Module 5: Week 13: Social Contract Theories and Concept of Justice

The module provides discussions on the social contract theories of Hobbes, Locke, Nozick, and Rawls and their application to one’s
co-existence. The module also provides a discussion on egoism as a moral theory.

Learning Outcomes

At the end of this Module, students should be able to:

 explain various social contract theories,
 apply concepts of social contract to co-existence with others, and
 explain various concepts of justice.

Social Contract Philosophers

 Hobbes. The English philosopher Thomas Hobbes (1588–1679)  argued in his book Leviathan that, without government, life
would be "solitary, poor, nasty, brutish, and short." Hobbes imagines what life would be like in the "state of nature," a
hypothetical world without governments. Hobbes thinks all humans are equal when it comes to matters of survival. Nobody is
powerful enough to be immune to attack. Even the weakest person can kill the strongest if there’s nobody around to stop
them. In the state of nature, this equal ability to kill each other leads to mistrust. All of your belongings and your life itself might
be taken at any moment because there is no greater power to stop anyone from attacking you. Some people would attack you
because they needed your resources to survive. Others would attack you because they wanted to be more powerful than
everyone else. Even those who don’t need or want to attack you are a danger because they can’t trust that you will leave them
alone, so to be safe, they must attack you first. The end result is that the state of nature consists of a war of all against all, or
bellum omnium contra omnes. You must constantly be ready to fight, even if you’d prefer not to, because the only way to
ensure your safety is to go after others before they go after you. Hobbes thinks that humans are rational creatures, and we can
all see that it would be better if we agreed not to rob and murder each other. But without a government, these agreements will
fall apart because there’s nobody to ensure that all parties stick to the deal. In the state of nature, agreements "are but words."
"To secure peace, we will need to form a government that is strong enough to enforce these agreements," says Hobbes. We do
this by forming a special sort of contract or agreement with each other.The contract Hobbes imagines goes like this: if everyone
else agrees to obey some sovereign ruler, you too will obey that sovereign.
 Locke. For Locke, the state of nature was not one of war but of freedom. In fact, it was a state of purest freedom, where people
could act however they wished without restriction, but this created a paradox, as a world of absolute freedom created an
environment in which the freedom of one individual could violate the natural rights of another. Locke believed that all people
possess three fundamental rights: life, liberty, and property. He argued that these rights are both natural, meaning that they
originate in nature itself, and inalienable, meaning that they cannot be taken away, only violated. Locke also argued that
individuals have a moral duty and a rational interest in preserving their rights. Another problem Locke attributed to the state of
nature was a lack of impartial justice. When conflict arises between two parties regarding violations of their rights, Locke
argues that neither one has the means to decisively resolve the situation peacefully, as both regard their own position as the
true and correct one and are too biased and personally invested to offer an objective viewpoint. Like Hobbes, Locke believed
that people were ultimately rational actors who sought to avoid violent conflict wherever possible, and so in such a situation,
opposing sides consented to allow a third party to mediate the case, let them deliver a verdict of their own, and agree to hold
by that verdict. That, to Locke, is where the origins of government lie—not in the population agreeing to submit to a higher
authority, but in the population itself agreeing to a mediator that could guarantee the preservation of their natural rights and
balance liberty and justice.
 Rawls. Justice as fairness is Rawls’s theory of justice for a liberal society. As a member of the family of liberal political
conceptions of justice, it provides a framework for the legitimate use of political power. Yet legitimacy is only the minimal
standard of moral acceptability; a political order can be legitimate without being just. Justice sets the maximal standard for the
arrangement of social institutions that is morally best.
 Rawls. Rawls constructs justice as fairness around specific interpretations of the ideas that citizens are free and equal and that
society should be fair. He sees it as resolving the tensions between the ideas of freedom and equality, which have been
highlighted both by the socialist critique of liberal democracy and by the conservative critique of the modern welfare state.
Rawls also argues that justice as fairness is superior to the dominant tradition in modern political thought, utilitarianism.
 Nozick. To show that theories of justice based on patterns or historical circumstances are false, Nozick devised a simple but
ingenious objection, which came to be known as the "Wilt Chamberlain" argument. Assume, he says, that the distribution of
holdings in a given society is just according to some theory based on patterns or historical circumstances—e.g.,
the egalitarian theory, according to which only a strictly equal distribution of holdings is just. In this society, Wilt Chamberlain is
an excellent basketball player, and many teams compete with each other to engage his services. Chamberlain eventually agrees
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 to play for a certain team on the condition that everyone who attends a game in which he plays puts 25 cents in a special box at
the gate, the contents of which will go to him. During the season, one million fans attend the team’s games, and so
Chamberlain receives $250,000. Now, however, the supposedly just distribution of holdings is upset because Chamberlain has
$250,000 more than anyone else. Is the new distribution unjust? The strong intuition that it is not unjust is accounted for by
Nozick’s entitlement theory (because Chamberlain acquired his holdings by legitimate means), but it conflicts with the
egalitarian theory. Nozick contends that this argument generalizes to any theory based on patterns or historical circumstances
because any distribution dictated by such a theory could be upset by ordinary and unobjectionable transactions like the one
involving Chamberlain. Nozick concludes that any society that attempted to implement such a theory would have to infringe
grossly on the liberty of its citizens in order to enforce the distribution it considers just. "The socialist society," as he puts it,
"would have to forbid capitalist acts between consenting adults."

Justice
 Justice as equality. This is the belief that everyone should get the same kind and amount of stuff.
 Need-based justice. Everyone shouldn’t get the same, because our needs aren’t the same.
 Merit-based justice. Justice actually giving unequally, based on what each person deserves.
 Retributive justice. The only way for justice to be satisfied is for a wrongdoer to suffer in proportion to the way he’s made
others suffer. Retribution is based on the concept of lex talionis—that is, the law of retaliation. At its core is the principle of
equal and direct retribution, as expressed in Exodus 21:24 as "an eye for an eye." Under retributive justice schemes, it is also
important that offenders actually be guilty of the crime for which a penalty has been imposed. Retribution also forbids the
punishment of offenders who cannot be held responsible for their actions. Insane or intellectually disabled individuals, for
example, should not be penalized for acts that result from mental illness or disability. Acts that are truly accidental, as well as
those committed by children, are not subject to the same punishment as those committed by adults who possess criminal
intent.
 Welfare maximization. There’s no good to be found in vindictively causing pain to wrongdoers. But some form /of punishment
is still ion order.
 Rehabilitation. Give wrongdoers help, so they can learn how to get along in the society and follow its rules.
 Restorative justice. The focus is on making amends, rather than on making the wrongdoer suffer. Restorative Justice is a
process through which remorseful offenders accept responsibility for their misconduct, particularly to their victims and to the
community.  The restorative justice process is actively participated in by the victim, the offender, and/or any individual or
community member affected by the crime to resolve conflicts resulting from the criminal offense, often with the help of a fair
and impartial third party. Examples of restorative processes include mediation, conferencing, sentencing/support circles, and
the like. The restorative outcome is the agreement obtained as a product of a restorative justice process. Examples of
restorative outcomes include restitution, community work service, and any other program or response designed to accomplish
reparation for the victim and the reintegration of the victim and/or offender.
 Distributive justice. Distributive justice refers to the extent to which society's institutions ensure that benefits and burdens are
distributed among society's members in ways that are fair and just. When the institutions of a society distribute benefits or
burdens in unjust ways, there is a strong presumption that those institutions should be changed. The American institution of
slavery in the pre-Civil War South was condemned as unjust because it was a glaring case of treating people differently on the
basis of race.
 Compensatory justice. Compensatory justice is the extent to which people are fairly compensated for their injuries by those
who have injured them; just compensation is proportional to the loss inflicted on a person.  This is precisely the kind of justice
that is at stake in debates over damage to workers' health in coal mines. Some argue that mine owners should compensate the
workers whose health has been ruined. Others argue that workers voluntarily took on this risk when they chose employment in
the mines.
 Rawls: The stability of a society depends upon the extent to which the members of that society feel that they are being treated
justly.

Assessment Task
News articles: application of different concepts of justice
Provide actual examples of restorative, retributive, distributive, and compensatory justice.

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Rubric

Criteria Ratings Points

Examples of restorative, retributive, distributive, and compensatory justice 5 Points 0 Points 5 Points
Examples carefully selected. Full No
Marks Marks
Insights 15 0 Points 15
The situation depicted in the article is critically assessed in the context of justice. Points No Points
Full Marks
Marks
TOTAL 20
Points

References
Britannica. (n.d.). The entitlement theory of justice of Robert Nozick. https://www.britannica.com/biography/Robert-Nozick/The-
entitlement-theory-of-justice
Crash Course. (2016, November 29). Contractarianism: crash course philosophy #37 [Video]. YouTube.
https://www.youtube.com/watch?v=2Co6pNvd9mc
Crash Course. (2016, November 29). What Is justice?: crash course philosophy #40 [Video]. YouTube.
https://www.youtube.com/watch?v=H0CTHVCkm90
Department of Justice. What is restorative justice? https://probation.gov.ph/restorative-justice/
Shea, M. (n.d.). Hobbes, Locke, and the social contract. https://www.battlefields.org/learn/articles/hobbes-locke-and-social-contract
Stanford Encyclopedia of Philosophy. (2021, April 12). John Rawls. https://plato.stanford.edu/entries/rawls/#JusFaiJusWitLibSoc
Weltman, D. (2021, July 14). Nasty, brutish, and short: Hobbes on life in the state of nature.
https://1000wordphilosophy.com/2021/07/14/hobbes-on-the-state-of-nature/
Meyer, J. retributive justice. https://www.britannica.com/topic/retributive-justice/History-of-retribution
Velasquez, M., Andre, C., Shanks, T. and Meyer, M. (2014, August 1). Justice and fairness. Markkula Center for Applied Ethics.
https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/justice-and-fairness/

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Module 5: Week 14: Egoism, Altruism, and Utilitarianism

The module provides discussions on egoism and utilitarianism as ethical theories. Examples of altruism in the business sector are
also provided in this module. This module also invites learners to reflect on their actions and evaluate whether they are altruistic or
not.

Learning Outcomes

At the end of this Module, students should be able to:

 explain egoism and altruism as ethical theories,
 explain utilitarianism as an ethical theory, and
 evaluate the impact of utilitarianism in various sectors of the society.

Egoism

 Egoism is the theory that states that one’s self is, or should be, the motivation and goal of one’s own action. The term "egoism"
derives from "ego," the Latin term for "I" in English. Egoism should be distinguished from egotism, which means a psychological
overvaluation of one’s own importance or of one’s own activities. Altruism is the opposite of egoism.
 Psychological egoism. Self-interest and selfishness are very different things. Your actions can be purely motivated by doing
what's best for you, but sometimes it's in your best interest not to be selfish.  Selfishness is very commonly not in your best
interest.  For example, it's selfish to want to take something from a store without paying. But that would be theft, and stealing
is against your best interests because you would be arrested. People would treat you differently for being a thief; you could
lose your job, and you'll end up in a state prison with face tattoos and fermenting wine in a toilet. It's in your best interest to
avoid that.
 Psychological altruism. Altruism is the unselfish concern for other people—doing things simply out of a desire to help, not
because you feel obligated to out of duty, loyalty, or religious reasons. It involves acting out of concern for the well-being of
other people. Psychological altruism holds that all human action is necessarily other-centered and other-motivated.
 Examples of altruism
 Doing something to help another person with no expectation of reward
 Forgoing things that may bring personal benefits if they create costs for others
 Helping someone despite personal costs or risks
 Sharing resources even in the face of scarcity
 Showing concern for someone's well-being

Utilitarianism
 "The greatest good for the greatest number" is a maxim of utilitarianism.
 Utilitarianism is a tradition of ethical philosophy that is associated with Jeremy Bentham (1747–1832) and John Stuart Mill
(1806–1873), two late 18th- and 19th-century British philosophers, economists, and political thinkers. Utilitarianism holds that
an action is right if it tends to promote happiness and wrong if it tends to produce sadness, or the reverse of happiness—not
just the happiness of the actor but that of everyone affected by it.
 At work, you display utilitarianism when you take actions to ensure that the office is a positive environment for your co-workers
to be in and then make it so for yourself.
 Principles of Utilitarianism
 Pleasure, or happiness, is the only thing that has intrinsic value.
 Actions are right if they promote happiness, and wrong if they promote unhappiness.
 Everyone's happiness counts equally.
 Utilitarianism is a moral theory that focuses on the results, or consequences, of our actions and treats intentions as irrelevant.
 Types of utilitarianism
 Rule utilitarianism. Rule utilitarianism is a form of utilitarianism that says an action is right as long as it conforms to
a rule that leads to the greatest good or that "the rightness or wrongness of a particular action is a function of the
correctness of the rule of which it is an instance." According to the rule of utilitarianism, morality is a matter of
creating utility in the world. For rule utilitarians, the rules that are viewed as morally good are those that add
happiness to the world and decrease suffering.
 Example of rule utilitarianism. An example of the rule of utilitarianism in business is tiered pricing for a product
or service for different types of customers. In the airline industry, for example, many planes offer first-,
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 business-, and economy-class seats. Customers who fly in first or business class pay a much higher rate than
those in economy seats, but they also get more amenities; simultaneously, people who cannot afford the
higher rates benefit from the lower rates. This practice produces the greatest good for the greatest number of
people. And the airline benefits, too. The more expensive upper-class seats help ease the financial burden that
the airline created by making room for economy-class seats.
 Under act utilitarianism, an action's moral goodness or badness is based on how it affects the world, and the ideal
action is one that affects the world in the best way by producing the largest quantity of net happiness for people in
general. Unlike rule utilitarianism, act utilitarianism does not consider whether the person followed a rule when
they acted; the action is the only important consideration. Like all types of utilitarianism, act utilitarianism is a form
of consequentialism because it cares about consequences.
 Example of act utilitarianism. An example of act utilitarianism could be when pharmaceutical companies
release drugs that have been governmentally approved, but with known minor side effects because the drug is
able to help more people than are bothered by the side effects.  Act utilitarianism often demonstrates the
concept that "the end justifies the means"—or it's worth it. 

Assessment Task
News: Acts of Altruism
Provide actual examples of altruism exhibited by individuals, as reported by news agencies.

Rubric

Criteria Ratings Points

Examples of Acts of Altruism 5 Points 0 Points 5 Points

The article is carefully selected. Full No
Marks Marks
Insights 15 0 Points 15
Insights drawn are logically formulated. Points No Points
Full Marks
Marks
TOTAL 20
Points

References
Cherry, K. (2022, July 17). What Is altruism? how to cultivate selfless behavior. Verywell Mind.
https://www.verywellmind.com/what-is-altruism-2794828
CrashCourse. (2016, November 15). Kant & categorical imperatives: crash course philosophy #35 [Video]. YouTube.
https://www.youtube.com/watch?v=8bIys6JoEDw
CrashCourse. (2016, November 22). Utilitarianism: crash course philosophy #36 [Video]. YouTube.
https://www.youtube.com/watch?v=-a739VjqdSI&t=8s
McCombs School of Business. 2018, December 18). Consequentialism: ethics defined [Video]. YouTube.
https://www.youtube.com/watch?v=51DZteag74A
Mosley, A. Egoism. Internet Encyclopedia of Philosophy. https://iep.utm.edu/egoism/
Muscato, C. (2021, November 8). Comparing psychological and ethical egoism. Study.com.
https://study.com/academy/lesson/comparing-psychological-ethical-egoism.html
Philo-notes. (2020, April 13). What is deontological ethics? [Video].YouTube. https://www.youtube.com/watch?v=v6FdxomCR3M
Philo-notes. (2021, October 26). What is egoism? egoism defined, egoism explained, definition of egoism, meaning of egoism
[Video]. YouTube. https://www.youtube.com/watch?v=uQIZprKfRyc
Stanford Encyclopedia of Philosophy. (2002, November 4). Egoism. https://plato.stanford.edu/entries/egoism/
Tardi, C. (2022, June 10). Utilitarianism: what it is, founders, and main principles. Investopedia.
https://www.investopedia.com/terms/u/utilitarianism.asp

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Module 5: Week 15: Racism, Sexism, and Speciesism

The module provides discussions on racism, sexism, and speciesism. Towards the end of the module, laws that protect living beings
from the said injustices are identified and discussed.

Learning Outcomes

At the end of this Module, students should be able to:

 identify manifestations of racism in the society,
 identify manifestations of sexism present in speeches, films, advertisements, and other forms of media,
 explain speciesism as an ethical concept, and
 identify laws that protect living beings from racism, sexism, and speciesism.

Racism

 Racism is a system of structuring opportunity and assigning value based on physical properties such as skin color and hair
texture. This "system" unfairly disadvantages some individuals and groups and damages their physical and mental health. Its
effects range from daily interpersonal interactions shaped by race to race-based opportunities for good education, housing,
employment, etc. It is reflected in disparities in, but not limited to, health, wealth, income, justice, and voting. It also unfairly
advantages individuals belonging to socially and politically dominant racial groups. Racism is structural, institutional,
interpersonal, and internalized.
 Systemic racism. Decades after the civil war, many government agencies started to draw maps dividing cities into sections that
were either desirable or undesirable for investment. It usually blocks off the entire black neighborhood from access to private
and public investment. Banks and insurance companies have used these maps for decades to deny black people loans and
other services based purely on race. Historically, owning a home and getting a college education have been the easiest ways for
an American family to build wealth. This opened a wealth of opportunities that they were able to pass on to their kids and
grand kids. In the late 1980s, an investigation into the Atlanta real estate market showed that banks were more willing to lend
to low-income white families than to middle- or upper-income African-American families. As a result, today, for every hundred
dollars of wealth held by a white family, black families have five dollars and four cents. 2017 Study: Redlining is still affecting
home values in major cities like Chicago.
 Scenario: When Jamal’s parents wanted to buy a house, the bank refused because they live in a neighborhood that was
redlined. Jamal’s grandparents were not able to buy a home, and because colleges would prevent them from attending
through legal segregation, their options for higher education were really scarce. Kevin’s grandparents got a low-interest loan
to buy their first house and got accepted into a handful of top universities, which traditionally only accept white students.

Sexism

 Sexism is prejudice or discrimination against a person or group based on their sex or gender. It primarily affects women and
girls, and it is the root cause of gender inequity worldwide. Sexist acts include any that frame one sex or gender as inferior.
Sexism can be conveyed through behavior, speech, writing, images, gestures, laws, policies, practices, and traditions.
 Sexism can be hostile, benevolent, or ambivalent. Sexism can operate on different levels in society. It can be institutional,
interpersonal, or internalized.
 Hostile Sexism. This refers to beliefs and behaviors that are openly hostile toward a group of people based on their sex or
gender.  Misogyny, or the hatred of women, is an example of hostile sexism. People who hold views that are hostile and
sexist may view women as manipulative, deceitful, and capable of using seduction to control men who need to be kept in
their place. These views may also apply to anyone with feminine traits or anyone who expresses their gender in a way that is
associated with femininity. People who perpetuate hostile sexism want to preserve men’s dominance over women and
people of other marginalized genders. They typically oppose gender equality and may also oppose LGBTQIA+ rights, seeing
these things as threats to men and the systems that benefit them.
 Examples of hostile sexism include: using sexist language or insults; making threatening or aggressive comments based on
a person’s gender or sex; harassing or threatening someone for defying gender norms, online or offline; treating people
as subordinates based on their sex or gender and punishing them when they "step out of line"; believing that some
victims of sexual assault "ask for it" due to their behavior or clothing; and engaging in physical or sexual assault.
 Benevolent Sexism. Benevolent sexism includes views and behaviors that frame women as: innocent, pure, caring, nurturing,
fragile, in need of protection, and beautiful.

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  Some examples of benevolent sexism include: basing a woman’s value on her role as a mother, wife, or girlfriend;
focusing attention and praise on someone’s appearance rather than their other attributes; believing that people should
not do things for themselves, such as manage money or drive a car, because of their gender; assuming that a person is a
nurse, assistant, or secretary—not a doctor, executive, or manager—based on their gender; supporting policies that make
it difficult for women to work, have independence, or deviate from traditional gender roles. 
 Ambivalent Sexism. This is a combination of benevolent and hostile sexism. People who engage in ambivalent sexism may
vary between seeing women as good, pure, and innocent and seeing them as manipulative or deceitful, depending on the
situation.
 Some examples of ambivalent sexism include glorifying traditionally feminine behavior and demonizing "unladylike"
behavior in media coverage, for example, hiring someone because they are attractive, then firing them if they do not
respond to sexual advances. differentiating between "good" women and "bad" women based on how they dress.
 Institutional Sexism. This refers to sexism that is entrenched in organizations and institutions, such as the government. the
legal system the education system the healthcare system and financial institutions the media and other workplaces When
policies, procedures, attitudes, or laws create or reinforce sexism, this is institutional sexism. Institutional sexism is
widespread. It can be hostile, benevolent, or ambivalent. One of the clearest indicators is the lack of gender diversity among
political leaders and business executives. Another indicator is a gender pay gap. This refers to a difference in the median
earnings between women and men. In the U.S., according to the Bureau of Labor Statistics, a woman earns 82 cents for
every dollar that a man earns. Overall, women earn less than men in almost every occupation. This gap is wider for women
with children and for Black, Latina, Indigenous, Asian, and Pacific Islander women.
 Interpersonal Sexism. This manifests during interactions with others. It can occur in the workplace, within relationships,
among family members, and in interactions with strangers.
 Examples of interpersonal sexism include: telling someone to be more ladylike; judging someone for not fitting into
stereotypes of femininity, such as by being caring or submissive; making inappropriate comments about someone’s
appearance; talking down to someone based on assumptions about their gender; engaging in unwanted sexual attention
or touching; justifying sexist behavior by saying "boys will be boys".
 Internalized Sexism. Internalized sexism refers to sexist beliefs that a person has about themselves. Usually, a person adopts
these beliefs involuntarily as a result of exposure to sexist behavior or the opinions of others. Internalized sexism may cause
feelings of: incompetence self-doubt powerlessness shame. It also causes people to unintentionally collude with sexism.
Research suggests that the lower rate of women working in science, technology, engineering, and mathematics may be due
to internalized sexism. Studies have shown that sexist stereotypes affect academic performance. As many believe that boys
are better than girls at math and science, this could cause a lack of confidence.
 Some other examples of internalized sexism include: making self-deprecating jokes about one’s gender, such as "blonde
jokes," someone basing their self-worth on how desirable they are in the eyes of men, feeling ashamed of aspects of
being female, such as having periods or female genitalia, and feeling that it is essential to conform to gender ideals, even
if this means harming oneself through restrictive dieting.

Speciesism

 "Speciesism" is the human-held belief that all other animal species are inferior. Speciesist thinking involves considering animals
—who have their own desires, needs, and complex lives—as means to human ends. This supremacist line of "reasoning" is used
to defend treating other living, feeling beings as property, objects, or even ingredients. It’s a bias rooted in denying others their
own agency, interests, and self-worth, often for personal gain. This toxic worldview also leads humans to draw non-existent
distinctions between animal species based solely on the purpose that those animals might serve. For example, most humans
wouldn’t dream of treating their dog the way pigs are treated in the food industry, even though pigs are able to experience the
same pain, joy, fear, and misery that canines do. Many humans wear coats lined with fur trim taken from trapped coyotes or
sleep on a pillow stuffed with feathers pulled from a screaming goose, but they’d never consider ripping fistfuls of fur out of a
crying kitten’s back with their own hands. It’s speciesist to believe that farmed and captive animals don’t suffer or feel
emotions to the same extent as the animals with whom we lovingly share our homes.
 PETA’s mission statement says, "Animals are not ours to experiment on, eat, wear, use for entertainment, or abuse in any other
way." This means that animals are individuals—their own people—and have the right to live free from human exploitation.
Speciesism is the ugly counterpoint to this truth. Although it goes unnoticed by most people, speciesism has devastating real-
world effects on billions of animals. That’s why PETA and compassionate people everywhere work hard to fight it. Rejecting
speciesism also means taking an objective look at our personal choices and changing the ones that hurt animals. One of the
best places to start is by voicing our disapproval of animal testing by buying only products that are not tested on animals and
donating only to charities that never fund or conduct animal experiments. Leaving animal-derived foods off our plates by going
vegan is also fundamental, and PETA has plenty of resources to help, including our free vegan starter kit. When we start to view

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 other species as fellow living beings and individuals, we won’t want to exploit them for their skin, fur, down, or wool, so we’ll
choose animal-free clothing and entertain ourselves in humane ways instead of patronizing circuses or roadside zoos.

Assessment Task
Social Campaign
Students are to create a social campaign in the form of an infomercial, blog, vlog, etc.

Rubric

Criteria Ratings Points

Content 10 0 Points 10
The contents of the social campaign are well-founded. Points No Points
Full Marks
Marks
Impact 10 0 Points 10
The social campaign has evoked emotions from the people. Points No Points
Full Marks
Marks
Creativity 5 Points 0 Points 5 Points
The social campaign showed great imagination, insight, and style. Full No
Marks Marks
TOTAL 25Points

References
Act.tv. (2019, April 17). Systemic racism [Video].YouTube. https://www.youtube.com/watch?v=YrHIQIO_bdQ&t=38s
American Psychological Association. Racism, bias, and discrimination. https://www.apa.org/topics/racism-bias-discrimination
Council of Europe. Sexism: see it. name it. stop it. https://human-rights-channel.coe.int/stop-sexism-en.html
Golez, L. (2021, May 10). 10 cruelty-free local beauty brands and what to shop from them. Preview.
https://www.preview.ph/beauty/cruelty-free-filipino-beauty-brands-a2081-20210510
Medical News Today. (2021, May 27). 6 types of sexism, examples, and their impact.
https://www.medicalnewstoday.com/articles/types-of-sexism
PETA. What is speciesism? https://www.peta.org/features/what-is-speciesism/
United Nations. Fight racism. https://www.un.org/en/fight-racism
United Nations. World conference to combat racism and racial discrimination 14-25 August 1978, Geneva.
https://www.un.org/en/conferences/racism/geneva1978