damage nature resulting to environmental catastrophe beyond imagination
affecting the lives of people living in the vicinity. In fact, it might even result to more
damages resulting to natural imbalance with greater impact affecting an entire region and
beyond.

2. Something is about moral problem when it violates certain standards. Example, cultural
practices and values are perceived as standards of behaviour. Unrespectful attitudes are
judged as wrong. Among Filipinos, a very strong cultural element is respect to the elderly.
Anyone who treats the elderly with respect is considered a person of excellent moral
upbringing. However, anyone who treats the elderly with disdain is unethical. It is ethically
right to respect the elderly and ethically wrong to disrespect them.

A religious belief may also qualify as a standard of this nature. The religious conviction
that it is a call to assist someone in need is a moral demand and maybe a moral imperative.
Thousands of people and maybe more are deeply motivated by such conviction that it is an ethical
obligation to help others who are in need. People do not hesitate to give their all-out support and
donate whatever they can to victims of devastating natural calamities. Imagine what happened to
Tacloban and other events that triggered so much anguish and loss of lives. People moved by their
compassion and religious commitment offered whatever they could without a second thought to
save lives and ease the effect of almost annihilating circumstances.

In the same vein of ideas, an act is a moral problem if it violates certain moral
standards. The examples below of moral standards will clarify this perspective.

a. “That we should not use people.”

b. “That we should not kill one person to save another.”
c. “That every life is sacred.”
d. “That it is wrong to discriminate against the handicapped” (Rachels, 2003)
These moral rules or standards imply that these help us live a morally acceptable fashion.
Their violation would be judged as morally or ethically wrong or incorrect. There are other
standards and principles of these kind. They are considered standards by which we pattern our life Commented [J7]: Check consistency
and tell us whether we are morally upright or unethical in the way we live. These standards are
particularly valuable and make sense when we experience extreme difficulty and the easier way
out is their violation.
 In any culture and as a way of life, most of us agree that honesty is the best policy. It is
expected that in any situation one should always be honest. One’s value of honesty is especially
challenged when one is in a difficult situation like that of deprivation. At this moment, a person is
tempted to give up honesty if it would become a way out of the situation of deprivation. I might
consider stealing as an option knowing that it will relieve me from my discomfort and respond to
certain needs. Before acting however on such alternative, the individual makes a thorough
consideration how the act can possibly affect the people who would be victim or victims of the act
and what it implies to the individual himself or herself. Is the act worth considering? Are there
other alternatives that are better than stealing and will not negatively affect others or make them
suffer? Doing acts that violate moral rules and in broader sense principles are not easily acted
upon because they call for moral judgment and people know they are violating important
principles.

Activity
In the same group, discuss why only human beings can be ethical. Commented [J8]: Is this schema activation? Activities
should describe the task, how to do it, then the expected
output to be presented in a specific mode
Why only human beings can be ethical?

From St. Thomas Aquinas point of view, the human being is ethical because the human
person has the rational soul. If plants according to him have the vegetative soul and animals have
sentient soul, only human beings have the rational soul, the highest form of soul. Plants may have
the capacity to feel but they are incapable of responding being unable to move and express their
feelings. Animals may have more than what plants possess and are capable of movements but
possess no capacity for understanding. They have limited capacity and cannot exercise judgement.
Rationality which individuals or human beings possess allows them to be aware of their situation
and their environment. Their consciousness and their ability to think make them capable of making
judgment. These capacities allow them to foresee the consequences of their actions and make a
judgment about the rightness or wrongness of their actions. Only human beings have this capacity.
Hence, according to St. Thomas, we can ascribe morality only to human beings.

Also, the ethical assumptions; namely, free will and reason are important bases that
determine why only human beings can be ethical. Reason or rationality and freedom are important
elements to determine whether actions are within the realm of morality or not. For without such
assumptions no amount or degree of ethical valuation can be ascribed to an act. Only human beings
have them, which make them the only ethical beings. (This will be further discussed in the topic
dealing specifically with the moral assumptions.) We also add the element of conscience or the
inner voice that tells one about the rightness or wrongness of an act. It is an aspect only true to
human beings. Conscience tells us whether or not we did what we ought to do and whether we
have done the right thing or the opposite. It makes one happy or comfortable when he or she knows
the right thing was done and feels guilty or suffers from deep sense of remorse knowing that what
was wrong has been committed. The three; reason, freedom and conscience altogether determine
therefore why only human beings can be ethical.
 Another authority explains that human beings have rules, principles, desires (the desire to
do what is good), consciousness, sensitivity to higher order (ability to recognize God) and
AKRASIA (Greek word for courage). AKRASIA or courage is ability. As ability it has a double
meaning. Someone can have the ability to do something unacceptable or otherwise it also signifies
ability to do something acceptable. Doing something moral or ethical, or immoral or unethical
depends on one’s courage to do it. Whether acceptable or unacceptable, it requires the persistence
of doing it. When one insists on doing something, it requires the courage to do it.

What is moral experience and how moral rule is born? Commented [J9]: Topics that have only one paragraph
that follows be discouraged.
Professor Bitanga explains how moral rule is born. For instance, you found a wallet that
contains 5,000 pesos and an ATM card with the pin number as well! Something inside tells you to
get it but at the same time you remember the prohibition; “Thou shall not steal.” That is a moral
experience and where moral rule is born. It calls for judgment.

Summary
Moral rule constitutes a moral situation that calls for or requires moral judgment to do good
or the opposite. This knowledge of what constitute moral problems as well as the parameters to
identify them is significant so that individuals are guided when they make decisions. By that, one
considers with seriousness their plans before acting, considering their consequences and the
principles that can possibly be violated by the acts. It is important because individuals whose
actions imply moral valuations also imply moral responsibilities. Therefore, one cannot just ignore
actions that carry with them important ethical implications.

It is probably the mistake of many who confuse moral actions with those without. If people
think that whatever actions they do are just any other action, there is a danger of ignoring their
actual responsibility over the action. Without having to make distinction between those morally
loaded and those that carry no moral significance, people make instant decisions and act
instinctively knowing that they have no responsibility over them. If we think in this manner, we
lose the chance to be better individuals and become a “neighbor” to others. With such thinking,
we permit ourselves to make promises without the intention of fulfilling them. Deceiving others
will make no difference at all. Commented [J10]: Summaries are best presented in
bullets or other modes. Only the major concepts and
principles should be highlighted. THIS SUGGESTION APPLIES
TO ALL LESSONS/TOPICS

Assessment
Identify the items below as non-moral (NM) (has nothing to do with morality) or moral
(M). Write your answer on the space before the item.

_______ 1. Changing landmark position in the evening.

_______2. No children below ten years old are allowed.
_______3. Abort fetuses with severe deformation.
_______4. Quarreling children.
_______5. Throwing of garbage in the river.
_______6. Criticizing someone in the social media.
_______7. No leashing of animals.
_______8. Telling someone jokingly that her parents had a serious accident.
_______9. Receiving gifts from your clients.
_______10. Not observing silence inside the library.

Reflection
Do I make decisions and do certain acts without assuming responsibility over them? Do I
make decisions without reflecting first on their possible consequences? Am I not impulsive in my
actions? Commented [J11]: Good ethical reflections. SUSTAIN
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Moral Dilemma
Introduction
It is expected that you have a clear grasp now of what is moral and non- moral
valuation. Also the differences of human acts and acts of man.
 Now, the topic on moral dilemma is of significance. People especially the youth are
easily perturbed when they are confronted to make choices in their life. They do not know how to
deal with their problems and make choices to solve them. Their reaction is maybe to ignore a
pressing problem for lack of knowledge or skill to solve it, or that they just allow the problem to
persist which at the end of the day becomes more complicated and therefore more difficult to solve.

Technology has made life very easy. Our life has been taken over by the invention of instant
technology. You name it; instant food, instant clothing, instant domicile, instant information and
people are getting married instantly without having to know much about their future partner. This
instant thing has psychologically made a deep imprint in the mind and attitudes of people. People
avoid what is complicated and those that demand significant effort and anything that takes time.
In fact, people avoid reading that takes time and thinking requiring patience and energy on their
part. Everybody prefers whatever is easily available and in unison with the Frenchman they can
say: Voila! Or, in Spain, Presto! People want to be like the magician who makes things appear
even in the most unusual and unexpected ways.

The problem; however, with this system is that it doesn’t work all the time. There are more
complicated matters that require deliberation and hard work to deal with them. At this time, the
instant choices or solutions do not apply anymore. The too easy life we live do not prepare us to
face the more complex situations. Too often, we live with unresolved problems and undetermined
solutions. Hence, the topic on moral dilemmas can help people decipher and make choices.

Learning Outcome

1. Explain moral dilemma;

2. Demonstrate decision making in moral dilemma;
3. Perform the series of making choices in moral dilemma; and Commented [J12]: Something missing?

Activating Prior Learning

A student gets a warning from parents that getting into a relationship and getting pregnant
while studying will mean discontinuance of all support to continue her studies. Despite such
warnings and admonitions, the student disobeyed and is now two months pregnant. What is she
going to do? She is afraid to tell her parents about her situation otherwise her parents will tell her
to stop studying. But she wants to finish her studies.

The predicament is, what to do in such a case? Will she resort to abortion and continue her
studies, or, tell her parents about her present status seeing the evil of abortion and continue her
pregnancy but stop schooling? What is a good alternative to her problem?
Instructions. You are given 10 to 15 minutes to be able to come up with a solution to the
question of what should be the right thing to do. Continue the pregnancy and stop schooling or,
abort the baby and continue her studies? You may choose your partner or do it with a T- chart
for your guide.
Commented [J13]: A very good initiating activity. But to
really live up to the term APL, the instructions should.
“Recall in your community or from your experiences with
friends how such situation is resolved by the concerned
party and parents. What is the “road most taken?’ If you
were in the shoes of this person, what would be your better
choice? Justify
 Presentation of Contents
Moral dilemmas are not rare. We often experience making choices in the face of conflicting
situations. Others are courageous to make up their mind and face their problems. Many; however,
are stuck and cannot make proper decisions. Or, they remain undecided and allow others to make
decisions for them. Let us face it, quite a number of students are not ready to decide. Decision
making is an everyday challenge that people make in their life but there are no classes to teach
about making decisions.

What is a moral dilemma? Moral dilemma is a situation of conflict. This occurs when two
moral points are in conflict and are confused. Or, it is a “more complicated situation wherein one
is torn between choosing one of two goods and choosing between the lesser of two evils… We
have a moral dilemma when there are a number of possible actions and there are compelling ethical
reasons for the various choices” but only one can be given preference and set aside all the rest
(Bulaong Jr. et al., 2018). In the first case where one has to choose between two goods, let us study
the case of Miss X who is offered a good paying job locally. However, she has always dreamt of
working abroad. She fears however that working abroad would separate her from her family and
the idea of separation makes her sad. She cannot divide herself and choose the two possibilities.
What would be a better choice for Miss X? In the second case, let us consider the situation of a
poor mother whose daughter is hungry but her situation does not permit her to buy her daughter
the food she needs. But she can steal food so that her daughter can eat. What would be her choice?
Allow her daughter to go hungry or steal food for her to be able to eat? A situation of dilemma is
complicated or difficult because out of two or several choices, there is only one choice to make.
What makes it more complicated is that there are cases when both choices are evil. Which is the
lesser of the two evils?

3 Different Levels of Moral Dilemma

Moral dilemmas are categorized into three levels: personal, organizational and structural.

Personal Dilemma. It pertains to choices affecting the individual himself or herself. The
example mentioned above relating to the problem of schooling and pregnancy is a personal
dilemma that an individual has to resolve. Personal dilemma may also involve problems between
individuals. For instance, in a company, two very efficient employees who are both married get
involved in a relationship. Company regulations sanction married individuals who are involved in
illegitimate relationships. Having known about such relationship, what should the other employees
do about it? Suppose they tell the administration about this illicit relationship. According to the
rules, both of them would face termination from their employment. But the people are aware about
their importance for the company because of their qualifications. Terminating these employees
would be unfavorable for the company. If they don’t, they condone illicit and immoral relationship
within the company. The moral dilemma here is clearly whether or not for the other employees to
tell the administration about the existing illicit relationship of the two employees of the company.

Organizational Dilemma. Examples of this type of dilemma would refer to business,

medical and public sector/company situation. Organizational dilemma has a broader scope and
would tend to affect every member of the organization. Solutions arrived at also have an impact
on the life of each member.

Structural Dilemma. This dilemma would include an entire network of an institution and
operative theoretical paradigm. The approval of the Bangsa Moro Law would fall under this
category of dilemma. It has the broadest scope of influence and impact of the three levels. In the
example given, the impact and effect of the approval would not only affect the people where the
law would be applied, but the entire archipelago. It is said that Mindanao desires to have its
autonomy. If you were to decide on this, would you approve the proposed law or not. Approval of
the law could mean peace and order in the region. But the move might result finally to complete
separation of the region. If the proposed law should not be approved, chances are; the peace and
order in the region will continue to be a major problem and will continue to drain the national
budget, the maintenance of strong army presence and conflict being heavily taxed on it. What is a
good alternative to follow?

Activity
Buzz Session. Group yourselves into five. Recall or think of a moral situation Commented [J14]: Use IDENTIFY
where a moral dilemma is involved. Present the conflicting moral rules. Apply the steps for
moral analysis to resolve the dilemma.

ACTS WITH DOUBLE EFFECTS

In cases, an act performed produces two different consequences, one good and the
other evil, the act is said to have double effect.

In complete ignorance - the wrongful consequence is completely unexpected and

unintended.

In double effect- the wrongful consequence is expected and it can either be unintended
or intended.

So: A person whose act results in an evil effect, has diminished moral responsibility
over the wrongful consequence of his action if: 1. The act that brings about the double
effect is in itself good or morally different. The attainment of the good effect is the intended
effect. The evil effect is not perceived as a means to bring about the good effect.

For acts with double effects, the extent of moral responsibility is determined by
two general rules according to Duka, 2000.

1. The moral responsibility is perfect or aggravated if the person intends

the evil effect and the act performed bring the evil effect is in itself wrongful.
2. It is exempted or diminished if the person intends the good effect and the act
performed to bring it about is in itself good.( Credit to the author from
which these notes were taken)

Summary
Moral dilemmas are situations when people face difficulties in making choices or
choosing an alternative from at least two or several possibilities that may be bad or evil.
Making a choice is not always easy especially when alternatives are either disadvantageous or evil.
Exposure to the three levels of moral dilemma is important for you as students It is a
necessity to be aware that becoming a part of a larger community or institution will require
participation in a more complex moral situation or dilemma.

Getting involved in some complicated situations does not come from nowhere. These
originate from something. Your knowledge on moral dilemma and moral analysis can now
make you a wiser and better decision maker. You think twice before engaging in any gray
area. Somehow, it will help you avoid to be in complicated moral situations. It is important to
remember that deliberation is worthy of consideration prior to any decision or action.

Assessment
Identification. Identify whether the level of moral dilemma is personal, organizational
or structural for each of the moral dilemmas below. Write your answer on the space provided
before the item. (10 points)

_______________1. Getting married with a long boyfriend or with a foreigner who is offering a
good life in America.
_______________2. Changing the form of government from the presidential type to federalism.
_______________3. Taking turns in the parish assignment of all the priests in the diocese every
three or five years.
_______________4. Maintaining State College and University tuition and miscellaneous fees or
opting for free tuition and miscellaneous scheme but with mandatory return
of service.
_______________5. Charging criminal offense starting 15 year of age or at 18.
_______________6. Choosing between father or mother custody in case of legal separation of
parents for older children.
_______________7. For a transgender to undergo sex transplant or not.
_______________8. Mandatory or random drug testing for all university students.
_______________9. No uniform or with uniform policy for university students.
_______________10. Adoption of national identity card or not.

Reflection

I am deeply aware that I face situations involving moral dilemma. Do I have the courage
to face them? Have I not been too coward that I deny the presence of a problem and I cannot face
it squarely? Had there been situations that my human actions were with double effects. How
did these taught me lessons and what did I resolve?
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