Professional Documents
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(Course Title)
GE 114 - Ethics
Monique M. Tagaytay
Janette D. Butlig
Francis N. Reginio
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GE 114- ETHICS
Welcome Message
This course will be a journey of discovery and learning for you in making moral
decisions by using dominant frameworks and applying a seven- step moral reasoning
model to analyze and solve moral dilemmas. This course pack is designed for you to go
through the course week by week until the end of the semester. It supplies you with
discussions, required reading from reference materials, as well as learner activities that
you will have to submit. The modules also prompt you when it is time for you to check in
with your Course Professor so that you can stay on track with your learning.
As you begin this journey, bear in mind that you are not alone. If you encounter
problems, do not hesitate to contact your Course Professor for guidance.
Faculty Information:
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IN-CHARGED IS ALREADY IDENTIFIED WITH THE HELP DESK
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GE 114- ETHICS
TABLE OF CONTENTS
CONTENTS PAGE
References …………………………….. 35
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GE 114- ETHICS
VISION
MISSION
USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.
GOALS
At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:
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GE 114- ETHICS
LEADERSHIP SKILLS
SERVICE ORIENTED
LIFELONG LEARNING
PROFESSIONAL COMPETENCE
UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM
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GE 114- ETHICS
(NOTE: all the necessary information below can be found in the syllabus. Just
copy them and paste it here!)
COURSE DESCRIPTION
Ethics deals with principles of ethical behavior in modern society at the level of the person,
society, and in interaction with the environment and the other shared resources. Morality pertains to
the standards of right and wrong that an individual originally picks up from the community. This
course also teaches students to make moral decisions by using dominant moral frameworks and
applying a seven-step moral reasoning model to analyze and solve moral dilemmas.
COURSE OUTCOMES
CO1 Work effectively in multi-disciplinary and multi-cultural groups Interpret the human experiences
from various perspectives
CO2 Apply sound moral decision making skills when confronted with Reflect critically on shred concerns
various issues and make decision based on moral
norms and imperatives
CO3 Effectively respond to various issues on moral dilemmas Manage one’s knowledge, skills, and
values for responsible and
productive living
CO4 Demonstrate professional, social and ethical responsibility, especially Advocate respect for human rights
in practicing intellectual property rights and sustainable development
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GE 114- ETHICS
COURSE ASSESSMENT
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
LE3 Reflection Paper A critical piece of academic CO1, CO2, CO3, CO4
writing on certain topics
Interesting content and Some interesting Few interesting content, Conventional ideas or Cursory; gives the
Content presentation, ideas are content, points are points not sustained and cliches ; little supporting impression of writing
well-conceived and sustained and fully not fully developed. details are included. just to complete the
examples.
Structure, Logic and ideas with well-executed progression with ideas but other lacks transitions. to have been written as
transition.
Grammatical Accuracy Appropriate level of Some level of Confined to simpler Errors frequently affect Message is largely
complexity in syntax with appropriate sentences or structures comprehensibility; or very comprehensible due to
very few errors, if any. complexity in with very few errors or basic types of errors inaccurate grammar,
syntax with few shows variety and (subject-verb agreement; which alters or
errors, if any. complexity in syntax with noun-adjective agreement) obscures it, or reader
the message.
Vocabulary/ Uses sufficient, Uses appropriate Usually uses appropriate Often uses inappropriate or Uses only elementary
Word Choice appropriate and varied vocabulary, vocabulary with some non-specific vocabulary; vocabulary; creates
vocabulary; English English language variety; some errors in lack of variety in word non-existent words
language influences influences usage that do not affect the choice; avoids use of from English or words
apparently; rich variety of apparently; some message; occasionally idioms – English influenced in English.
Punctuation, Spelling and Correct spelling Very few Some mechanic errors Frequent mechanical errors Incorrect spelling and
specified. sentences.
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GE 114- ETHICS
Knowledge of issue is exceptionally accurate and is Issue is accurately Issue is Issue is Issue needs to use
explained clearly and effectively during explanation explained and uses explained with explained but more information
Knowledge/Understanding using details and little reliance on notes many details and various some accuracy needs more and details or
notes notes
Exceptional critical comments and analysis of Proficient critical Some critical Very few critical Lack of critical or
issue/interpretations/impact/effect using details, comments and analysis comments given comments analytical thought
Thinking/Inquiry insights, evidence from essay and comprehensive of issue/interpretation to issue and given to issue in comments and
thought. and impact using many effects, more and effects, little to no insight
needed
Exceptional delivery and timing of information; Proficient delivery and Delivery and Just enough Poor delivery and
Communication exceptional discussion initiated and maintained to timing of information; timing of delivery and timing of
and discussion.
Understanding and Interpretation Excellent understanding of language and General understanding of Inadequate understanding of terminology
Precise interpretation of text of text of Roughly renders content and Misinterpret ideas and assertions.
accurate rendering of content. meaning of text. Lacks any apprehension of context and
Apprehends entirely context and rationale of Partially grasps context and motivation
Analysis and Argumentation Thorough articulation of arguments Main lines of arguments indicated. No analysis of argumentation offered
Logic of assertions fully clarified An intuitive grasp of logical patterns. No awareness of logical relations and
Claim Support and Use of Sources Relevant facts/examples adduced. Insufficient factual basis established. No use of sources
Various sources consulted and appraised. Limited sources consulted Sheer statements of agreement or
Adequate applications identified and proper Conclusions undeveloped or disagreement. Guesswork without support
conclusions at all.
Style and Correctness Penetrating insights and interesting Scattered comments and remarks Disorganized and shallow presentation
sophisticated style.
Punctuation, Spelling and Presentation Correct spelling (including accents) and Very few mechanical errors Some mechanical errors
specified.
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GE 114- ETHICS
Aside from the final output, the student will be assessed at other times during the term by the following:
Grading System
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Major Exam 20%
AA2 Quizzes & Learner Activities 30%
LE1 Write Up Dilemma 20%
LE2 Case Analysis 20%
LE3 Critical Reflection Paper on a Social Issue 10%
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GE 114- ETHICS
ETHICS
Module 1
INTRODUCTION TO ETHICS
Module Overview
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Module Outcomes
Lesson 1
Introduction to Ethics
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Learning Outcomes
Introduction
Why do you need to follow them in spite of the fact that they limit you on
things you want to do?
What do you think would happen if all these rules we follow not followed?
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You would have probably heard the terms ethics and morality. The term
ethics finds its etymological root from the Greek word “ethos” which means
“character” or “custom”. The Greeks also had the term “ethikos” which refers to
“customary or habitual character”. The Roman statesman and philosopher
Marcus Tullius Cicero is credited with ascribing the Latin equivalent of the term
“ethikos’ to the word “mos” which means “one’s disposition”. The term “mos” also
happens to be the root of the word ”mores” which also refers to custom or habit.
From these terms eventually evolved “moralis” and “moralitas” which refer to
“proper manner, behaviour, and character of a person in society”. From this we
can derive a basic understanding of what ethics and morality are. Both pertain to
the habitual or customary disposition towards proper behaviour and
distinguishing between right and wrong, good and bad. Often these terms are
used interchangeably with a few distinctions depending on where the settings in
which the terms are used such as in the academe, legal, religious or
philosophical discourses. Distinctions are often made in terms of looking at
morality from a “personal or normative” perspective and ethics as being the
actual standards of what is good/ bad, right/ wrong, acceptable/ unacceptable, or
praiseworthy/ punishment worthy behaviour in a particular social setting.
Essentially both Ethics and morality flow from each other.
The terms ethics and morality form the heart and soul of Moral Philosophy.
Moral Philosophy is the branch of Philosophy that deals with the study of right
and wrong. It does this by first, asking and clarifying concepts and beliefs on
morality; second, providing frameworks that prescribe what we “ought to do” and
what we “ought to not do”; and lastly, applying all these in more practical terms
like how people should live their lives in relation to others and to examine issues
affecting society. The brilliant Greek philosopher Aristotle said that ethics and
morality are necessary in attaining “eudaimonia”, which is a Greek word that
loosely translates to “happiness” although if the word meant so much deeper than
just the surface meaning of the word. If the term were to be applied to a plant, a
good plant would be healthy, fruit bearing and growing. Being in a state of
“eudaimonia” would mean that the plant is not only free from illness but growing
very well, or it is not only bearing fruit but it grows many, many fruits that are of
exceptional quality. So, “eudaimonia” is a state of not just existing but of
“flourishing” or “thriving” in one’s day-to-day life. Today Aristotle’s words are
interpreted as ethics and morality to be requirements in doing well and living well
as part of society.
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Human societies have come a long way in terms of going from “uncivilized
to “civilized” but throughout history one thing is apparent. For humans to live
together in relative harmony, groups of people agree to common goals and
behaviour that are enforced through systems or “rules”. A rule is “an accepted
principle or instruction that states the way things are or should be done, and tells
you what you are allowed or are not allowed to do.1
We can just as easily say that we study Ethics because it is something that
is required in order to get an academic degree but if we look at the bigger picture,
our motivations for being close students of Ethics should focus more on the
benefits that result from it. From the discussion in the previous sections some of
these benefits are already apparent. It can is also clear that Ethics is not only a
theoretical body of knowledge but a lifelong practice that develops as a person
goes through life.
Let us examine a few of these big picture benefits that we get from
studying Ethics.
1RULE | definition in the Cambridge English dictionary. (n.d.). Cambridge Dictionary | English Dictionary, Translations &
Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/rule
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The study of Ethics also allows us to act with stewardship. We have all
heard that saying that “no man is an island”. No person can live his life in a
vacuum that does not involve anything or anyone else. Knowing what is
good allows us to properly examine the potential consequences and
outcomes. Our actions therefore have purpose and direction not only for
our individual lives but also in contribution to a bigger society and the
environment.
Now that you have finished the discussion, try applying your learning by
answering the Learner Activity on the next page.
Learner Worksheet 1
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In the matrix below are some rules from institutions. Briefly describe these
rules and their importance by filling out the matrix below.
Enhance Community
Quarantine during the
COVID Pandemic
Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.
Closure
Well done! You have just finished Lesson 1 of this module.
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Now that you have completed Lesson 1, let us move on to the next lesson
in this module. In the next lesson we will go into a deeper study of rules and
standards that govern human ethics.
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Lesson 2
Moral & Non- Moral Standards
Learning Outcomes
Introduction
In the previous lesson we already discussed how these rules shape our
behaviour and bring about social harmony. While all these rules are important,
not all rules are equal; there are moral and non- moral rules of behaviour. Moral
standards or principles are different from other rules in life because of their
overriding nature. In this lesson we will examine the characteristics of moral
standards and differentiate them from all the other rules that we follow.
Activity
In one social experiment, researchers had an old
man walk slowly on a very busy city street to see
how people would behave around him. The
researchers observed some people would walk
around him in their hurry to get to where they
needed to go. Several individuals on the other
hand slowed their pace to walk with him and ask
him if he required assistance, which he politely
declined. After walking a few more feet, the old
man started to buckle and fall on the street
looking pale and dazed from exertion. People
immediately rushed to his aid to help him and to
call paramedics. When asked why they did it,
people had different responses from “because he
was a weak old guy” to “I just had to help him, he
needed my help.” What would you do if you were
in this situation and why?
________________________________________________________________
________________________________________________________________
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Analysis
People in the social experiment acted automatically, without being told
what to do. Why do you think they acted this way?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Abstraction
Moral Standards
Humans have a built in “moral compass” or sense of right and wrong.
Moral standards differ from other rules in life. This intrinsic guide has been
observed even in young children who have not been taught of concepts of good
or bad. The inner guide develops as a child matures and develops as he/ she
lives in a world of different rules, norms and customs. As we develop and mature
we learn that some rules hold larger consequence as compared to others and are
not dependent on external authority or individual or organizational interests-
these codes of right and wrong that have no reference to specific behaviours or
beliefs are known as Moral Standards2.
Different societies might have different rules that govern their behaviour
but there moral standards are held in common by all societies regardless of their
varying beliefs. Moral standards are upheld regardless of culture or beliefs and
are believed to be universal. There are several characteristics which moral
standards have that set them apart from other rules in life. These characteristics
form the human moral compass in doing what is right and acting instinctually
upon these principles.
2Stanford University (14 March 2011). "The Definition of Morality". Stanford Encyclopedia of Philosophy. Stanford
University. Retrieved 02 July 2020
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Autonomous from Moral standards are able to stay independent from the influence
Arbitrary Authority of any form of authority. Moral standards are not dependent on
“who is in power” or “who is giving the orders”. When it comes to
moral standards, “the rule of numbers” does not apply.
Something is right or wrong regardless of how the majority
decides, does and says. “A wrong thing is wrong, even when
eveyone else is doing it and a right thing is right even when you
are alone is doing it’. This is one reason why standing alone in
fighting for what is right proves difficult because humans have
the tendency to give in to the external pressure that is brought
about by people in authority and the rule of majority.
Publicity Moral rules and principles are known to and upheld by society
because they are publicly held to be the moral rules and
principles that serve as clear guidelines to human actions. A
person cannot do the right thing if he does not know what to do,
so before action can be performed, we must first know what
needs to be done. Moral standards would not be performed if
they are not known to the public.
Practicability Moral rules should be “doable” and not be beyong what can be
done by human beings. Other synonyms to this characteristic
include performable, actionable and realistic. If a standard was
not workable, it would lose its meaning and would be
unachievable and become a burden for people.
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Today, etiquette is
identified with good
upbringing and social
breeding. Learning,
knowing and
practicing the rules of
social etiquette has
become an integral
part of human
education.
The practice of proper
etiquette can prove to
be challenging in
multicultural societies
since etiquette can
vary not only among
large social groups
such as nationalities,
but also across
smaller ethnic groups
and tribes.
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Also, notions about proper etiquette are more rooted in some cultures
compared to others that the observance of proper behaviour forms a large portion
of the esteem they give to an individual.
Policy. Another type of non- moral standard is the policy, which is a
statement that is adopted and implemented as a matter of procedure or protocol
by a group of people in order to assist in managing daily activities, operations,
decision-making and governance. Policies can also be understood as political,
managerial, financial, and administrative mechanisms arranged to reach explicit
goals. Institutions and organizations intentionally craft and adopt policies
systematically as appropriate to their specific needs and goals. While some
organizations may have similar policies, there are always variations to policies
that are specific to the institution or organization to which they apply. Examples of
policy include Presidential executive orders, corporate privacy policies, and
parliamentary rules of order are all examples of policy.
Law. If policies are enforced within institutions and organizations, the Law
or laws is a system of rules that society through governments and its agencies
create, develop and implement within their jurisdictions in order to regulate
behaviour and aid in governance. Unlike policies, which serve more as guides,
laws can compel or prohibit behaviour and impose sanctions and punishments for
non- compliance. Laws encompass many social matters and relationships such
as crime, business, commerce, and industry among many others. Old laws may
be amended to ensure their relevance, and duly elected representatives of the
people propose new laws to address behaviours that they think should be
regulated or legislated for the sake of the greater good.
Laws are promulgated to be followed by everyone regardless of their
stature and therefore become an instrument of justice by serving as an equalizer
for people in society. German legal scholar, Rudolf von Ihering attributed law to
social change, by saying that the law is a means of social control, which aims to
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Learner Worksheet 2
Student Name: ______________________________ Score: ____________
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Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.
Closure
Well done! You have just finished Lesson 2 of this module.
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Now that you have completed Lesson 2, let us move on to the next lesson
in this module. In the next lesson we will discuss human experiences and the
situations wherein our moral principles are engaged and necessitate
discernment.
Lesson 3
Moral Experiences & Moral Dilemmas
Learning Outcomes
Introduction
As discussed in the first module of this course, we have been able to gain
an appreciation of ethics as a practical course that is grounded in human action.
Human experience lies at the heart of the practicality of ethics in everyday lives.
However, we also realize that the right and wrong, good and bad are not always
as clearly delineated, as we would like them to be. All of us have found ourselves
in situations where our moral principles are affirmed or challenged and
sometimes come in conflict with one another.
Activity
Read the given scenario below and reflect on the guide question that follows.
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Santino and Iñigo are brothers. One night they are walking home.
Iñigo tells him that he will pull a prank. He then picks up a rock and
throws it into the glass window of a convenience store, shattering
the glass. The owner of the store corners the brothers and
interrogates them on who threw the rock at his store window. Iñigo
denies having done anything and tells the storeowner that he saw a
man running away from the store. The police arrive to investigate
the act of vandalism and survey the property damage telling the
brothers that they are likely suspects and can be taken to the station
for further questioning.
Santino finds himself torn between his loyalty to his brother and
telling the storeowner and the police the truth of what really
happened. If he tells the truth only his brother will be liable for the
damage but if he keeps quiet to protect his brother they are both
likely to be held accountable.
If you were in Santino’s situation what would you do? Discuss how you will
go about this situation if you find yourself in it as well as your motivations in
discussing your course of action.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Analysis
o How do you deal with experiences wherein your moral values are
challenged? What do you usually do when deciding what to do in these
situations?
o How do you decide on your course of action when all the options for your
course of action all have negative results or force you to violate your own
moral values?
Abstraction
Moral Experiences and Moral Dilemmas
As we go through our everyday tasks we are often faced with choices on
what and how to do things, knowing that our actions have consequences to
others and ourselves. Oftentimes our actions call our morals into question. These
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people. At this level, the moral dilemma stems from the role of an individual and
its direct impact on their own lives. Decisions required in this situation usually
have bearing on the individuals own life choices and their direct implications on
their own future and their relationships with others. Santino’s experience can be
considered as a personal moral dilemma because he is conflicted as to whether
to maintain his loyalty to his brother in spite of the fact that his brother is clearly in
the wrong and having to deal with authorities and possibly get into trouble with
the law. He will now have to decide if his loyalty to his brother is more valuable to
him than upholding the law.
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Structural Moral
Dilemma
Organizational
Moral Dilemma
Personal Moral
Dilemma
As seen in the figure above, the levels of moral dilemmas also show how
the ability to act ethically has far reaching effects. Imagine a person unable to
deal with ethical decision-making on a personal level being placed in a key
position in an organization or in a leadership position in government. If a person
is unable to choose ethically on moral experiences arising in their personal life,
how can he/ she be expected to decide at an organizational or structural level
where the implications of decision-making affects a greater number of people? In
the same manner, people who make critical moral decisions at a personal level
can be trusted to make ethical decisions at an organizational and structural level.
This means that the practice of ethics starts with the individual. Ethical individuals
make for ethical organizations and ethical societies.
Application
Learner Worksheet 3
Student Name: ______________________________ Score: ____________
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Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.
Closure
Well done! You have just finished the last lesson for this module.
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Module Summary
In this module we took our first steps towards becoming everyday
ethicists. Let us now summarize some of the highlights of this module.
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harmony.
o Moral Standards form the human moral compass comprised of values and
principles and codes of right and wrong that have no reference to specific
behaviours or beliefs. They stand apart from non- moral standards or other
rules in life, which are specific to cultures and societal settings. Non- moral
standards include etiquette, policies, laws and commandments, which all
spring from specific needs or goals and are mutually agreed upon by
people who share particular social relationships.
Now that you have completed all the lessons in this module, it is time to
assess your learning and move on to the next module.
Check your work and prepare for submission and assessment. The
succeeding page will give you instructions on completing your requirements for
this module.
Learning Checkpoint
Module Assessment
Now that you have completed the first module, it is time to submit your
learning output and take the module assessment. A checklist is provided for you
below.
☐ Module Assessment
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END OF MODULE 1
If you have completed all the items on the checklist,
you may move on to the next module.
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