Moral Dilemma
J. Anne O’Neil
The moral dilemma is “when we know there is a moral
problem, but are forced to choose between two or more
options, each of which supports moral principles, but
calls for an inconsistent course of action.”
MORAL DILEMMA
- In layman’s terms we define it as a situation where you
are placed to undergo choices or decisions between
two things that question your morals.
- Each scenario/option is to be considered but in
choosing, in some way or form, you are going to violate
at least one moral concern.
- You are faced with a question of duty or ethics/morals.
To further understand the definition of “moral dilemma”
we will place it as an example:
On the day of your best friend’s wedding as you’re waiting
for the ceremony to start, you come across the groom
cheating on your best friend with one of the bridesmaids,
you see the both the bridesmaid and the groom walking
out of the room together looking untidy and disheveled,
you have definite proof.
You don’t want to ruin your bestfriends wedding day,
as they say it is the “happiest day of your life” but you
also don’t want your best friend to marry a cheater. What
do you do?
Levels of Dilemmas
3 Levels of Dilemma According to
KOHLBERG
LEVEL 1: Preconventional
Throughout the preconventional level, a child’s sense of
morality is externally controlled.
➢ Children accept and believe the rules of authority
figures, such as parents and teachers.
➢ A child with pre-conventional morality has not yet
adopted or internalized society’s conventions regarding
what is right or wrong, but instead focuses largely on
external consequences that certain actions may bring.
Stage 1: Reward and Punishment
Individuals focus on the direct consequences of their
actions on themselves.
For example, an action is perceived as morally wrong
because the perpetrator is punished.
Example: if mo say ang bata ug “The last time I
did that I got spanked, so I will not do it again”
Stage 2: Mutual Benefit OR Instrumental Orientation
Expresses the “what’s in it for me “position, in which right
behavior is defined by whatever the individual believes
to be in their best interest but understood in a narrow
way which does not consider one’s reputation or
relationships to groups of people.
As a result, concern for others is not based on loyalty or
intrinsic respect, but rather a “you scratch my back, and
I’ll scratch yours” mentality.
Example: An example would be when a child is
asked by his parents to do a chore. The child asks
“what’s in it for me?” and the parents offer the
child an incentive by giving him an allowance.
LEVEL 2: Conventional
A child’s sense of morality is tied to personal and societal
relationships.
➢ Children continue to accept the rules of authority
figures, but this is now due to their belief that this is
necessary to ensure positive relationships and societal
order.
➢ Adherence to rules and conventions is somewhat rigid
during these stages, and a rule’s appropriateness or
fairness is seldom questioned.
STAGE 3: Good boy/ Good Girl Orientation
The self enters society by confronting social standards.
Individuals are receptive to approval or disapproval
from others as it reflects society’s views.
They try to be a “good boy” or “good girl”to live up to
these expectations.
STAGE 4: Law and Order Orientation
It is important to obey laws, dictums and social
conventions because of their importance in maintaining
a functioning society.
If one person violates a law, perhaps everyone
would—thus there is an obligation and a duty to uphold
laws and rules.
LEVEL 3: Post conventional
A person’s sense of morality is defined in terms of more
abstract principles and values.
➢ People now believe that some laws are unjust and
should be changed or eliminated.
➢ This level is marked by a growing realization that
individuals are separate entities from society and that
individuals may disobey rules inconsistent with their
own principles.
➢ Post-conventional moralists live by their own ethical
principles—principles that typically include such basic
human rights as life, liberty, and justice—and view rules
as useful but changeable mechanisms, rather than
absolute dictates that must be obeyed without
question.
STAGE 5: Social Contract Orientation
The world is viewed as holding different opinions, rights,
and values.
Such perspectives should be mutually respected as
unique to each person or community.
Laws are regarded as social contracts rather than rigid
edicts.
STAGE 6: Universal Ethical Orientation
Moral reasoning is based on abstract reasoning using
universal ethical principles.
Laws are valid only insofar as they are grounded in
justice, and a commitment to justice carries with it an
obligation to disobey unjust laws.
 TOPIC 2 II. Moral Act
- A moral act is an action that is freely chosen and comes
into existence through our exercise of reason and will.

Consists of 3 elements:
Topics to cover:
● Freedom as a foundation for moral acts 1. The objective act

● Culture (what we do)

● Culture and Moral Behavior 2. The subjective goal or intention

● Cultural Relativism (why we do the act)

● The Filipino Way of Culture 3. Concrete situation or circumstances in which we

perform the act
(where, when, how, with whom, etc.)

Freedom as the Foundation of

Moral Acts

I. FREEDOM
- the power or right to act, speak or think as one wants
without hindrance or restraint

Types of Freedom

1. Freedom of association
2. Freedom of belief
3. Freedom of speech
4. Freedom to express oneself
5. Freedom of the press
6. Freedom to choose one’s state in life
7. Freedom of religion
8. Freedom of bondage and slavery
9. Freedom to bear arms

Why is Freedom the foundation of Moral Acts?

Kant
❖ unequivocally states that freedom is only immediate
good, that it is what is essential to human beings and
the source of their moral worth.