Moral Issues and Concerns in Contemporary Living

UNIVERSITY OF EASTERN PANGASINAN First Semester

COLLEGE OF TEACHER EDUCATION

Academic Year 2022 - 2023
OUTCOMES-BASED SYLLABUS AND LEARNING PLAN

Vision Mission

University of Eastern Pangasinan is the best holistic higher institution known to cultivate excellent University of Eastern Pangasinan, exists to develop highly competent professional and morally
and virtuous individuals to become catalyst of progress and development for both the local and responsible individuals through innovations and industry-oriented instruction, strong relevant research,
global communities. responsive extension programs, value-based curricular offering and principle-centered culture that
define the way of life in the university.

Program Outcomes (from CMO No. 75, s. 2017, p. 5-6):

6.3.6.a. demonstrate understanding of the Values Education Framework of K to 12
6.3.6.b. demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education
6.3.6.c. demonstrate understanding of how psychological, moral, spiritual, and socio-cultural factors shape human values
6.3.6.e. show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect of human rights
6.3.6.n. show reflective skills in applying strong moral and ethical principles in their decisions and actions as a values education teacher

Class Information Instructor’s Information

Section  BSEd-3F Instructor’s Name Cristobal M. Cantor

Schedule  Monday, Wednesday, and Friday Office Designation Faculty

Time  8:00 AM – 9:00 AM Office Hours

Venue Office Telephone 09464673989

Term E-mail Address cristobal.cantor@uepbinalonan.edu.ph

Course Information

Moral Issues and Concerns in Contemporary Living 1

Course Name Moral Issues and Concerns in Contemporary Living Course Code VED 15
Pre-requisite Subject Course Credit 3 units, 3 hours/week (18 weeks, 54 hours total)
Course Requirements
 Major Exams
 Summative quizzes
 Per unit outputs as specified in the assessment
 End of course learning log (reflective journal) and portfolio (compilation of outputs) from each unit.
Grading System
Major Exam 40%
Class Standing 60%
 Quizzes  30%
 Recitation  20%
 Assignments / Paper Works  10%
TERM GRADE: 40% (Major Examination) + 60% (Class Standing)
FINAL GRADE: (Prelim Grade + Midterm Grade + Final Grade) / 3

Course Description BTIs covered

The course aims to develop in the students critical thinking skills, the ability to use research-based knowledge, and the ability to select, develop and use a variety of teaching and 1.1.1
learning resources for moral resolution. It focuses on understanding morality through critical thinking and its significance in the formation of informed decisions and responsible 1.2.1
behavior. It presents current moral issues in the exercise of freedom and correct judgment and guides students to adhere to universal moral values. 1.5.1
4.5.1
Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers should be able to:
1.1.1
A. demonstrate understanding of morality though critical thinking and its significance in the formation of informed decisions and responsible behavior;
B. demonstrate critical thinking skills and the use of research-based knowledge on current issues in examining moral issues and concerns in the exercise of freedom, correct 1.2.1
judgment, decision-making activities and issue resolution; and
C. demonstrate skills in selecting, developing, and using a variety of teaching and learning resources including ICT to facilitate students development of critical thinking skills in moral 4.5.1
resolution.

Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Learning Activities Suggested Assessment BTIs
Allotment
Week 1 At the end of the week, the pre-service A. Why should Human Beings be Teacher presents different arguments Group Presentation of Arguments 1.1.1
teacher (PST) should be able to: Moral? on why human beings should be moral. to demonstrate students understanding 1.1.1
1. Arguments from the of human beings as moral 1.2.1

Moral Issues and Concerns in Contemporary Living 2

  Argue that human beings are
moral by citing real-life
situations
 Examine how the various
research-based theories’
attempt to account for the
origination of one’s standpoint
on morality/moral issues
Week 2 At the end of the week, the pre-service
teacher (PST) should be able to:
 Justify the use of an
appropriate approach in
studying morality as values
educators
 Describe how consequentialist
and non-consequentialist
theories apply to moral
resolution using a given ethical
problem
Week 3 At the end of the week, the pre-service
teacher (PST) should be able to:
 Evaluate whether a moral
system or a code is moral or
immoral based on one’s
understanding of absolutism
and relativism in morality
 Describe an ideal virtuous
Enlightened Self- Students analyze statements to stir
1.1.1 interest arguments that will prove the human
[A] 2. Arguments from the beings are moral Criteria: clarity and logic of arguments
Tradition and Law to prove that human being are moral A
3. Evolution of Small group discussion: Students get a Reflection Paper to express one’s
Arguments copy of their city’s/province laws. examination on how the various
1.1.1 4. Common Human Students read, discus and identify what theories’ attempt to account for one’s
1.2.1 Needs prompted the formulation of these standpoint on morality/moral issues
[B] laws/or on what basis.
B. Basic Sources/ Basis of
Morality Lecture discussion: teacher utilizes Criteria: clear understanding of the
1. Natural law (nature students’ output to discuss the basis or theories; ability to use theories as
as human being) source of morality. basis/source of one’s standpoint about
2. Customs and a moral issue
Traditions
3. Law
4. Religion
C. Approaches to the Study of Teacher presents situations where the Minute Paper to express students’ 1.2.1
Morality different approaches of studying justification of their appropriate choice 1.1.1
1. Descriptive or Scientific morality is applied (in different fields of an approach in studying morality as
1.2.1 2. Philosophical such as in the sciences, education, etc.) values educator.
[B] 3. Normative and analytic
Students cite examples. Small group Criteria: appropriateness of the
D. Theories of Morality discussion. Students analyze how approach in studying morality; issues
1.1.1 1. Consequential (Teleological) moral resolution is done using cited are culled from current issues
[A] a. Egoism consequentialist and non- Paper-pencil Test to demonstrate
b. Utilitarianism consequentialist theories. understanding of how the two theories
2. Nonconsequential Theory of morality apply to in moral resolution
(Deontological) Teacher processes student’s
a. Act Nonconsequential presentation of their output.
b. Rule Nonconsequential
E. Cultural Absolutism and Students evaluate the wrongness/ Short essay/Speech to express one’s 1.1.1
Cultural Relativism goodness of different statements such evaluation of a moral system using
F. Propositions, Truth and Moral as “Rape is always wrong”; “Adults one’s understanding of whether morality
1.1.1 Propositions should never sexually molest children” is absolute or relative.
[A] G. Virtue Ethics or “Children should always say “po” or
1. Aristotle’s “opo”. Rubric focusing on logic of argument as 1.1.1
Nicomachean Ethics manifestation of one’s understanding of
2. Confucian Moral Self- Case analysis to explain the absolutism absolutism and relativism
cultivation and relativism of morality. Simulated Categorical Grid/or Poster Slogan: A
Moral Issues and Concerns in Contemporary Living 3
 human person and the
significance of living a life of
virtue
Week 4 At the end of the week, the pre-service
teacher (PST) should be able to:
 Discus how the
freedomversus-determinism
controversy apply to moral
responsibility
Week 5 At the end of the week, the pre-service
teacher (PST) should be able to:
 Utilize an ethical framework
and researched-based
1.1.1 3. Talk Show with a Q and A: on “Who is a list/or a reflection of virtues the students
[A] 4. Confucian Rule of Virtuous Person? Is it Worth Living a life think everyone should possess, and
Ethics of virtue?” explanation and a precept to each
5. Contemporary virtue. This is to demonstrate students
Analysis of Virtue Students are grouped: Reading understanding of content knowledge
Ethics assignment will be assigned prior to the about virtues and its significance.
6. Advantages of Virtue meeting. Students discuss the concepts
Ethics assigned to them and agree among Criteria: clarity of presentation/elements
a. Creating the themselves about their understanding on the poster slogan
good human of the concepts. They discuss the topics
being during the talk show
b. Unifying
reason and
emotion
c. Emphasizing
emotion
H. Freedom Versus Determinism Facilitated Discussion focusing on the Group presentation to discuss how 1.1.1
1. Meaning and Types presence of freedom versus freedom-versus determinism
of Determinism determinism controversy in life controversy applies to moral
1.1.1 2. Fatalism and Hard situations by the use of the following responsibility. (ex. research on the
[A] and Soft Determinism activities: background of some great men and
 Students will list actions investigate the extent to which
committed about which they goodness or badness was determined
have a strong feeling (e.g., by forces over which they had no
regret or of pride) and control.)
determine to what extent are
these actions freely done or Rubric focusing on the clarity of
determined by outside discussion on how freedom-versus
forces/factors working within or determinism controversy applies to
outside them. moral responsibility
 Use of literary works (ex.
Albert Camus’s The Stranger
or any) and determine to what
extent the characters are free
or determined.
SETTING UP A MORAL SYSTEM Workshop on the use of ethical Case Problem Analysis Presentation 1.1.1
A. Resolving Conflicting framework and researched-based demonstrating knowledge and skill in 1.2.1
General Moral Issues knowledge of current issues and the application of an ethical framework. 1.1.1
1.1.1 1. Consequentialism versus Non- experiences in analyzing moral
1.2.1 consequentialism experiences. Rubric focusing on the correctness of
Moral Issues and Concerns in Contemporary Living 4
 knowledge of current issues
and experiences in analyzing
moral experiences
 Illustrate how the basic
assumptions on the
characteristics or attributes of
a workable moral system or
theory is reflected in solving a
moral issue
Week 6 At the end of the week, the pre-service
teacher (PST) should be able to:
 Prove that the principle of
goodness and value of life
principles should be prioritized
in applying the five principles
of morality
 State one’s own standpoint on
a moral issue to illustrate how
various models of moral issue
resolution are utilized
[A,B] 2. Self-versus Other
Interestedness
3. Act versus Rule
4. Emotion versus Reason
1.1.1 B. Ethics of Proportionality and
[B] the Four-Fold Theory
C. Basic Assumptions
Concerning what constitute a
Workable Set of standards for
Morality
1. Including the emotional and
rational aspects
2. Logical Consistency with
Flexibility
3. Ability to be Taught and
Promulgated
4. Ability to Resolve Conflicts
D. Basic Principles Towards the
Formation of any Ethical
System
1.1.1 1. Value of Life Principle
[A] 2. Principle of Goodness and
Rightness
3. Principle of Justice or Fairness
4. Principle of Truth Telling or
Honesty
5. 5. Principle of Individual
Freedom
E. Various Models of Moral Issue
Resolution
1. General Steps in Analyzing
Moral Issues
a. studying the details of
the case
b. identifying the
relevant criteria
c. Determine possible
Courses of action
d. Decide which action
is most ethical
The teacher facilitates the analysis of
arguments on moral experiences or
issues to illustrate the importance of
resolving first conflicting general moral
issues.
The teacher will discuss how moral
experiences are analyzed using the
four-fold theory in view of the “ethics of
proportionality.”
Teacher facilitates the activity on moral
resolution illustrating the 4 attributes of
a workable moral system.
Facilitated examination of a system of
ethics or moral code which students are
familiar.
Describe to what extent any or all of the
five basic principles are found in the
system or code and to what extent the
first 2 principles are prioritized.
Pressure lines activity. Statements
about a moral issue will be given by the
teacher. Students will be asked to
answer by applying the steps in
analyzing moral issues based on a
moral issue resolution model.
the use of an ethical framework based
on one’s arguments
Position Paper about a moral issue that
reflects the students’ use of a workable
moral system or theory. This
demonstrates students’ understanding
of the attributes of a workable moral
system that can be used on solving a
moral issue.
Rubric focusing on the how moral
resolution was made based on a
selected workable moral system or
theory and how the basic attributes of a
workable moral system are considered
Oral presentation of group ethical 1.1.1
analysis and moral resolution to
demonstrate students understanding
that the principle of goodness and value
life principles take precedence over the
other principles in moral resolution.
Rubric focusing on students’ ability to
prioritize the principle of goodness and
value life principles in moral resolution;
logic of arguments
1.1.1
Recitation to state one’s standpoint on
a moral issue using the general steps in
analyzing and resolving a moral issue
Criteria: correctness in the use of each
step; logic of argument; accuracy of
facts presented (this is a formative
assessment)
Moral Issues and Concerns in Contemporary Living 5

Week 7 At the end of the week, the pre-service
teacher (PST) should be able to:
 Evaluate moral issues such as
lying, cheating, breaking
promises and stealing using
research-based knowledge on
current issues and specified
ethical framework or model of
moral issue resolution
Week 8 At the end of the week, the pre-service
teacher (PST) should be able to:
 Create teaching and learning
activities that facilitate
students understanding and
skills in resolving issues on
lying, cheating, breaking
promises and stealing
Week 9 At the end of the week, the pre-service
2. PLUS Ethical Decision Making
Model
3. Rational or Rules Model
(ForesterMiller & Davis, 1995)
4. Virtue Ethics Model (Jordan &
Meara, 1995)
5. Social Constructivism model
(Cottone, 2001)
6. Collaborative Model (Davis,
1997),
7. Integrative Model (Tarvydas,
1998) 8. others
EXAMINING MORAL ISSUES AND
CONCERNS IN CONTEMPORARY
LIVING
1.2.1 a. Lying, Cheating,
[B] Breaking Promises
and Stealing
1. Definition of key terms: Lying,
white lie, lies of omission and
commission, cheating,
promise and stealing
2. Consequentialist and Non-
consequentialist Views
3. Studying the Arguments
against and for the following:
lying, cheating, breaking
promises, and stealing
EXAMINING MORAL ISSUES AND
CONCERNS IN CONTEMPORARAY
LIVING (continued)
4.5.1
[C]
B. Human Sexuality
Discussion using a matrix: The matrix is
being developed while the discussion
goes on. The matrix will present the
definition of terms, different views and
arguments for and against lying,
cheating, breaking promises and
stealing.
Ethical problem related to lying,
cheating, breaking promises and
stealing culled from current issues in
schools and among adolescents. These
will be analyzed using an ethical
framework
Workshop on the development of
teaching materials including library work that facilitate students understanding
and compilation of activities
Peer evaluation of individual output.
Question Box: allow students to write
Individual or group presentation of a 1.2.1
case analysis/moral resolution (written
or oral presentation) about issues on
lying, cheating, breaking promises and
stealing using a specified ethical
framework
Rubric focusing on students ability to
logically argue one’s standpoint by the
use of a moral resolution
framework/model; and the students
demonstration of research based
knowledge of current issues
Created teaching and learning activities 4.5.1
and develop skills in resolving issues on
lying, cheating, breaking promises and
stealing presented in a classroom mini
exhibit
Criteria (focus): creativity and
appropriateness of created teaching
and learning activities
Short essay to demonstrate students’ 1.1.1
Moral Issues and Concerns in Contemporary Living 6
 teacher (PST) should be able to:
 Explain how everyday issues
are resolved based on a well-
defined application of one’s
hierarchy of values
Week 10 At the end of the week, the pre-service
teacher (PST) should be able to:
 Prove one’s standpoint on
issues related to pornography,
prostitution, sexual perversion
based on arguments for and
against them using an ethical
framework
Week 11 At the end of the week, the pre-service
teacher (PST) should be able to:
 Demonstrate a brief lesson
that facilitates students
understanding and use of
critical thinking skills in
resolving human sexuality
issues
Week 12 At the end of the week, the pre-service
teacher (PST) should be able to:
 Resolve issues caused by
technological gap based on
researched-based knowledge
about the issues
1. Major Aspects of Human their questions about human sexuality understanding of the importance of 1.2.1
Sexuality prior to the meeting. distinguishing the major aspects and
1.1.1 2. Meaning and Purpose of the purposes of human sexuality when
[B] Human Sexuality Teacher categorizes them and uses examining morality
3. Issues on Human Sexuality researched-based knowledge about Pros and cons grid to show ones
a. Premarital Sex human sexuality to answer them during understanding of the advantages and
a.1. Arguments the discussion. disadvantages of premarital sex.
against and for Documentary film showing a research-
premarital sex based information on the disadvantages
b. Same Sex Marriage and advantages of premarital sex.
c. Sexual abuse
d. Marital rape
e. Pornography Analysis of the arguments for and Position paper arguing one’s standpoint 1.1.1
f. Prostitution against pornography and sexual on cases/issues on pornography,
g. Sexual Perversion or perversion prostitution, and sexual perversion
1.1.1 “Unnatural Sexual using an ethical framework
[A] Activity” Documentary film analysis of the effects
of prostitution.
Teachers presents current case
problems for analysis using ethical
framework
4. Review on moral resolution Writeshop and development of teaching Demonstration lesson to present 4.5.1
models resources (instructional materials) created teaching and learning activities
5. Introduction to the Use of that facilitate students understanding
4.5.1 Critical thinking skills in moral Library work/ consultation to peers and and use of critical thinking skills in
[C] resolution teachers resolving human sexuality issues
Drafting of a brief lesson Rubric focusing on creativity of learning
activities utilized to facilitate students
understanding and use of critical
thinking skills in resolving human
sexuality issues
C. Mass Media Ethics: Picture Prompts are presented to stir Role play to illustrate suggested 1.1.1
1. Technological Gap discussion on issues/problems caused strategies in resolving an issue on
2. 2. Cyberbullying by technological gap. (What problems technological gap.
1.2.1 do the pictures imply? what can we
[B] do?) Criteria (focus): clarity on how the
strategy was portrayed
Moral Issues and Concerns in Contemporary Living 7
Week 13 At the end of the week, the pre-service
teacher (PST) should be able to:
 Illustrate the use of group
dynamics activities and other
activities in facilitating students
understanding and in
developing students’ skills in
resolving issues concerning
the family
Week 14 At the end of the week, the pre-service
teacher (PST) should be able to:
 Evaluate moral issues caused
by poverty based on a
researched-based knowledge
of social issues and concerns
 Compile learning resources
that can be used to enhance
awareness; and develop skills
in resolving of moral issues
related to poverty
Week 15 At the end of the week, the pre-service
teacher (PST) should be able to:
 Resolve moral issues related
to taking human life using an
ethical framework/model
prioritizing on the value of life
principle and principle of
goodness and rightness
Moral Issues in Dysfunctional Families Writeshop/workshop on group Video clip presentation to illustrate the 4.5.1
(continued) dynamics activities; application of group dynamics activities
and other activities in facilitating
4.5.1 Students are guided on how to use students understanding and in
[C] these strategies in facilitating students developing students’ skills in resolving
understanding and in developing issues concerning the family
students’ skills in resolving issues
concerning the family; Rubric focusing on the appropriateness
of activities presented and clarity of
Students create their own presentation
activities/strategies
D. Issues Related to Poverty Documentary film analysis/ reading of Editorial Article with an editorial cartoon 1.1.1
current news and issues/ interviews if expressing one’s evaluation of moral 1.2.1
available. problems caused by poverty and
1.1.1 suggest solutions.
1.2.1 Small group analysis using a graphic
[B] organizer Criteria: creativity, clarity and logic of
Writeshop and development of teaching arguments
resources (instructional materials)
1.1.1 Compilation of learning resources that 1.1.1
1.2.1 Library work/ consultation to peers and can be used to enhance awareness; 1.2.1
4.5.1 teachers and develop skills in resolving of moral 4.5.1
[B] issues related to poverty
Rubric focusing on the appropriateness
of learning resources that can be used
to enhance awareness; and develop
skills in resolving of moral issues
related to poverty; number of learning
resources produced (teachers identifies
the maximum number)
E. Respect for and Taking Case problem analysis exercises using Oral Presentation of how an ethical 1.1.1
Human Life an ethical framework. framework prioritizing on the value of 1.2.1
1. Abortion life principle and principle of goodness
1.1.1 2. Suicide and rightness resolve issues related to
1.2.1 3. Euthanasia “taking human life”
[B] 4. Extra Judicial killings
5. Human Criteria: logic and clarity of arguments
Cloning/genetic
issues
Moral Issues and Concerns in Contemporary Living 8
 Week 16 At the end of the week, the pre-service
teacher (PST) should be able to:
 Resolve current moral issues
related to politics by using an
appropriate ethical framework
Week 17 At the end of the week, the pre-service
teacher (PST) should be able to:
 Develop teaching and learning
episodes on moral issue
resolution about abortion,
suicide and other issues
related to taking human life.
Week 18 At the end of the week, the pre-service
teacher (PST) should be able to:
 Use environmental ethical
arguments to prove that
humans have a moral
obligation to preserve and
protect nature
 List down appropriate teaching
and learning activities in the
classroom and school
programs that can be
implemented to increase
consciousness about man’s
moral obligation to preserve
and protect nature and to
resolve moral issues related to
environment
Bautista, J. (2010). Church and State in the Philippines: Tackling Life Issues in a "Culture of Death". Sojourn: Journal of Social Issues in Southeast Asia,25(1), 29-53. Retrieved from http://www.jstor.org/stable/41308135
Brennan, Andrew and Lo, Yeuk-Sze, "Environmental Ethics", The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed.), URL =
F. Current Political Issues Case problem analysis exercises using Blog to demonstrate students 1.1.1
(examples) an ethical framework. understanding of current political issues 1.2.1
1. Graft and corruption Research/ readings of current issues and standpoint on moral issues related
1.1.1 2. Internal security issues to it.
1.2.1 3. War on Drugs;
[A,B] 4. Marawi Issue Rubric: focusing on recency and
accuracy of facts presented logic and
use of arguments/ethical framework
Respect for and Taking Drafting of lesson plans/learning Presentation of developed teaching - 4.5.1
Human Life (continued) activities; preparation of materials to learning episodes
facilitate the teaching and learning of
1.2.1 strategies in resolving moral issues Rubric focusing on the appropriateness
4.5.1 related to taking human life. of developed teaching learning
[A,C] episodes
G. Environmental Ethics class discussion focusing on analyzing An Editorial Article to demonstrate 1.1.1
a. Environmental Issues theories and arguments for and against student’s ability to use environmental 1.2.1
b. Categories of Environmental the exploitation of the natural ethical arguments in proving that 4.5.1
1.1.1 Ethics environment humans have a moral obligation to
1.2.1 c. Libertarian Extension preserve and protect nature
[A,B] d. Ecologic Extension Research on the different
e. Conservation Ethics; Humanist environmental issues/problems and Criteria: creativity, clarity and logic of
theories, applied theology, their effects arguments
anthropocentrism A list of appropriate teaching and
4.5.1 Group assignment to research on learning activities in the classroom and
[C] appropriate teaching and learning school programs that can be
activities in the classroom and school implemented to increase consciousness
programs that can be implemented to about man’s moral obligation to
increase consciousness about man’s preserve and protect nature and to
moral obligation to preserve and protect resolve moral issues related to
nature and to resolve moral issues environment (organized into a matrix)
related to environment;
Organizing group output into a matrix.
Suggested References
Moral Issues and Concerns in Contemporary Living 9
 <https://plato.stanford.edu/archives/win2016/entries/ethics-environmental/>.
Dy, M. (1994). Values in Philippine Culture and Education Cultural heritage and contemporary change: Asia. USAS: CRVP
Edwards, J. (2007). Ending Poverty: The Great Moral Issue of Our Time. Yale Law & Policy Review,25(2), 337-348. Retrieved from http://www.jstor.org/stable/40239682 Ekland-Olson, S.
(2013). Life and Death Decisions: The Quest for Morality and Justice in Human Societies. Routledge
Galston, W., & Hoffenberg, P. (Eds.). (2010). Poverty and Morality: Religious and Secular Perspectives. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511779084 Global poverty and
thedemands of morality. (n.d.). Retrieved from https://www.fhi.ox.ac.uk/wp
Graham, G. (2011). Theories of ethics: An introduction to moral philosophy with a selection of classic readings. New York: Routledge Hinman, L. (2013).
Contemporary moral issues: Diversity and consensus. Boston: Pearson.
Liza, C. (2017). Political and ethical issues in the Philippine war on drugs. Retrieved from https://www.academia.edu/35191739/Political_and_Ethical_issues_in_the_Philippine_War_on_Drugs Mercado, LB. (2010).
Metamorphosis: A Resource of Internal Argument. Indiana: AuthorHouse.
Rae, S. (2009). Moral choices: An introduction to ethics. Michigan: Zondervan Academic. Ruggiero, V. (2015). Thinking
Critically About Ethical Issues. New York: McGrawHill Education. Thiroux, J. & Krasemann, K. (2015). Ethics: Theory and
practice. US: Pearson.
Timmons, M. (2012). Moral theory: An introduction elements of philosophy. U.K: Rowman & Littlefield Publishers. Williams, B. (2012).
Morality: An introduction to ethics. Cambridge: Cambridge University Press.
Wolf, J. (2017). An introduction to moral philosophy: First edition. New York: W. W. Norton & Company.

Prepared by: Noted and Recommended by: Approved by:

CRISTOBAL M. CANTOR RAYMOND N. CLARO, PhD GLORIA C. NEMEDEZ, PhD

Instructor, CTE Dean, CTE VP for Academic Affairs / OIC President

Moral Issues and Concerns in Contemporary Living 10