ETHICS

GE 8
MODULE IV
FIRST SEMESTER
SY: 2020-2021

MR. EDUARDO R. EGE

Instructor
Contact No. 0935 383 0381
 NORSU HEALTH ADVISORY FOR COVID-19
(Coronavirus Disease 2019 Prevention/ 2nd Edition: August 2020)
How to Protect Yourself and Others

As of August 2020, there are currently no vaccines available and no proven antiviral drugs to protect us against COVID-19. However,
we may be able to reduce possible risk of its infection by doing the following:
1. Wash your hands anytime as needed with soap and water for at least 20 seconds. You can also use a hand sanitizer or an alcohol
with 70% solution antiseptic disinfectant if soap and water are not available.
2. Avoid touching your eyes, nose, or mouth with unwashed hands.
3. Cover your mouth and nose with a tissue when coughing or sneezing (a cough etiquette), then throw the tissue into the trash bin.
Do not forget to wash your hands after.
4. Use face mask while in public areas. This face mask has to be used when we feel sick with fever, cough, colds, sore throat and other
respiratory symptoms. The use of face shield is recommended as an additional protection.
5. Clean and disinfect objects and surfaces using alcohol with 70% solution antiseptic disinfectant or 0.5 % chlorine solution (DOH:
900ml water mixed with 100ml bleach or 90 ml water mixed with 10ml bleach).
Note: Chlorine solution is not recommended for misting and spraying as well as hand washing or for any skin contact. Wiping objects
with cloth for disinfection is recommended by the Department of Health (DOH).
6. Maintain social distancing especially in public areas by observing 1meter space (DOH Recommendation) apart from each other
(front and back) to comply with the social distancing protocol.
7. Avoid handshaking, touching, hugging, kissing or any form of physical contact. These are definitely discouraged.
8. Avoid unnecessary travel.
9. Postpone mass gatherings to curb the spread of the virus. It is suggested strongly that you follow the recommendations of the
DOH/Local Government with the number of people allowed to gather following social distancing.
10. Without proper PPE (Personal Protective Equipment), avoid close contact with sick people.
11. Seek advice and get proper assessment from City Health doctors/Hospitals or any equipped and accepting physician if you have
fever, cough, colds, sore throat, difficulty breathing, and any respiratory illness.
12. Be aware that OFWs and LSIs are subjected to fourteen (14) Days self-quarantine with proper coordination with the Inter Agency
Task Force (IATF)/ City Health or Barangay Health Unit starting from the date of arrival in this province/country for proper guidance
and assessment.
13. Seek advice from the Inter Agency Task Force (IATF)/City Health or Barangay Health Unit if you have possible exposure to a probable
or confirmed COVID-19 patient.
14. Be aware that a “No Smoking” health advice is encouraged because smokers ar more vulnerable to COVID-19 infection as it
increases the chance for bilateral viral pneumonia in which 25% of them have been admitted to ICU (Intensive Care Unit) needing
mechanical ventilation or, worst, they could die once infected with COVID 19 based on recent studies.
15. Drink enough water and eat healthy foods like fruits and vegetables.
16. Cook food thoroughly.
17. Wash spoon, fork, and other eating utensils properly.
18. Avoid close contact with sick or dead farm/wild animals. Avoiding contact with
live wild animals is also recommended (e.g., bats, snakes, etc.).
19. Try not to worry too much if you are not truly at risk.
20. Stop posting or sharing false/fake news as well as inaccurate information that may lead to panic and undue distress.
21. Pray always for each other, for our families and friends as well as for our community, country, and loved ones. Seek divine
protection from Him against this COVID-19 pandemic.
Note: For Clinic Consultations, please call the University Clinic first for advice, guidance, and triage to determine who will be referred
to the Hospital/City Health and who will be catered for at the clinic for physical consultation. Here is the University Clinic’s contact
number: (035) 225-9400 local 187.

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DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations thoroughly so that you
would understand the lesson entirely.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson. SLOs are knowledge and
skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire the SLOs.
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections about the module’s contents
or activities.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

NORSU VISION-MISSION, GOALS, CORE VALUES, QUALITY POLICY

VISION : A dynamic, competitive, and globally responsive state university

MISSION: The university shall provide excellent instruction, relevant and responsive
research and extension services, and quality-assured production through competent
and highly motivated human capital.

GOALS
Negros Oriental State University strives to achieve:
N- national development through effective partnership
O- opportunity-laden educational access to poor but deserving students
R- research-based and competency-driven instruction
S- scholarship and innovation
U- unity in diversity of cultures

CORE VALUES
S - spirituality
A - accountability
P - professionalism
P - patriotism
H - harmony
I - integrity
R - respect
E – excellence

QUALITY POLICY
Negros Oriental State University commits itself to provide quality instruction,
research, extension services and production as well as to comply with applicable
regulatory requirements and continual improvement of its management system.

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 COURSE OUTLINE
GE 8
Discipline Program
Course Code GE 8 Course Title ETHICS
Credit Units 3 units Time Duration 48 Hours
Program Placement Prerequisite NONE
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME
Ethics deals with principles of ethical behavior in modern society at the level of the person, society and in the interaction with the environment and other shared
resourced. (CMO 20 s 2013)

Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course discusses the context and principles of
ethical behavior in modern society at the level of individual, society and an interaction with the environment and other shared resources. The course also teaches
students to make more moral decisions by using dominant frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas.

The course is organized according to the 3 main elements of the moral experience: (a) agent, including context-cultural, communal and environment; (b) the act;
and (c) reason or framework (for the act).

At the end of the course, the students will be able to:

1. Differentiate between moral and non- moral problems
2. Describe what is moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. Describe the elements of moral development and moral experience
5. Use ethical frameworks or principles to analyze moral experiences
6. Make sound ethical judgements based on principles, facts, and the stakeholders affected
7. Develop sensitivity to the common good
8. 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

COURSE OUTLINE
TIME TOPIC TIME TOPIC
FRAME FRAME
(WEEK) (WEEK)
1 NORSU Preliminaries 10 Reason and Impartiality as Minimum Requirement for Morality
2 Moral vs. Non- Moral 11 Moral Courage
3 Dilemmas 12 Virtue Ethics
4-5 Foundation of Morality: Freedom- responsibility for 13 - 14 Kant and Rights Theorist
one’s act and to others
6 Culture in Moral Behavior 15 Utilitarianism
7-8 The Moral Agent 16 - 17 Ethics Trough Thick and Thin, Ethics and Religion
9 Feeling and Moral Decision Making 18 Pluralism and Fundamentalism: The search for Universal Values
MIDTERM EXAMINATION FINAL EXAMINATION
COURSE REQUIREMENT COURSE GRADING SYSTEM
1. Written up moral dilemmas experienced by the Quizzes 40%
students Individual case analysis/ reflection 20%
2. Regular quizzes to test if students recall the paper
principles and concepts they learn Group case analysis 20%
3. Group and individual case analysis Final oral exam (could be replaced 20%
4. Final oral/ written exam with written exam)
Total 100%

REFERENCE
 Angeles, Antonette and Azada, Rowena, “Medicine Prices, Price Controls and the Philippine Pharmaceutical Industry” Monograph produced by the Jose B. Fernandez, Jr.
Ethics Center and Ateneo graduate School of Business, 2011
 Aquinas, Thomas: on Law, Eternal Law and Natural Law, Summa Theologiae, vol. 28, Blackfriars in conjunction with McGraw-Hill Book Company, New York, 1966, Pp. 5-97.
 Aristotle Books I-II in the Nicomachean Ethics. Translated by Martin Oswald Indianapolis:Bobbs-Merril Educational Publishing, 1983
 Friedman, Thomas. The Lexus and the Olive Tree understanding Globalization. 1 st ed. New York: Anchor Books 2000
 Kant, Immanuel “Categorical Imperative” in Groundwork of the Metaphysic of Morals, translated by H. J. Paton
 Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989
 Kubrick, Stanley. Clockwork Orange (video clip). Burbank, CA: Warner Bros., 1971
 Kohlberg, Lawrence, Essays on Moral Development, Vol.1 The Philosophy of Moral Development.
 Licuanan, Patrcia et al. “A Moral Recovery Program: Building a People – Building Nation. “In Values in Philippine Culture and Education: Philippine Philosophical Studies I,
edited by Manuel B. Dy Jr 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
 Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundations of Moral Value. Ateneo de Manila University.
 Rachels, James. “What is Morality?” Chap.1 in The Elements of Moral Philosophy, 1-15. 4th ed. New York: McGraw-Hill College, 2004
 Rachels, James “ The Challenge of Cultural Relativism” Chap. 2 in The Elements of Moral Philosophy, 16-31. 4th ed. New York: McGraw-Hill College, 2004
 Rae, Scott B. and Kenman L. Wong “A Model for Moral Decision Making.” Chap. 16 in Beyond Integrity
 Werhane, Patricia H. Moral Imagination and Management Decision Making. New York: Oxford University Press, 1999

Note: Not everything in the Course Outline may be covered throughout the semester due to the pandemic.

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 GE 8
MODULE I

ETHICS

INTRODUCTION:

Human beings are complex beings. Unlike other organisms that are simply driven by the survival instinct, human beings
experience the world in a variety of ways through a variety of perspective capacities. We are pleased when others compliment us for
a job well done. We get angry when we are accused of a wrong doing we did not do. We become afraid when we are threatened by
someone, and we feel anguish and despair in moments of seemingly insurmountable hardship. Most of the time, we act based on how
we feel.
Moral situations often involve not just one but others as well. Our decisions have consequences and these have an effect on
others. Matters of moral import need to be analyzed with a perspective that takes the welfare and feelings of others into
consideration. What is good for one may not be good for others.

This module will explain and discuss to you about moral dilemmas, foundation of morality and minimum requirement for morality. As
your facilitator o learning I will enrich our discussion by presenting information with citations. If you have any concerns or questions
don’t hesitate to call, text or chat me.

COUSE LEARNING OUTCOMES:

At the end of the course, the students will be able to:
1. Differentiate between moral and non- moral problems
2. Describe what is moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. Describe the elements of moral development and moral experience
5. Use ethical frameworks or principles to analyze moral experiences
6. Make sound ethical judgements based on principles, facts, and the stakeholders affected
7. Develop sensitivity to the common good
8. 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

CONTENT OF THE MODULE:

1. Reason and Impartiality as Minimum Requirement for Morality

2. Moral Courage

LESSON 1 – Reason and Impartiality as Minimum Requirement for Morality

SPECIFIC LEARNING OUTCOME

 Articulate what reason and impartiality means
 Recognize the 7-step moral reasoning model

MOTIVATION/ PROMPTING QUESTIONS

 What is the minimum requirement for morality?
 What is reason and impartiality?

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DISCUSSION

Reason is the basis or motive for an action, decision, or conviction. As a quality, it refers to the capacity for logical, rational,
and analytic thought; for consciously making sense of things, establishing and verifying facts, applying common sense and logic, and
justifying, and if necessary, changing practices, institutions, and beliefs based on existing or new existing information. It also spells the
difference of moral judgments from mere expressions of personal preference. In the case of moral judgments, they require backing
by reasons. Thus, reason commends what it commends, regardless of our feelings, attitudes, opinions, and desires.

Impartiality involves the idea that each individual’s interests and point of view are equally important. It is a principle of justice
holding that decisions ought to be based on objective criteria, rather than on the basis of bias, prejudice, or preferring the benefit to
one person over another for improper reasons. Impartiality in morality requires that we give equal and/or adequate consideration to
the interests of all concerned parties. The principle of impartiality assumes that every person, generally speaking, is equally important;
that is, no one is seen intrinsically more significant than anyone else.

Moral reasoning is sometimes affected by emotions which blinds us from deciding and seeing what acts are needed to do
what is right from wrong. So in order to decide and do what is actually right, we must do these steps in order to fairly do an act and
not be bias about anything.

1. First step in the Moral Reasoning Model is to gather the facts. Some moral dilemmas can be resolved just by
clarifying facts of the case in question. But in more complex cases, gathering the facts is the indispensable first
step before any ethical analysis and reflection of the case. In examining a case, we want to know the available
facts at hand, as well as any facts presently not known but that need to be determined. We must ask not only
“what do we know?” in order to generate an intelligent, ethical decision.
2. Second step is determining the ethical issues. The moral issues should be correctly stated in terms of competing
interests. It is these conflicting interest that practically make for a moral dilemma. The issues must be presented
in a P vs. Q format to reflect the interest that are colliding in a specific moral dilemma. For instance many ethical
decisions, especially at the end of a patient’s life, can be stated in terms of patient autonomy (or someone’s right
to make his/her decision about medical care) vs. the sanctity of life (the duty to preserve life).
3. Third step is identifying the principles that have a bearing on the case. In any moral dilemma, there are sure
moral values or principles that are vital to the rival positions being taken. It is very significant to recognize these
principles, and in some cases, to decide whether some principles are to be weighted more heavily than others.
4. Forth step is listing the alternatives. This step involves coming up with the various alternative courses of action
as part of the creative thinking included in resolving a moral dilemma. Though there will be some alternatives
which you will rule out without much thought, in general , the more alternatives that are listed, the better the
chance that your list will include some high-quality ones. Also, you may come up with some very creative
alternatives that you had not considered before.
5. Fifth is comparing the alternatives with the principles. This step involves eliminating alternatives according to the
moral principles that have a bearing on the case. In many cases, the case will be resolved at this point, since the
principles will remove all alternatives except one. The purpose of this comparison is to determine is not
forthcoming, then the next step in the model should be considered. Some of the alternatives, at the least, may
be rejected by this step of comparison.
6. Sixth step is weighing the consequences. If the principles do not produce a clear decision, then a consideration
of the consequences of the remaining available alternatives is in order. Both positive and negative consequences
are to be considered. They should be informally weighted since some positive consequences are more beneficial
than others, and some negative consequences are more detrimental than others.
7. The last but not the least step is making a decision. Since deliberation ought not to go on forever, a decision must
be made at some point. It must be realized that one common element to moral dilemmas is that there are no
easy and painless solutions to them. Normally, the decision that is made is one that possesses the least number
of problems or negative consequences, not one that is devoid of them.

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LEARNING ACTIVITIES/ EXERCISES

Exercise 1: TRUE or FALSE

______ 1. Reason is the basis or motive for an action, decision, or conviction.

______ 2. The principle of impartiality assumes that every person, generally speaking, is equally important; that is, no one is seen
intrinsically more significant than anyone else.
______ 3. Moral reasoning is sometimes affected by emotions
______ 4. Reason refers to the capacity for logical, rational, and analytic thought.
______ 5. Impartiality is a more complex concept than is generally recognized.
______6. The impartiality required by morality also requires a specification of the group toward which morality requires impartiality
and the respect in which it requires impartiality with regard to that group.

Exercise 2: ESSAY

1. Why is reason and impartiality a minimum requirement of morality?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. What makes reason a requirement for morality?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
3. What is reason and impartiality?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

TEACHERS INTERVENTION

For questions and clarifications contact me:

 Cellphone no: 0935 383 0381
 Email Address: egeeduardo05@gmail.com

PRACTICE TASK/ ASSESSMENT

1. Is impartiality a requirement for morality?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

2. What is moral reasoning model?

____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
3. How can the 7 steps model for ethical decision making help a person get a sound Judgement?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

FEEDBACK TO ASSESSMENT

Answer to Exercise 1: Answer to Exercise 2: *answers may vary

1. T 4. T
2. T 5. T
3. T 6. T

ASSIGNMENT
Reflection or Insights
1. What are some of the difficulties that I have encountered while I was working on this module?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. What are some of the most interesting discoveries that I have gathered as I was studying the lesson?

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____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

LESSON 2- Moral Courage

SPECIFIC LEARNING OUTCOME

 Define moral courage
 Recognize the importance of moral courage

MOTIVATION/ PROMPTING QUESTIONS

 Why is moral courage important?
 What is more important moral courage or physical courage?
 What things in life requires moral courage

DISCUSSION
Moral courage is the courage to take action for moral reasons despite the risk of adverse consequences. Courage is required
to take action when one has doubts or fears about the consequences. Moral courage therefore involves deliberation or careful
thought. Reflex action or dogmatic fanaticism do not involve moral courage because such impulsive actions are not based upon moral
reasoning. Moral courage may also require physical courage when the consequences are punishment or other bodily peril. Moral
courage has been seen as the exemplary modernist form of courage.

Moral Courage is the ability to confront danger, fear, intimidation, pain, or uncertainty. Physical courage is fortitude in the
face of death (and its threat), hardship, or physical pain. Moral courage, the form the attribute nowadays refers to, is the ability to act
rightly in the face of discouragement or opposition, possibly and knowingly running the risk of adverse personal consequences. Few
men are willing to brave the disapproval of their fellows, the censure of their colleagues, and the wrath of their society. Moral courage
is a rarer commodity than bravery in battle or great intelligence. Yet it is the one essential, vital quality of those who seek to change a
world which yields most painfully to change.

Moral Courage Springing from ethics—notably integrity, responsibility, compassion, and forgiveness—moral courage is the
quality of mind or spirit that enables a person to withstand danger, difficulty, or fear; persevere; and venture. Comprehensively, it is
a willful, intentional act, executed after mindful deliberation, involving objective substantial risk to the bearer, and primarily motivated
to bring about a noble good or worthy end despite, perhaps, the presence of the emotion of fear. Operationally, moral courage entails:
(i) discerning what is right or wrong; (ii) acting on what one has discerned, even at a personal cost; and (iii) saying openly that one is
acting on one's understanding of right and wrong.

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 Everyday courage is not about heroes or heroism. Rather, it is about the grit and determination necessary to make tough calls
that keep the best interests of children ahead of all other concerns in a school. It is about facing the daily leadership challenges with
a willful spirit to support the ideals of equity, excellence and inclusion for all students, even when it is not easy or convenient. Making
decisions aligned with these ideals may cause fear or anxiety because they challenge the status quo, irritate a privileged group or lead
you into uncharted waters. This is everyday courage, and it is the kind of courage school leaders need to succeed.

LEARNING ACTIVITIES/ EXERCISES

Exercise 1: TRUE or FALSE
______ 1. Moral courage entails discerning what is right or wrong.
______ 2. Moral Courage is the ability to confront danger, fear, intimidation, pain, or uncertainty.
______ 3. Physical courage is fortitude in the face of death (and its threat), hardship, or physical pain.
______ 4. Moral courage may also require physical courage.
______ 5. Reflex action or dogmatic fanaticism involves moral courage.

Exercise 2: Identification and Enumeration

1-3. Three elements of moral courage
4-5. Types of courage
6-9. Types of Everyday Courage
10. It has been seen as the exemplary modernist form of courage.

TEACHERS INTERVENTION

For questions and clarifications contact me:

 Cellphone no: 0935 383 0381
Email Address: egeeduardo05@gmail.com

PRACTICE TASK/ ASSESSMENT

1. What would life be if we had no courage to attempt anything?

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. What does it take to have moral courage?
_____________________________________________________________________________________________________
___________________________________________________________________________________________________
3. What are some examples of moral courage?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

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FEEDBACK TO ASSESSMENT
Answer to Exercise 1: Answer to Exercise 2:
1. T 4. T 1-3. Principles, danger and endurance
2. T 5. F 4-5. Physical and moral
3. T 6-9. Moral, Intellectual, Disciplined and Empathetic
10. Moral Courage

ASSIGNMENT
Reflection or Insights
1. What are some of the difficulties that I have encountered while I was working on this module?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. What are some of the most interesting discoveries that I have gathered as I was studying the lesson?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

REFERENCES

 Panizo, Alfredo. Ethics or Moral Philosophy. Novel Publishing Co., Inc. Manila. 1964
 Talwar, V., & Lee, K. (2008). Socio-cognitive correlates of children’s lying behaviour: Conceptual understanding of lying,
executive functioning, and false beliefs. Child Development, 79, 866–881.
 Pasco, Marc Oliver D. Ethics. C&E Publishing, Inc. South Triangle, Quezon City, 2018
 Batson, C. D., & Thompson, E. R. (2001). Why don’t moral people act morally? Motivational considerations. Current
Directions in Psychological Science, 10, 54–57.