Ateneo de Zamboanga University

School of Liberal Arts

Fr. Fr Eusebio, SJ Campus, La Purisima St., Zamboanga City
COURSE OUTLINE for ETHICS
School Year 20202– 2023

Course Title ETHICS Name of Instructor

Course Units 3.0 Consultation Time
Pre-requisite Subject(s) Understanding the Self/PHIHUM Contact Hours/Week 3 hours a week / 54 hours or 18 weeks
Schedule

Institutional Graduate Attributes

Our graduates should possess the following attributes. They should be:
1. MAGIS - generous and committed to excellence;
2. CURA PERSONALIS - caring and respecting to the individual person and God’s other creations (cura personalis);
3. COMPASSIONSHIP - able to live in harmony with others (companionship);
4. SOCIALLY INVOLVED - committed to serve, uplift and rehabilitate the lives of those who are marginalized – the least, the lost and the last
5. DISCERNMENT - discerning and sensitive to self, to others and to God; and
6. ANIMO - passionate toward work.

Course Description:

This course is designed for College students who are taking up fundamental principles of ethics (NGEC). It deals with the principles of ethical behavior in modern society at the level of
the person, and in interaction with the environment and other shared resources (CMO 20 s 2013). By Ethics we mean that branch of philosophy that examines the moral standards of an
individual or society. It deals with what is right or wrong conduct, good and evil, and the values embedded, fostered or pursued in the act. This course seeks to help the students acquire a
fundamental grasp of major ethical theories and give them opportunity to address contemporary moral issues including environmental ethical issues. This endeavor hopes to equip students
with fundamental moral values as men and women for others living in a community of persons who are in harmony with both human and non-human worlds. It is hoped that this course will
form them as men and women of conscience, competent, compassionate and committed in the pursuit of a profound and meaningful co-existence with both human and non-human worlds.

This course aims to develop students' capacities for ethical self-understanding and ethical reasoning on various ethical issues such as personal, societal and environmental issues. This
will allow students to foster harmonious interaction with themselves, the society, and the environment for a more peaceful world.

This course will employ a case-based learning approach. This approach will start what they already know as they will be exposed to different cases, specifically ethico-moral issues or
problems. Through pre-formulated guide questions, the student’s initial analysis of the problem or issue at hand will yield a problem statement that will serve as a starting point for the
investigation. It will be in this phase that the students will be analyzing the problem into components, discussing implications, entertaining possible explanations or solutions, and developing
working hypotheses. Finally, the students will have to support their possible solutions or working hypotheses by validating it through the use of ethical theories and principles for validity,
reliability and usefulness in applying to the problem.
 The CBL approach will basically make use of group activity discussions and presentation. Moreover, this course will also have a reflective writing component. The students will be asked
to think about the issues, problems and theories that will be studied and express their thoughts and feelings through writing reflection papers. It is important for that the moral framework is
developed when there is the time to discuss and reflect upon it, rather than waiting until they are faced with the tough choices.

Program Learning Outcomes

a. Recognize the need for and demonstrate the ability for lifelong learning
b. Identify multi-perspectives and interrelations among texts and contexts
c. Apply analytical and interpretive skills in the study of texts d. Discuss and/or create artistic forms
e. Demonstrate research skills specific to the sub-disciplines in the humanities
f. Use appropriate theories and methodologies critically and creatively
g. Appraise the role of humanistic education in the formation of the human being and society
Course Learning Outcomes:
A. KNOWLEDGE
1. Discuss the various ethical theories.
2. Identify current ethical issues in all levels: local, national, and global.
3. Examine how the different ethical theories influence one’s perspectives on current issues.
4. Analyze the commonality of the different ethical principles.

B. SKILLS
1. Apply the fundamental ethical principles when making decisions.
2. Analyze and evaluate the ethical principles in moral deliberation and discernment.
3. Acquire the habit of formulating and defending one’s own stance on critical issues,
4. Use the Framework for Moral Decision making.

C. ATTITUDE
1. Cultivate in oneself a deep sense of moral-worth.
2. Manifest strong and sound Moral Reasoning (Academic excellence)
the value of moral reflection and critical thinking for working out contemporary moral issues.
3. Show intellectual openness to other people’s views.
4. Exhibit basic awareness of the importance of moral reflection and its profound
meaning and implication in one’s pursuit to live a life of excellence in spirit
as the ideal of being men and women for others.
  Assumptions
Students taking up the ETHICS course have taken the UNDSELF and PHIHUM Prerequisites, thus are already equipped with and have a basic understanding of the kept principles presented in
the course content though the scaffold nature of all three courses. ETHICS provides the opportunity to put into practice the principles covered though case based inductive approaches
facilitated by the instructors. the content serves as refreshers to help contextualize the topics

Terminal Course Learning Outcomes:

Upon completion of this course, the students will have to:
1. MIDTERM:
 Midterm Written Examination
 Accomplish the Case Analysis through the different Stages of Moral Development
2. FINAL
 Final Written Examination
 Create the Worksheet of Moral Deliberation based on the different Ethical Theories discussed in the class.

LEGEND: I – Introduced Concepts/Principle

P – Practiced with Supervision
D – Demonstrated with Minimal Supervision

Learning Outcomes of BA PHILOSOPHY program

PHIHUM Course Learning Outcomes
A B C D E F G
1. Distinguish and discuss the various philosophical principles and discourses of human nature, as well as social and political issues
I I I I I I I
surrounding people and societies
2. Demonstrate the ability to discern insight from experience through basic phenomenological analysis and reflection. P P P I I P P

3. Express insight on the significance of philosophical discourse in the midst of current social and political issues/situations. P P P I I P P
4. Cultivate a deep sense of self-worth by reflecting on the ideas of philosophers about the value and meaning of human life and the
D P D I I D D
proper place of persons in society, nature, and the world in general.
5. Manifest the values of magis and cura personalis through profound social engagement D D D I I D D
 LEARNING INTENDED CROSS-LINKED
Week Assessment Learning Activities References
CONTENT LEARNING OUTCOME CONCEPTS/VALUES
Week 1 ● Get to know each Magis: Pre-Lectio PHIHUM Course Outline
INTRODUCTION other by sharing facts 1.2. Creative Thinker ●Submit duly signed ● Fill up the Expresso
TO THE COURSE and fiction about their 1.2.a. Generate new Individual Learning ● Review: ● Student Handbook
lives. knowledge and/or big ideas. contract ● Course Outline and ● Course Outline
1. Personal ● Provide a list of 1.1.a. Proactive (instead of Policies ● Learning Contract
Introduction expectations on the Reactive) ●Submit Accomplished ● Student Handbook
content the Cura Personalis: Expresso Worksheet ● Learning Contract
2. Course Syllabus 2.1. Active listening
participants would Learning Episode
3. Teacher’s find most useful in the 2.1.a. Receive and respect ●CISS GTKY: Expresso
class by creating a set others’ thoughts, ideas and Conference Session for:
Students
of agreements that set opinions with open mind and ● GTKY Activity
expectations
forth the ground rules heart. ● Clarification of
4. Class Policies for creating a 2.1. Empathy course
and Guidelines successful learning 2.1. Nurturing skills preliminaries
environment and Animo: Passionate towards ● Course Outline and
5. Academic achieving their work. Requirements
Requirements expectations. 3.1.a Set the goals or objectives ● Learning Contract
● Show a dialogical for the programs and activities. ● Orientation for the
6. Student 3.2 Strong sense of next week’s
attitude in meeting up
Handbook responsibility. expected outputs
expectations by Discernment:
REVIEW:IPP- signing a learning 4.1 Reflective attitude
CERAE contract. 4.3 Contemplative in Action
Companionship: Able to live
in harmony with others
6.1 Collaboration skills
Week 2 INTRODUCTION:  Accomplish the Pre-Lectio ● Reyes, R.C (1989).
● Discuss the definition Magis: Case-Based ● Read and Annotate Ground and Norm
The Ethical and nature of Morality Worksheet on the Preliminary of Morality.
1.2. Creative Thinker
Dimension of by comparing and 1.2.a. Generate new Case: First Dy of Notions Quezon City:
contrasting Ethics and knowledge and/or big Class for the Ateneo de Manila
Human Existence
Morality insights on Ethics Learning Episode University Press
ideas
1. Preliminary and Morality. ● Work on the case: pages 1-6.
Animo:
Notions ● Apply the general First day of Class’
Phases of the Case- 3.2.Systems thinking ● Accomplish Course vignette through a ● Supplementary
2. Case-Based Based Learning 3.2.a Synthesize situations Insight Summary buzz group Notes: Ethics:
Analysis: Approach by working in a holistic perspective. Sheet#1 discussion and Introduction and
Methodology: on the first Day case Discernment: (individual) plenary Preliminary Notion
 General Phases of vignette. 4.1. Reflection, meditation presentation.
the Case-Based and contemplative skills ● Worksheet on the ● Synthesis and ● “A Good
Learning ● Clarify and examine case: First Day of plenary lecture Life”Michael Tan,
Approach. the factors Class (group) ● Orientation for the PINOY KASI
contributing to the next week’s PDI, 9-8-06
evolution of ethics Activity on
Description on ● A Framework for
and the foundations
Moral Dimension Thinking Ethically
of ethics as a separate This framework for
philosophical thinking ethically is
discipline by the product of
accomplishing the dialogue and
course insight debate at the
summary sheet. Markkula Center
● Recognize the for Applied Ethics
significance of the at Santa Clara
course in the practice University. Primary
of your chosen contributors
include Manuel
course/profession.
Velasquez, Dennis
Moberg, Michael J.
Meyer, Thomas
Shanks, Margaret
R. McLean, David
DeCosse, Claire
André, and Kirk O.
Hanson. It was last
revised in May
2009.

Week 3 Description of Magis:  Accomplish Course Pre-Lectio

the Moral ● Discuss the different 1.2. Creative Thinker Insight Summary ● Group discussion ● Ramon C. Reyes.
Dimension elements of the 1.2.a. Generate new Sheet#2 on cases assigned (1989)Ground and
descriptions of moral (individual) and accomplish the Norm of Morality.
knowledge and/or big
dimension by Case-Based Ateneo de Manila
ideas Animo: Passionate
identifying each in the ● Worksheet on Worksheet on University Press
given case. towards work.
Moral Dimension Moral Dimension
3.2.Systems thinking (group)
● Examine the structure 3.2.a Synthesize situations Learning Session
of the human act in in a holistic perspective. ● 25 item Quiz ● plenary
 Discernment: presentation of
relation to the 4.1 Reflective attitude cases assigned on
different dimensions 4.3 Contemplative in moral dimensions
of the moral ● Synthesis and
Action
experience and its plenary lecture
4.1. Reflection, meditation
exigencies by ● Orientation for the
accomplishing the and contemplative skills.
next week’s
Case-Based Activity on Stages
Worksheet. of Moral
Development
● Reflect on the
elements of moral
dimensions by
accomplishing the
course insight
summary sheet 3.

Week 4 Stages of Moral Magis: ● Accomplish Course Pre-Lectio

Development ● Discuss the moral 1.2. Creative Thinker Insight Summary ● Accomplish the ● KOHLBERG,
development of the 1.2.a. Generate new Sheet#3 worksheet on LAWRENCE.
person by knowledge and/or big ideas. (individual) Lawrence http://aditi.du.ac.i
enumerating Kohlberg’s Moral n/uploads/econten
Lawrence Kohlberg Cura Personalis: ● Worksheet on Development t/Psychology_in_E
stages of moral 2.1. Empathy Kohlberg’s Moral Stages ducation_Handout
development. 2.2. Human and Ecological Stages of Learning Episode _3_Kohlberg_Gillig
Stewardship Development ● plenary an_-
● Apply the Lawrence 2.1. Nurturing skills (group) presentation of _Moral_Developm
Kohlberg Stages of Animo: ● 25 item Quiz cases assigned on ent.pdf
Moral Development 3.2.Systems thinking Kohlberg’s Moral
by the stages based 3.2.a Synthesize situations in Developmental
on the responses a holistic perspective. stages
given in the case. 3.2.a Demonstrate ● Synthesis and
● Respect and be integrative thinking. plenary lecture
sensitive to the Discernment: ● Orient Students for
unique moral growth 4.1 Reflective attitude next week’s activity
of each person by 4.3 Contemplative in Action (Aristotle and
accomplishing the Companionship: Able to live Virtues Life)
 course insight in harmony with others
summary sheet. 6.1Unity in diversity.

WEEK 5 Conscience  Discuss conscience Magis: Pre-Lectio Reyes, R.C. (1989). Ground
as the ground and 1.2. Creative Thinker ● Accomplish Instructions: Click the link and norm of
1.2.a. Generate new Worksheet for provided below. Answer morality. Quezon
norm of morality by
knowledge and/or big ideas assigned Activity the activity provided on the City: Ateneo de
analyzing the ● Accomplish course website. After which,
choices made in the Manila University
Animo: insight Summary connect to at least 2 of
Press pages 91.-
activity. 3.2.Systems thinking Sheet. your classmates and
102
 Illustrate the 3.2.a Demonstrate  25 item Quiz identify the numbers you
judgment-event integrative thinking. have the same answer. Chapter 39 Activity: Let
Share during in person Your Conscience Be Your
process of
Discernment: class your answer to the Guide.
conscience in the 4.3 Contemplative in Action question, why do you think (2014.)https://www.smp.or
given activity. 4.1. Reflection, meditation you have the same answer g/dynamicmedia/files
 Appreciate personal and contemplative skills. to a particular number. /
experience of Click link for the activity. 845d7eff90db149801b3fa7
conscience in crisis 5141649a6/TX003611-2-
Learninf Episode handout-39b-
by judgment- event ● Think-Pair-Share Let_Your_Conscience_Be_Y
by accomplishing ● Synthesis/Plenary our_Guide.pdf
the course insight Presentation
summary sheet.

Week 6 Aristotle and

Virtuous Life ● Discuss the meaning Magis: ● Meta-Cards Pre-Lectio ● https://
of virtue ethics by 1.2. Creative Thinker (Individual) core.ac.uk/
writing down key 1.2.a. Generate new ● Case-Based ● Orient Students for download/pdf/
concepts/words that knowledge and/or big ideas Worksheet on next week’s activity 268072583.pdf
resonate to it in the Aristotle and (St. Thomas
given text in the meta- Animo: Virtues Life. Aquinas and the ● Ramon C. Reyes.
cards. 3.2.Systems thinking ● Accomplish Course Natural law) (1989)Ground and
● Appreciate that 3.2.a Synthesize situations in Insight Summary Norm of Morality.
happiness is an a holistic perspective. Sheet#4 (individual Learning-episode Ateneo de Manila
activity that should 3.2.a Demonstrate ● Accomplish ● Group discussion University Press.
conform to virtue by integrative thinking. individual meta- on cases assigned pages 36-44
applying its principle cards. ● Posting of the
in the given case.
 ● Demonstrate sound Discernment: ● and accomplish the Individual meta-
moral reasoning by 4.1 Reflective attitude Case-Based card.
applying Aristotle’s 4.3 Contemplative in Action Worksheet on ● plenary
ethics in Aristotle and presentation of
understanding the Virtues Life cases assigned on
Filipino character by ● 25 Item Quiz Aristotle and
accomplishing the Virtues Life
Course Insight
Summary Sheet. ● Synthesis and
plenary lecture

Week 7 Thomas Aquinas ● Discuss how St. ● Accomplish the Pre-Lectio https://core.ac.uk/
and the Natural Thomas Aquinas Magis: Case-Based ● Read and download/pdf/
Law argued that nature 1.2. Creative Thinker Worksheet Understand the 148692719.pdf
1.2.a. Generate new knowledge
can be a basis for and/or big ideas ● ( Worksheet on the material on Natural
moral deliberation by Animo: similarities/differen Law  Reyes, R.C (1989).
enumerating and 3.2.Systems thinking ces of Natural Law Ground and Norm
clarifying the 3.2.a Synthesize situations in a from other types of of Morality.
holistic perspective.
principles of Natural 3.2.a Demonstrate integrative
law may be Quezon City:
Law. thinking. presented also) Learning-Episode Ateneo de Manila
● Compare and contrast Discernment: ● Accomplish Course ● Group discussion Pages 45-54
natural law from other 4.1.b. Reflect on insights, Insight Summary on cases assigned
types of law realizations, and learning for self Sheet(CISS) ● Synthesis and
enhancement and societal and
mentioned by St. organizational development. plenary lecture
Thomas Aquinas by 4.3 Contemplative in Action ● 25 Item Quiz
applying it in the given ● Orient Students for
case. next week’s
● Articulate and justify activity/schedule
ethical cases using
Natural Law as a basis
for a rational moral
deliberation by
accomplishing the
Course insight
Summary sheet.

Magis: Pre-Lectio:  Reyes, R.C (1989).

Week 8 Oriental Moral  Discuss the moral 1.2. Creative Thinker  Accomplish Table  Accomplish Table Ground and Norm
 Philosophy development of 1.2.a. Generate new knowledge Chart Chart and Text of Morality.
the person by and/or big ideas  Accomplish Course Outline. Quezon City:
reading and Insight Summary Ateneo de Manila
Animo: University Press.
outlining the text Sheet. Learning Episode
3.2.Systems thinking
on oriental Moral  Case Analysis Pages 7-29
3.2.a Synthesize situations in a  Plenary
Teachings. holistic perspective. Worksheet
Presentation and
 Compare and 3.2.a Demonstrate integrative  25 item Quiz
Discussion
contrast the thinking.
 Analysis
Moral Teachings Instructions:
Discernment:
of Gautama and 4.1.b. Reflect on insights, Answer the questions
Confucius by realizations, and learning for below
enumerating the self enhancement and societal 1. What is the most
ethical principles and organizational significant thing you
found in their development. encounter in the
teachings using a teachings of Gautama
4.1. Reflection, meditation and
table chart. contemplative skills. and Confucius?
 Appreciate personal 2. What teachings
moral values based you find common to
on the teachings of both. (Venn Diagram)
Gautama and 3. Who among these
oriental philosophers
Confucius by
can you relate the
relating it to ADZU most? Why? How do
Graduate Attributes. you relate it to ADZU
graduate Attributes>

WEEK 9
MIDTERM EXAMINATIONS WEEK
Week 10 The principle of Pre-Lectio
Utility and ● Discuss the utilitarian Magis: ● Accomplish Table ● Read and Intervention and
Contemporary ethics by clarifying its 1.2. Creative Thinker of Comparison of understand the Reflection, Basic Issues in
Thoughts on basic principles. 1.2.a. Generate new knowledge two utilitarian material on Medical Ethics, 5th Ed.,
Morality ● Compare and and/or big ideas models Utilitarianism Ronal Munson, Wadsworth
Animo: Publishing Company,
contrast the two 3.2.Systems thinking
focusing on its
utilitarian models ● Submit Worksheet basic principles Belmont, California. 1996,
3.2.a Synthesize situations in a
identifying the holistic perspective. on Utilitarianism ● Accomplish Table p.151.
unique 3.2.a Demonstrate integrative case study (group) of Comparison of
thinking. two utilitarian Ethics Supplementary
characteristics of
 each by applying it Discernment: ● Accomplish Course models Notes
in the assigned case. 4.1 Reflective attitude Insight Summary Learning Session
4.3 Contemplative in Action Sheet#4 (individual ● plenary
● Demonstrate a deeper
4.1. Reflection, meditation and presentation of
awareness of contemplative skills.
contemporary moral cases assigned on
Utilitarianism
issue sby applying
● Synthesis and
utilitarian moral
plenary lecture
principles in
● Group discussion
understanding and on cases assigned
evaluating local and and accomplish the
international Case-Based
scenarios by Worksheet
accomplishing the ● Orient Students for
Course insight next week’s activity
Summary sheet. (John Rawls:
Social Justice as
Fairness)

Week 11 Kant and the Pre-Lectio ● Reyes, R.C (1989).

Categorical ● Discuss Immanuel Magis: ● Submit Worksheet ● Read and Ground and Norm
Kant’s Ethical 1.2. Creative Thinker Case-Based study understand the of Morality.
Imperative
1.2.a. Generate new knowledge material on Kant’s Quezon City:
Principles identifying
and/or big ideas ● Accomplish Course Ethical Principle Ateneo de Manila
the three different
modes of Insight Summary focusing University Press
Animo:
Sheet Categorical pages 55-68.
formulations of 3.2.Systems thinking
3.2.a Synthesize situations in a ● 25 Item Quiz Imperative and its
Categorical
holistic perspective. different modes of
Imperatives. formulation.
3.2.a Demonstrate integrative
● Apply the three thinking.
modes of Learning Session
formulations of Discernment: ● Group discussion
Categorical 4.1.b. Reflect on insights, on cases assigned
realizations, and learning for
Imperatives by and accomplish the
self enhancement and societal
analyzing the Case-Based
and organizational
assigned case. development. Worksheet
● plenary
● Be sensitive and 4.1. Reflection, meditation and
contemplative skills. presentation of
responsive to
 current social issues cases assigned on
by applying Kant’s Categorical
Immanuel Kant’s Imperative.
categorical
● Synthesis and
imperative.
plenary lecture

● Orient Students for

next week’s activity
( John
Rawls:Justice as
Faines)

Week 12 John Rawls: ● Submit Worksheet Pre-Lectio

Social Justice as ● Discuss the ethical Magis: on assigned case ● Read and understand John Rawls’s Concept
Fairness (Sir principle of justice by 1.2. Creative Thinker ● Submit a summary the material on of Justice as Fairness
identifying its basic 1.2.a. Generate new sheet of the Utilitarianism
Robert)
principles. categories of focusing on its Edor J. Edor
knowledge and/or big
● Explain the categories Justice. basic principles
ideas Department of
of justice by listing  25 Item Quiz
the characteristics of Learning Session Philosophy, University
each. Animo: Passionate of Calabar, Nigeria.
● Demonstrate a deeper towards work. ● Group discussion
awareness of 3.2.Systems thinking on case assigned. This is an open access
contemporary moral 3.2.a Demonstrate accomplish the article distributed
issues by applying the integrative thinking. Case-Based under the Creative
moral principles of Worksheet Commons Attribution
Justice in ● Plenary License
Discernment:
understanding and 4.1 Reflective attitude presentation of
CC-BY-NC-4.0 ©2020
evaluating local and case assigned
4.3 Contemplative in by author
international ● Synthesis and
Action (https://creativecomm
scenarios. plenary lecture
ons.org/licenses/by-
● Orient Students for
nc/4.0/)
next week’s activity
(Ethics of Care)
 https://
www.lifepersona.com/the-
4-major-types-of-justice
Week 13 Ethics of Care ● Discuss the ethical Magis: ● Submit Worksheet Pre-Lectio Giligan, C. (2013) The Ethic
principle of care 1.2. Creative Thinker on assigned case. ● Read and of care, Monographs of the
through the lens of 1.2.a. Generate new ● Submit a summary understand Carol Víctor Grífols i Lucas
the values structure of knowledge and/or big sheet of the value Giligan’s Ethics of Foundation : Fundació
interpersonal of interpersonal Care Víctor Grífols i Lucas. c/
ideas
relationship through relationships in Jesús i Maria, 6 - 08022
recoup sharing and ethics. Learning Session Barcelona
case analyses Animo: ● 25 Item Quiz ● Group discussion https://
● Explain the nature of 3.2.Systems thinking on case assigned: www.fundaciogrifols.org/
the Ethics of care in 3.2.a Synthesize situations The case of documents/
decisions pertaining to in a holistic perspective. nepotism in work, 4662337/4689085/
the subjective 3.2.a Demonstrate healthcare, and monograph30.pdf/
interpersonal value integrative thinking. business f41cb4a7-ad7d-42d6-a820-
and its implications in ● Group discussion 2c71d2e56df5
ethical decision Discernment: on cases assigned
making through group 4.1.b. Reflect on insights, and accomplish the Held, V. (2006) The Ethics
process discussions Case-Based of Care: Personal, Political,
realizations, and learning
● Demonstrate deeper Worksheet and Global, Oxford
for self enhancement and
awareness of the ● Plenary University Press, Inc NY
significance of human societal and organizational presentation of https://voidnetwork.gr/wp-
relations and development. case assigned - content/uploads/
interpersonal 4.1. Reflection, meditation Nepotism 2016/10/The-Ethics-of-
relationship as part of and contemplative skills. ● Synthesis and Care-Personal-Political-
ethical decision plenary lecture and-Global-by-Virginia-
making. ● Orient Students for Held.pdf
next week’s activity
(Cultural
Relativism)

Week 14 Applied Ethics: ● Discuss the ethical Pre-Lectio ● Rachels, James

Cultural principle of Relativism Magis: ● Submit Case-Based ● Read and
1.2. Creative Thinker "What is
relativism by relating it through Worksheet on understand the
1.2.a. Generate new knowledge Morality",
the lens of the Cultural Relativism assigned Text on
Cultural values and/or big ideas Cultural Relativism. Chapter 1 and
 structure through Accomplish Course Learning Session "The Challenge of
buzz group sharing. Animo: Insight Summary ● Group discussion
3.2.Systems thinking Cultural
● Apply the principle of Sheet (individual on Video case
3.2.a Synthesize situations in a Relativism",
the Cultural Relativism assigned: Cultural
holistic perspective. Chapter 2 in The
in decisions pertaining  25 item Quiz Relativism
3.2.a Demonstrate integrative Elements of
to the subjective thinking. ● Group discussion
interpersonal value on cases assigned Moral
and its implications in Discernment: and accomplish the Philosophy. 4th
ethical decision 4.1.b. Reflect on insights, Case-Based ed. New York:
making through group realizations, and learning for Worksheet McGraw-Hill
process discussions in self enhancement and societal ● Plenary College, 2004,
a given case. and organizational presentation of pp 1-31.
● Demonstrate deeper development. case Case-Based
4.1. Reflection, meditation and
awareness of the Worksheet
contemplative skills
significance of Cultural assigned case.
Values as part of
ethical decision ● Synthesis and
making by plenary lecture
accomplishing the ● Orient Students for
Course insight next week’s
summary sheet activity.
● ( Environmental
Ethics

Week 15 Applied Ethics: ● Discuss the relevance ● Submit Case-Based Pre-Lectio ● ENCYCLICAL
Environmental of environmental Magis: Worksheet on ● Read and LETTER
Ethics ethics in the encyclical 1.2. Creative Thinker environmental understand the LAUDATO SI’
Laudato Si by 1.2.a. Generate new ethics. material on OF THE HOLY
identifying and knowledge and/or big ideas ● Accomplish Course ‘Laudato si’ FATHER
clarifying the Insight Summary ● Watch Video: FRANCIS
principles stressed by Animo: Sheet. Darwin’s ON CARE FOR OUR
Pope Francis. 3.2.Systems thinking ● 25 Item Quiz Nightmare COMMON HOME
● Compare and contrast 3.2.a Synthesize situations in Learning Session Copyright ©
environmental ethic a holistic perspective. ● Group discussion Dicastero per la
from land ethic by 3.2.a Demonstrate on the Comunicazione -
applying it to the integrative thinking. video/documentar Libreria Editrice
assigned case. y and accomplish Vaticana
● Demonstrate a deeper Discernment: the Case-Based
awareness of 4.1.b. Reflect on insights, Worksheet
 contemporary realizations, and learning for ● plenary
environmental or self enhancement and presentation on
ecological issues by societal and organizational video analysis on
applying the moral development. the assigned
principle of Justice, 4.1 Reflective attitude documentary
Peace and Integrity of 4.3 Contemplative in depicting
Creation in Action environmental
understanding and ethics.
evaluating ● Synthesis and
environmental plenary lecture
scenarios especially ● Orient Students for
climate change. next week’s
activity/schedule

Week 17 Worksheet on ● Discuss the minimum Pre-Lectio  RAE, SCOTT B, AND

Moral requirement for sound 1.2. Creative Thinker ● Accomplish the ● Read the Handout KENMAN L. WONG.
Deliberation moral reason by 1.2.a. Generate new Worksheet for on Moral “A (2004) A Model
identifying the knowledge and/or big ideas Moral Decision Deliberation for Decision Making.”
Animo: In Beyond Integrity:
different steps in the Making Process.
A Judeo-Christian
moral decision 3.2.Systems thinking Learning Session Approach to
process. 3.2.a Synthesize situations in ● Plenary Christian Ethics.
● Apply the framework a holistic perspective. presentation of Grand Rapids, MI:
for working out moral 3.2.a Demonstrate case assigned Zondervan
problems by Creating integrative thinking. ● Synthesis and
a worksheet on Moral Discernment: plenary lecture
Deliberation based on 4.1.b. Reflect on insights, ● Orient the
the different Ethical realizations, and learning for Students for the
Theories discussed in self enhancement and Final Output
the assigned case. societal and organizational ● REVIEW for Final
● Reflect on the development. Examinations
Different factors that 4.3 Contemplative in Action ● Submit Worksheet
affects one’s Moral for Moral Decision
Decision by Making Process on
accomplishing the assigned case
Course Insight
Summary sheet.

Week 18 FINAL EXAMINATIONS WEEK

References:
1. Bulaong, O.G., Calano, M.J.T., Lagliva, A.M., Mariano, M.N.E., & Principe, J.D.Z. (2018) Ethics: Foundations of moral valuation. Manila: Rex Bookstore, Inc.
2. Gilligan, C., Ward, J.V., Taylor, J.V., & Bardige, B. (Eds.). (1988). Mapping of moral domain. Massachusetts, USA: Center for the Study of Gender, Education
and Human Development, Harvard University Graduate School of Education, Cambridge.
3. Gula-Paulist, R.M. (1989). Reason informed by faith: Foundations of Catholic morality. Front Cover Press.
4. Kohlberg, L. (1981). Essays on moral development. Vol. 1 of the philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper
and Row.
5. Rae, S.B., & Wong, K.L. (2004). A model for decision making. In Beyond Integrity: A Judeo-Christian approach to Christian ethics. Grand Rapids, MI:
Zondervan.
6. Rawls, J. (1996). A theory of justice. In S.M. Cahn and G. Sher, In reason at work: Introductory readings in philosophy, pp. 262-276. Fort Worth, TX: Harcourt
Brace College Publishers.
7. Reyes, R.C. (1989). Ground and norm of morality. Quezon City: Ateneo de Manila University Press.
8. 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.
9. Aristotle, Book I-II, Nicomachean Ethics trans. Martin Oswald, Indianapolis: Bobbs-Merrill Educational Publishing, 1983 Friedman, Thomas. The Lexus and the
Olive Tree: Understanding Globalization. 1st ed. New York: Anchor Books, 2000. Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.
10. Gorrospe, Vitaliano SJ, The Filipino Search for Meaning: Moral Philosophy in a Philippine Setting, Jesuit Educational Association, Manila, 1974.
11. Kant, Immanuel, "Categorical Imperative," in Groundwork of the Metaphysic of Morals, Trans. H.J.Paton, Kohlberg, Lawrence, Essays on Moral
Development, Vol 1 The Philosophy of Moral Development.
12. For Kohlberg refer also to
1. http://www.usefulcharts.com/psychology/kohlberg-stages-of-moral- development.html
2. http://www.education.com/reference/article/kohlbergs-moral-reasoning/
13. Licuanan, Patricia 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.
14. Moga, Michael S.J., Towards Authentic Morality, Quad Alpha Centrum Building, 125 Pioneer Street, Mandaluyong City., 1993.
15. 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 Danita Dewi, and J. Sedfrey Santiago, Quezon City, PH: Ateneo de Manila University Press, 2014.
16. Palma- 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, 20110
17. Que, Nemesio S., S.J, "Notes on Moral Deliberation." Introduction to course notes for PH104: Foundations of Moral Value. Ateneo de Manila University
18. Rachels, James "What is Morality", Chapter 1 and "The Challenge of Cultural Relativism", Chapter 2 in The Elements of Moral Philosophy. 4th ed. New York: McGraw-Hill
College, 2004, pp 1-31.
 19. Rae, Scott, "A Model for Moral Decision Making" Chapter 1, Beyond Integrity.
20. Reyes, Ramon Castillo. "Relation between Ethics and Religious Belief." In Moral Dimension: Essays in Honor of Ramon Castillo Reyes, edited by Nemesio S. Que, S.J.,
Oscar G. Bulaong Jr., and Michael Ner E. Mariano, 107-12. Quezon City, PH: Office of Research
21. Werhane, Patricia H. Moral Imagination and Management Decision Making. New York: Oxford University Press, 1999.

COURSE REQUIREMENTS AND CLASS POLICIES

Communication Note 1. You are required to use only your official AdZU email for all communication in this class. Activate your AdZU Mail by sending photos of the front and back
side of your ID or the official receipt of the payments made during enrolment to fb.com/AdZUCITS. The document will be used for verification of your
name, ID number, and unit.
2. The main gateway for the class is the class website (AdzuMail, AdZUeclass, Zoom,). All announcements, tasks, assignments, etc. will be posted posted in
our GC
3. For difficulties and other concerns, the instructor is available for consultation. You may use our GC to reach the instructor.
4. Deadlines will be announced in the Class. Please be guided.
Course Requirements The following requirements are expected from the students:
● Learning Contract (signed by student and a parent/guardian)
● Active participation in online and in-person discussions
● Attendance during synchronous meetings*
● Worksheets (Case Based/ CISS)
● Reflection Sharing/Discussion
● Independent Practice (Quizzes) every after the lesson and Summative Tasks/Assessments.
● Terminal Outputs (Midterms & Finals)
Class Policies Online Classroom and Work Discipline
● The Learning Contract should be signed and submitted by the end of the first week of classes.
● Active participation in online discussions and offline activities are expected from the students. - Work entailed for the class is semester-long. In order to
ensure a satisfactory grade, effort needs to be sustained throughout the semester. As such, enrichment activities and make-up projects will only be given
under very special circumstances (medical or otherwise)
● It is the student’s responsibility to refer to the course outline and Learning Packet for scheduled tasks and topics.
● Students should inform the instructor if they are unable to attend a scheduled in-person meeting.
● For those who missed the Independent Practice (Quiz) at the end of each synchronous session, a make up quiz will be given with in the week or else tit would
be forfieted.
● Any plagiarized output will automatically receive a failing mark, and will be subjected to disciplinary action.
● Outputs are due every Thursday of the week at 12:00pm to 11:59pm – Submission of outputs will be done via Google Drive folder (available only for 24 hours
on day of deadline). A LINK will be provided for submission. Students are to upload their output submissions via drive within the allotted time. Failure to
upload the file on time will void the output, any other form of submission IS NOT ALLOWED – unless conferred with the instructor AHEAD OF TIME. –
tampering with the contents of the drive (indicated by your log) will be considered as a form of academic dishonesty.
● Readings should be done before topics are discussed in class to ensure the active participation of the students. Copies of the texts will be provided in eclass or
 sent via email and sent via email.

After the Class

● Accomplish the Independent Practice (Quiz).
● Accomplish the Lesson Feedback Form at bit.ly/SLALessonFeedback
Grading System ZERO Based Grading System
Class Standing (Independent Practice :Quizzes, Course Insight Summary sheets, individual output, Group Work etc.) – 1/3
Terminal OutPut#1 Midterm Exam:1/3
Terminal OutPut#2 Final Exam– 1/3
Total: Final Grade
GRADE POINT SYSTEM

GRADE DESCRIPTOR PERCENT CORRECT

4.0 Excellent 95-100

3.5 Superior 89-94

3.0 Above Average 83-88

2.5 High Average 77-82

2.0 Average 71-76

1.5 Low Average 65-70

1.0 Passed 60-64

F Failed Below 60

OTHER MARKS DESCRIPTORS

WP Withdrawn with Permission

WF Withdrawn with Failure

P for some courses in the curricula effective before SY 2018-2019

Rubrics for CISS Post Module Outputs (2/3 of overall grade – with class participation through group outputs)
DESCRIPTORS* INTERPRETATION

4.0 Excellent (28-30 pts) Demonstrates an in-depth and nuanced understanding the concepts discussed with no misconceptions; shows exceptional competence in
explanations by clear elaborations of points, with accurate application and connection to real world experiences. Discussions are able to
challenge existing principles through coherence and clear arguments.

3.5 Superior (27 pts) Demonstrates detailed understanding, with little misconceptions; shows high competence in explanations through clear elaborations and
accurate application and connections to real world experiences, and is able to highlight existing principles through coherence and clear
arguments.

3.0 Above Average (25-26 pts) Demonstrates comprehensive understanding, with minor misconceptions; shows competence in explanations by providing some accurate
application to real world experiences, and is able to highlight existing principles through coherence and clear arguments.

2.5 High Average (23-24 pts) Demonstrates a general understanding of the concept with a few misconceptions, can explain in some detail by anchoring it experiences that
may be related to the principles discussed.

2.0 Average (22 pts) Demonstrates some understanding of the concept, has some misconceptions, can explain in some detail connections and applications to real
world experiences.

1.5 Low Average (20-21 pts) Demonstrates limited understanding; has misconceptions, can explain in some details with inaccuracies. Shows little application to real world
experiences.

1.0 Passed (18-19 pts) Demonstrates low understanding; has many misconceptions; needs help in explaining ideas or has plenty of inconsistencies

F Failed (0-17 pts) Details are unorganized, unrelated or have no relevance to the concepts discussed
Rubrics for Final Output

DESCRIPTORS* INTERPRETATION

4.0 Excellent (28-30 pts) Discussions are able to provide remarkable depth of insight and intelligently challenges existing frames of references and contexts. Discussion and
narratives are organized and structured with significant strong anchoring to real world or personal experiences. Presents clear detailed and nuanced
(written and/or visual) representation(s) of content required, with substantial use of the materials covered in the course (with proper citation and
reference) in the discussions and narratives presented.

3.5 Superior (27 pts) Discussions are able to provide strong insight and would challenges existing frames of references and contexts. Discussion and narratives are organized
and structured with clear anchoring to real world or personal experiences. Presents clear detailed (written and/or visual) representation(s) of content
required, with substantial use of the materials covered in the course (with proper citation and reference) in the discussions and narratives presented.

3.0 Above Average (25-26 Discussions are able to provide comprehensive insight that contextualizes the content appropriately. Discussion and narratives are organized and
pts) structured with some anchoring to real world or personal experiences. Presents clear detailed (written and/or visual) representation(s) of content
required, with clear use of the materials covered in the course (with proper citation and reference) in the discussions and narratives presented.

2.5 High Average (23-24 Discussions presents appropriate insight and contextualizes the content. Discussion and narratives are clear and organized with some anchoring to real
pts) world or personal experiences. Presents detailed (written and/or visual) representation(s) of content required, with use of the materials covered in the
course (with proper citation and reference) in the discussions and narratives presented.

2.0 Average (22 pts) Discussions presents some insight and contextualizes the content. Discussion and narratives are clear and organized with some anchoring to real world
or personal experiences. Presents detailed (written and/or visual) representation(s) of content required, with use of the materials covered in the
course (with proper citation and reference) in the discussions and narratives presented.

1.5 Low Average (20-21 Discussions are coherent and has contextualization; narratives are generally organized with some to real world or personal experiences. Presents
pts) (written and/or visual) representation(s) of content required, with use of the materials covered in the course (with proper citation and reference) in the
discussions and narratives presented.
1.0 Passed (18-19 pts) Discussions are barely coherent with multiple inconsistencies; no concoction to experiences. Presents (written and/or visual) unclear representation(s)
of content required, with little to no use of the materials covered in the course in the discussions and narratives presented.

F Failed (0-17 pts) Discussions are unorganized, unrelated or have no relevance to the concepts discussed.

Prepared by: Approved by:

Joel C. Porras Robin A. De Los Reyes PhD

Faculty Dean,
School of Liberal Arts School of Liberal Arts
Ateneo de Zamboanga University Ateneo de Zamboanga University