PASSI CITY COLLEGE

City of Passi. Iloilo

SCHOOL OF BUSINESS MANAGEMENT

OUTCOME-BASED EDUCATION SYLLABUS IN GE 8
(ETHICS WITH GENDER AND DEVELOPMENT)
SECOND SEMESTER, A.Y. 2022-2023

February 18, 2023

I. College Vision:
Passi City College - a Center of Academic Excellence for Sustainable Development and Social
Transformation.

II. Mission:
Passi City College is committed to produce globally competent graduates who are well equipped with
relevant scientific, academic, and technological knowledge, skills and values which enable them to
become productive citizens and collaborators of social change.

III. Goals:
1. Provide undergraduate education and training which meet the standard of quality, excellence, and
responsible to regional, national, and international development needs.
2. Broaden the access of deserving and qualified Filipinos to higher opportunities.
3. Enhance the dissemination of knowledge and skill through research, professional and technological
instruction and provide extensive services.

IV. Program Objective:

 The BSBA students should be able to;
1. Perform the basic functions of management such as planning, organizing, staffing, directing, and
controlling.
2. Apply the basic concepts that underline each of the functional areas of business (marketing, finance,
human resources management, production and operations management, information technology,
strategic management) and employ these concepts in various business situations.
3. Analyze the business environment for strategic direction.
4. Innovate business ideas based on emerging industry.
V. Preliminaries
Course Number: GE 8
Course Title: Ethics with Gender and Development
Course Credit: 3 Units
Course Description:
Reading Visual Arts is a three-unit course that develops students' ability to understand, innovate,
appreciate, critique and analyze. Through semiotic and multimodal approaches, this course equips
students with broad knowledge of the human disciplines that characterized modernity, cultural studies
that underpinned modern life. Onset, the discussion will delve on art history, ideologies and theories
to provide the learners with an overview about the realm of visual arts.

Learning Outcomes
At the end of the course, the students must be able to:

a. Differentiate between moral and non-moral problems

b. Describe what a moral experience is as it happens in different levels of human existence
c. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral
dilemmas
d. Describe the elements of moral development and moral experience
e. Use ethical frameworks or principles to analyze moral experiences
f. Make sound ethical judgments based on principles, facts, and the stakeholders affected
g. Develop sensitivity to the common good
h. Understand and internalize the principles of ethical behavior in modern society at the level of the person,
society, and in interaction with the environment and other shared resources
 VI. Course Design/Matrix

Learning Topic Methodology Resources Assessment

Outcomes
Recall rules they Orientation to the Student Activity: Class Student handbook Homework that requires students to pay
have to follow course discussion: What rules do of the college close attention to school and community
you find constricting? Why rules experienced in daily life. Evaluate
rules? these rules.
Explain why they
have to follow
Mini-Lecture: Why rules are Class recitation after mini-lecture on
rules important to social beings importance of rules, for teacher to find
out if students recall and understand the
nature of rules and why they are
important.
Differentiate Difference Study Activity: Class List of rules in Quiz #1 to test first and second topics.
between moral discussion: When do you basketball Question/s: Cite two to three differences
between moral
and non-moral say it is a moral between moral and non-moral
and non-moral
standards standards experience? standards, one of which should be the
most important.

between moral and non-

moral standards
Recognize and What are moral Student Activity: Group discussion: Students identify
recall a moral dilemmas? dilemmas in cases submitted by
For individual dilemmas:
experience classmates.
Case discussion on
students' moral dilemmas
Page 1 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes

Detect a moral The three levels Optional reading Alternatively, teacher could give two of
dilemma of moral for systemic these dilemmas (all personal and age-
For organizational dilemma:
dilemma appropriate) in a written exercise where
dilemmas: Medical and business students identify and write the
Identify the three individual;
ethics case, e.g., Palma-Angeles, dilemmas. And then discuss results with
levels of moral organizational
pharmaceutical industry Antonette, and writers of the dilemma.
dilemmas (i.e., business,
case—Dr. X goes to the Rowena Azada-
medical, and
United States three times a Palacios. Medicine
public sector);
year for free Prices, Price
and structural
(i.e., network of For structural dilemmas: Controls, and the
institutions and Expensive medicines in the Philippine
operative Philippines Pharmaceutical
theoretical (a)What are moral Industry. Makati:
paradigms, e.g., dilemmas? Examples of Ateneo Graduate
universal health dilemmas
School of Business,
care) (b)The three levels of 2011.
moral dilemmas

News clips.
(Teacher will have
to choose from
current news
events)

Page 2 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes

Explain why only Freedom as Viewing of video clip Possible film on Class discussion to bring out reactions
human beings foundation for demonstrating unlimited freedom: A and insights on the video clip, zeroing in
Clockwork
can be ethical moral acts freedom or the absence of on why freedom is crucial to the ethical
freedom Orange. Directed by experience.
Stanley Kubrick.
Burbank, CA:
Lecture: Freedom as Alternatively, teacher can assign a
foundation of ethics Warner Bros., 1971_ reflection paper on reactions and
insights on the movie.
Articulate what What is culture? Student Activity: Class Cultural artifacts Class discussion to elicit students'
culture means How does it discussion: How do you brought by students understanding of the cultural
think your community to class embeddedness of their behavior.
define our moral influences your behavior?
Attribute facets of behavior?
personal behavior
to culture Lecture: What is culture?
How does it define moral
behavior?
Recognize Cultural Two Cases: Differences in Two cases/stories Quiz #2: Question/s: Explain the
differences in practices about cultural position in ethics called cultural
relativism:
moral behavior of differences (Will relativism. Discuss its strengths and
different cultures definition, provide.)* weaknesses.
advantages of Lecture: Why can't all
recognizing the cultural practices be always
Appreciate the differences, and correct? Rachels, James.
differences the dangers of The Challenge of
the position Page 3 of 15

Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
Cultural Relativism."
Evaluate the Chap. 2 in The
strengths and Elements of Moral
weaknesses of Philosophy, 16-31.
4th ed. New York:
cultural relativism McGraw-Hill
College, 2004.
Analyze crucial The Filipino way Viewing of video clip on the Elemia, Camille. At the end of this section, students
qualities of the Filipino way "Political Dynasties submit an essay wherein they narrate a
Filipino moral in PH." 9News personal experience, analyze how
identity in their Philippines, October problems were rooted in Filipino
own moral Student Activity: Class 1, 2012. qualities, and, from hindsight,
experiences discussion: Description of https:llyoutu.be/FXY recommend how they would have done
highlights of Filipino culture K4fKlkIM. things differently.

Evaluate
elements that Lecture: Strengths and Licuanan, Patricia et
need to be weaknesses of the Filipino al. "A Moral
changed moral character Recovery Program:
Building a People—
Building Nation." In
Values in Philippine
Culture and
Education:
Philippine
Philosophical
Studies I, edited by
[ Manuel B. Dy Jr.,
Page 4 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
31-48. Washington,
DC: The Council for
Research in Values
and Philosophy,
1994.

Palma-Angeles,
Antonette. "Cultural
Drivers of
Corruption in
Business and
Governance." In
Business Ethics in
Asia: Issues and
Cases, edited by
Oscar G. Bulaong
Jr., Ike Janita Dewi,
and J. Sedfrey
Santiago, 20-36.
Quezon City:
Ateneo de Manila
University Press,
2014.

Identify universal Universal values Lecture: Why there are Rachels, James. Written exercise on two scenarios
values I universal values "The Challenge of highlighting (a) respect for human life,

Page 5 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
Cultural Relativism." and (b) truth-telling. Students discuss
Chap. 2 in The the possible results of upholding or not
Explain why
Elements of Moral upholding the two values.
universal values
are necessary for Philosophy, 16-31.
human survival 4th ed. New York:
McGraw-Hill
College, 2004.

Recall defining How is moral Study Activity: At the start Animation or At the end of the class, hold group
moments in their character of the class discussion, presentation on discussion and presentations, analyzing
moral formation developed? bring out students' circularity of acts the lives of Nelson Mandela and Adolf
understanding of and character. Hitler.

Explain the contributory elements to

relationship their moral character Character studies of
between of relationship of individual Nelson Mandela and
acts and moral character Adolf Hitler. (Will
individual acts
provide.)*
and character
disposition; how it is
developed
Identify and Stages of moral Lecture: The six stages of Three cases/stories Quiz #3: Question/s: What are the six
articulate each development moral development on moral stages of moral development? Briefly
stage of moral Student Activity: explain each stage.
development. (Will
development
Draw a chart of their life's provide as
journey using Manila paper needed.)* Group presentation: Three cases/stories
Page 6 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
Check their or PowerPoint to show Kohlberg, Lawrence. featuring moral agents at different
personal growth, incipient moments in their Essays on Moral stages. Groups identify the stages of
and three other lives and where they are Development. Vol. 1 the agents in each of the three cases
cases, against now in their moral of The Philosophy of and justify their answer.
the stages of development. Moral Development:
development Moral Stages and
Identifying stages in chosen
stories the Idea of Justice.
San Francisco, CA:
Harper & Row,
Recall immediate Reason and Illustrate feelings as News clips to Class comments and critiques on the
responses to impartiality as instinctive response via a illustrate feelings as responses in the role-playing activity.
requirements for case from the news. instinctive response.
moral dilemmas
ethics (Will provide)*
Student Activity: Students
Differentiate
are given three situations— Rachels, James.
responses based
from medical ethics, end-of- "What is Morality?"
on reason and
life involving a dying parent; Chap. 1 in The
those based on
payment of facilitation fee to Elements of Moral
feelings
a customs officer by a Philosophy, 1-15.
finance employee; and from 4th ed. New York:
ethics in government, the McGraw-Hill
use of an official car to College, 2004.
bring one's daughter to
school every day—and are

Page 7 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
moral experiences

Moral agents in these three

situations respond
emotionally and/or
Lecture: What is reason?
What is impartiality?

Capture and Feelings and Class Discussion: Personal Cases. Role-play three cases, highlighting in
analyze their reason: Upsurge experiences and feelings one case an emotional response, and in
feelings in of feelings is attached to these the other a rational response.
personal moral natural and what
experiences we do with them
is what makes us Lecture: The class critiques the behavior and
ethical or responses of agents in the three cases.
(a)Feelings—importance,
Compare unethical origin, and disadvantages
reasonable and
emotional (b)Reason and Impartiality
responses The ethical
requirement of Student Activity: Group
reason and
impartiality discussion: Stories from
news clips highlighting
emotional and rational
responses

Page 8 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
Check real-life The 7-step moral Lecture: The 7-step model Cases. Group Case Analysis #1, using the 7-
cases against the reasoning model step model on the business ethics case
7-step model, a called the Star Employee.
model that uses Student Activity: Class Rae, Scott B., and
reason and discussion: Using the model Kenman L. Wong.
impartiality to solve a case "A Model for Moral
Decision Making."
Chap. 1 in Beyond
integrity: A Judeo-
Christian Approach
to Business Ethics.
Grand Rapids, Ml:
Zondervan, 1996.

Que, Nemesia S.,

S.J. "Notes on Moral
Deliberation."
Introduction to
course notes for
PH104: Foundations
of Moral Value.
Ateneo de Manila
University.

Differentiate The difference Lecture: Reason and will Werhane, Patricia Individual reflection sessions in class on
knowing and between reason H. Moral a most recent personal dilemma: How
Page 9 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
actually executing and will Imagination and did I decide and what did I actually do
a good moral Student Activity: Case Management during my most important moral
decision discussion highlighting that Decision Making. experience in the past year?
Judge their own a good rational moral New York: Oxford
moral behavior in decision is not always University Press,
terms of planning executed, and then analyze
why 1999.
and execution in
important moral
experiences
Explain the role Moral theories Lecture: Moral theories as Reflection paper: What is the bigger
of mental frames and mental frames of moral context in which I make my individual
in moral experiences decisions?
frames and why
experience they are
important
Classify the
dominant mental
frames
Articulate what Aristotle and St. Lecture: Case on virtue Group discussion using the Aristotelian
virtue ethics is Thomas ethics. (mean between two extremes) and
(a)Aristotle
Thomistic perspectives on gay
(b)St. Thomas marriage.
Critique virtue Aristotle. Books I-Il
ethics in the Nicomachean
Class discussion on St. Ethics. Translated
Thomas and the natural law by Martin Oswald.
Make use of
Page 10 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
virtue ethics Indianapolis: Bobbs-
Student Activity: Students Merrill Educational
will interview parents and Publishing, 1983.
church leaders about
positions on contentious Aquinas, Thomas.
social issues, e.g., gay On law, eternal law,
marriage, divorce, etc. and natural law.
Summa Theologiae,
vol. 28, edited by
Thomas Gilby, 5—
97. Cambridge:
Blackfriars, in con-
junction with
McGraw-Hill Book
Company, New
York, 1966.
Understand and Kant and rights Lecture: Case on rights: Quiz #4: Question/s: What is the
articulate Informed difference between the rights and
(a)Kant and rights theorists consent: .
therights virtues theories?
theory (b)What is Legal is not Right of the Dying
always Moral
Differentiate a Analysis in class of a case highlighting
legal from a moral why the option taken by the agent may
right Study Activity,: Analysis of a be legal but not moral.
case using rights theory Kant, Immanuel.
"Categorical
Critique virtue Imperative." In
Page 11 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
ethics Groundwork of the
Metaphysic of
Morals, translated
Make use of the
by H. J. Paton, 162—
rights theory
76. New York:
Harper and Row
Publishers, Inc.,
Articulate what Utilitarianism Lecture: Utilitarianism Case on Individual Case Analysis #1: The
utilitarianism is utilitarianism. Marcopper and the Boac River case
Student Activity: Case
Critique analysis: Ford's problems
utilitarianism with the Pinto

Make use of
utilitarianism

Articulate what Justice and Lecture: Justice and Case on justice and Group Case Analysis #2, using the
justice and fairness Fairness Student Activity: fairness. Mayor Duterte case: Whose interests?
fairness are Discussion and debate:
Mandated topic:
Taxation Social housing—Who Rawls, John. "A
should pay for the cost? Theory of Justice."
Critique justice Who should carry the In Reason at Work:
burden of taxation? Who Introductory
Page 12 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
and fairness should benefit from taxes? Readings in
Philosophy, edited
by Steven M. Cahn
Make use of and George Sher,
justice and 262-76. Fort Worth,
fairness TX: Harcourt Brace
College Publishers,
1996.

Identify the Globalization and Viewing of video clip on Knicker, Nicole. Identify the important moral challenges
important moral its ethical facets of globalization: "McDonald's: of globalization.
challenges of challenges Ethical challenges for Winning at Global
globalization business that works in a Marketing
globalized world; and what Strategies." Global
standards do workers
E Brands,
follow? September 15,
Challenges of Globalization
comimcdonalds-
winning-at-global-
marketing-
strategies.

Friedman, Thomas.
The Lexus and the
Olive Tree:

Page 13 of 15
Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
Understanding
Globalization. 1st
ed. New York:
Anchor Books,

Compare Millennia's and Viewing of video clip on Parents as guests, Individual Case Analysis #2: How do I
responses to filinnials: Ethical filinnials. discussing (with respond to the challenges of
shared moral challenges and chosen members of globalization and the differences of
dilemmas of baby responses the class) an issue mindsets caused by differing
Student Activity: Class generational relations to technology and
boomers and (e.g., pre-marital
millennials T h e M o r a / sex). social media?

Dimension: Essays
State qualities of Reyes, Ramon
the filinnial Discussion: Castillo. "Relation
between Ethics and
(a)What are issues that Religious Belief." In
Construct a plan
for coping with cause moral friction
between MillenniaIs/ D
the challenges of
globalization Filinnials and their parents? in Honor of Ramon
Castillo Reyes,

Differentiate edited by Nemesio

ethics from (b)How should we resolve S. Que, S.J., Oscar
religion G. Bulaong Jr., and
Michael Ner E.

the friction? Who is right? i Page 14 of 15

Ethics
 Learning Topic Methodology Resources Assessment
Outcomes
role of religion in and Publications,
a globalized Ateneo de Manila
world University, 2003.
Campbell, W. Keith.
"The Narcissism
Epidemic." Interview
by Steve Paikin. The
Agenda with Steve
Paikin, July 31,
2013.
https://voutu.beilv2L
kAWc7Tk.
"Filipino American
Millenials."
MakilalaTV, October
4, 2014.
https://voutu.be/H2r
vFsI64k8.

VII. RATING SYSTEM

GRADE DISTRIBUTION FOR THE MIDTERM
TERM/PERIODIC EXAM - 40%
MODULE GRADE - 60 %
100 %
MODULE GRADE = QUIZZES (20%) + ACTIVITIES/REQUIREMENTS (30%) + ATTENDANCE (10%)

FINALS TENTATIVE GRADE

 OLD RATING SYSTEM (IF FULL FACE-TO-FACE IS ALLOWED)
MAJOR EXAMS 30%
QUIZZES 30%
OUTPUT 20%
BEHAVIOR 10%
ATTENDANCE 10%
100%
NOTE: SAME GRAGE DISTRIBUTION WITH THE MIDTERM IF RESTRICTIONS CONTINUES

FINAL/SEM GRADE
TENTATIVE FINALS (50%) + MIDTERM (50%)

VIII. REFERENCES
Riddett-Moore, “Developing An Arts of Living Visual Arts Research”, 39n(2), 116
Arts and Crafts (1977), “Design for Arts in Education” 79 (1), 22-23.
Spooner, H. (2016). Embacing a Full Spectrum Definition of Art Therapy. Art Therapy 163-166.
Rhi, J. (2008), “Identifying Sevral Types in Ganharan Buddha Images. Archives of Asian Art”, 58(1), 43-85
Zimmerman, E. (1977), “Building Leadership Roles for Teachers in Art Education. Journal of Art and Design Education”, 16(3), 282-284
Ho et al. (2011), “Transforming Literacies and Language Multimodality and Literacy in the New Media Age”, The Tower Bldg. 80 Maiden Lane
11 York Road Suite 704 London SEI
Prepared by: Noted:

JOEVENELLE P. MALLORCA HERMINIA M. FONTANILLA, DM

Instructor DEAN, SCHOOL OF BUSINESS MANAGEMENT

Recommending Approval: Approved:

HEIDE A. PAMA, M. Ed. JANICE JENNIFER P. PALMARES, DPA

DEAN OF INSTRUCTION SAO/ACTING COLLEGE PRESIDENT/REGISTRAR DESIGNATE

FEATURES 10
Answers Writer clearly answered all
parts of the question in
complete sentences. Student
referred back to the question
in their answer
Cite Writer cited evidence for all
parts of their answer directly
from the text; it is clear to the
reader to the reader to which
part of the text the writer is
referring.
Explain/ Expand Writer explained all parts of
their answer in clear terms to
their reader. Writer expanded
their idea beyond simply
answering the question
WRITTEN RUBRIC
8 6
Writer clearly answered all
parts of the question in
complete sentences, but
answer may not be clear
Writer cited evidence for
some parts of their answer
directly from the text. Some
parts of the answer do not
have evidence
Writer explained most parts
of their answer in clear terms
to their readers. Some parts
of the answer are left
unexplained. Writer may not
have expanded their idea
Writer answered some parts
of the question, but left other
parts incomplete. Answer
may not be in complete
sentences.
Writer may have cited
evidence for part of their
answer. Most part of the
answer does not have
evidence from the text.
Writer explained some parts
of their answer, but most of
the answers does not have
an explanation as to why the
writer believes that is the
answer
5
Writer attempted to answer
part of the question, but
answer is unclear and not in
complete sentences
Writer did not cite evidence
from the text in any part of
their answer
Writer did not explained or
expanded upon their
answers