Ethics Revised Module PDF File GFranca

SOUTHERN PHILIPPINES AGRI-BUSINESS AND MARINE AND AQUATIC SCHOOL OF
TECHNOLOGY (SPAMAST), Malita, Davao Occidental
INSTITUTE OF TEACHER EDUCATION AND INFORMATION TECHNOLOGY

TEACHER EDUCATION PROGRAM
A MODULE ON ETHICS
Compiled by: Glenford C. Franca
1|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

About the Author
Glenford C. Franca, LPT., MAED, MAT is a College Instructor, licensed professional

teacher, and educational management specialist.
Glenford's academic journey has been nothing short of remarkable. Armed with a
Bachelor of Arts in Philosophy, he laid the foundation for his intellectual pursuits.
However, Glenford's thirst for knowledge propelled him further, leading him to
earn not one, but two Master's degrees. His Master's degrees in Educational
Management and Theology showcased his multidisciplinary approach to
education, blending the realms of management and spirituality.

Table of Contents
Page
Preliminary
Introduction 3
Overview 4
Instructions to the User 6
Evaluation: Pre-test 7
Week 1: Orientation: What is Ethics 13

Week 2 – 3 Module 1. Difference: Moral and non-moral 18
Week 4-5 Module 2. Three Levels of Moral dilemmas 23
Week 6-8 Module 3. Freedom as Foundation for Moral acts 25
Week 9-10 Module 4. What is culture 29
Week 11 Module 5. Cultural relativism 32
Week 12 Module 6. The Filipino Way 35
Week 13 Module 7. Universal Values 37
Week 14 Module 8. How Moral Character Developed 40
Week 15 Module 9. Stages of Moral development 42
Week 16 Module 10. Reason and Impartiality 43
Week 17 Module 11. Feelings and Reason 46
Week 18 Module 12. Moral Theories 54
Week 19 Module 13. Utilitarianism 59
Post Test

Introduction
Once a student enters the halls of a philosophy class, a mixed feeling of a

certainty and uncertainty frequently ensues. This sense of certainty usually points
to the familiarity which the term philosophy casts and spells. This is a course on life,
right? Finding a connection between philosophical theories and the everyday
concerns should not be that difficult. To a certain extent, this student is correct.
Philosophy should be about topics and issues that permeate human existence. Who
would want to study a course that is totally detached from human experience?
Studying philosophy after a week, however, will initially reveal that the
uncertainty which a student feels while being in a class in philosophy is something
which he cannot get rid of. The student asks. Why does philosophy project this
image of mystery? Is it a complicated course? There are no easy and direct answer
to such questions. At most, the student’s actual stay in philosophy class will provide
this possible answer to his queries: Philosophy thrives in this peculiar love affair to
incessant questioning.
With the mixed feeling of certainty and uncertainty, we can almost be sure
that at some point, student will end up wanting to immediately finish the semester
since it is uncomfortable to stay in a class that can only be made alive by the
unfamiliar which questions bring. However, these students might also start wishing
to stay since a philosophy class can gradually make them realize that it is okay to
stay immersed with injuries, since such questions actually point to important
aspects of human existence. For instance, these sample questions can become
interesting: Does God exist? Are my action ethical? Does my freedom end where
the freedom of others begin?
A class in philosophy, therefore, can dispose the students to acquire this
prized sensibility: an understanding of this dialectic or interplay between the
familiar and unfamiliar, between the known and the unknown, and between the
certain and the uncertain. Hopefully, the students will further realize that the
acquisition of such sensibility functions as a goal which regulates philosophical
endeavors.

The Overview
In relation to our book, it is the same kind of philosophy sensibility which we
tried to preserve and nourish. Being a philosophical undertaking, the books task is
to provide a location where the questions on Moral philosophy or Ethics and value
formation can overlap. Is there an interface between Moral philosophy or Ethics
and value formation? Should we discuss ethical standards within the fold of social
relations? These are the overlapping oriented questions which presuppose the
whole writing experience of this module. But how did we exemplify this sensitivity
to the occasion of the overlap.
Since the topics in the module are carefully selected and explained in a
manner that will keep the interest of the student alive and breathing, the author of
this module sincerely hope that this philosophical course will render the greatness
of the Filipino mind. We regard this subject as our invitation to students to pay
attention to the complexity of their thinking ways and capacities. This is because we
believe that the philosophical mind is always not content with an either or, neither
not static approach. Philosophy's destiny is to give life to the active and nourish the
life and complexity of the philosophical world.
With this module at hand, we hold on to our commitment to philosophy. And
it is our hope that the Filipino student, in turn will contribute to this commitment
to philosophical thinking, specifically, the SPAMAST students now, today, and the
future.

Instructions to the User
a. This 3-unit course self-instructional manual is designed for blended learning

mode of instructional delivery with scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face to face or virtual sessions.
The face to face sessions shall include the summative assessment tasks (exams).
b. Submission of assessment tasks shall be on 2nd, 4th and 6th week of the
term. The assessment paper shall be attached with a cover page indicating the
title of the assessment task (if the task is performance), the name of the course
coordinator, date of submission and name of the student. The document should
be emailed to the course coordinator. It is also expected that you already paid
your tuition and other fees before the submission of the assessment task.
c. The score for an assessment item submitted after the designated time on
the due date, without an approved extension of time, will be reduced by 5% of the
possible maximum score for that assessment item for each day or part day that
the assessment item is late.
d. However, if the late submission of assessment paper has a valid reason, a
letter of explanation should be submitted and approved by the course
coordinator. If necessary, you will also be required to present/attach evidences.
e. Assessment tasks will be returned to you one (1) week after the submission.
This will be returned by email or via personal.
f. All communication formats: chat, submission of assessment tasks, requests
etc. shall be through the portal and other college recognized platforms. You can
also meet the course coordinator in person through the scheduled face to face
sessions to raise your issues and concerns. For students who have not created
their student email, please contact the course coordinator or program head.

Evaluation: Pre-Test
PART-I Multiple Choice: Select the letter of your choice which relates to ethics and morals in a ½
lengthwise yellow paper.
1. They take the final verdict:
a. Ultimate b. assertion c. opinion d. decision
2. Human indifference and greediness:
a. Apathy b. concern c. importance d. hunger
3. Despite inhumanities and heartlessness:
a. Humanity b. concern c. brutalities d. hard headedness
4. Uphold freedom against suppression and intimidation:
a. Bullying b. censorship c. control d. repression.
5. Neutralize rudeness and cruelty:
a. Politeness b. impoliteness c. merciless
d. uneasiness
6. Love defies the mind-breaking insanities of lust:
a. Obey b. submit c. challenge d. adhere
7. Citadel of love and care:
a. Bastion b. part c. center
d. point
8. It predisposes/influences a person to act.
a. Human control
b. Antecedent passion
c. Consistent evil deeds
d. Consequent passion
8. HUMAN ACTS
a. Unconscious acts b. uncontrolled acts c. conscious acts
d. instincts
9. Civil law:
a. Law of the universe

b. Law of the church
c. Law of the state
10. VOLUNTARY ACTS
a. acts against the will of man c. acts with knowledge and consent
b. unconscious acts d. subordinate acts.
11. Which of the following is DECENCY:
a. Uprightness b. Rudeness c. modesty d. prudence
12. What is a VIRTUE?
a. Refers to politeness in us c. the worthiness
in us
b. Personal value and good assets of a person d. the
external actions of a person
13. Which of the following is CONSCIENCE:
a. Is the driving force to act c. Is the good in us that filters the bad and uphold the right
b. Is what stems from the human will d. Is the desire to act against our will
14. Which of the following is not MORALITY?
a. Impartiality b. decency c. imprudence
d. unblemished
15. Which of the following is not immorality:
a. wickedness b. senselessness c. decency d. prostitute
16. Which of the following is retribution?
a. reward b. abuse c. sentence
d. maltreatment
17. Which of the following is SHAME?
a. pride b. honor c. humiliation
d. dignity
18. Which of the following is DIGNITY?
a. self-respect b. informal c. pride

d. honorable
19. Which is true in the following statements
a. There are those which society call it right , yet they are wrong.
b. It is alright to commit suicide since you own your body and it is your own life.
c. A man who is drank and did wrong is not supposed to be responsible because he is drank.
d. A girl who aborts her baby is right because she is not yet married so she should avoid shame.
20. When a teacher practices professional ethics, which of the following is he not likely to do?
a. Maintains cordial relationship with his colleagues
b. Shares an outstanding outcome of an undertaking with others
c. Engages in talking about the lives of other people
d. Respects his superiors
21. Overridingness – moral standards have to be of prime and importance:
a. Lesser importance c. affective
b. ultimate d. ordinary
22. Teacher can best help a withdrawn child to assert himself and win the respect of his classmate
by:
a. Giving him opportunity to show his talents
b. Providing him leadership roles
c. Always calling him to answer questions
d. Encouraging him to study harder to outwit his classmates
23. A bill is being passed in congress to legalize prostitution what would be your stand?
a. Allow the law to be passed because it can give work to men and women
b. Reject the bill because it is indecent, immoral and destroys a family or society
c. Reject the bill because it is against the law of God “thou shall not commit adultery”
24. We need ethics even if we have laws because ethics serves as the
of our laws?
a. foundation b. bastion c. modest d.
origin

25. The act must be done voluntarily – it must be performed by an agent who decides willfully to
perform the act. The act to be truly voluntary one, must come from the core of a person’s being. This
is the resolve to do an act here and now, or in some other time in the future.
a. Non-compliance
b. willfulness
c. voluntas
d. performance
26. Are those that humans share with animals whose actions and movements emanate from purely
sensual nature. These things are performed without deliberation and free will. The person here is
neither morally responsible nor accountable for these kinds of action:
a. Animosity b. rationality c. acts of man
d. nothing
27. The act must be – it must be performed by a conscious agent who is very much aware of
what he/she is doing and of its consequences – good or evil.
a. Active b. deliberate c. correct d. improving
28. All our laws are usually the product of a collective agreement of some sort – a kind of a special
where people come together and decide among themselves what’s good and bad.?
a. message b. contract c. values d. understanding
29. It has been said that the farthest distance for a person to is the distance between the head and
the heart..
a. lead b. cross c. lighten d. trek
30. To perceive the content of a line is to:
a. Understand the statement c. picture the thought of the statement
b. Analyze the statement d. memorize the statement
31. Morality, therefore, is here aptly understood as the application ( praxis) of .
a. mores b. legit c. negate d. ethics
32. You have to listen to the argument of your opponent.
a. Reason b. stand point c. evidence d. facts
33. Knowledge, however, as anybody can readily attest in everyday experience, is not always
performed. It does not automatically happen that a person knows, then he/she does. It does not
necessarily follow that knowledge leads or results to practical ?
a. First love never dies. c. guides one’s action.
10 | G E H 2 1 3 ( E t h i c s ) F r a n c a , G . C o m p i l e r ( S PA M A S T )
b. Action d. Love is greater than magic
34. Which of the following why ethics considered normative science?
a. No man is an island. c. guides one’s action
b. Impartiality is not inequality d. based on reasons
35. Which of the statements below implies morality?
a. Distinction between right or wrong d. Stammering in court is an evidence of guilt
b. A lie can be seen in the eyes e. Employment involves prostitution
c. Shouting is a technique in some debates
36. Among the following items, what term is Legal?
a. Moral laws a. Love- hate b. obligations and laws d. agree-disagree
37. The person concerned who willfully acts following his/her passion, allows himself/herself to be
completely controlled by it and hence, is considered morally responsible for it.”
a. passion b. consequent passion c. antecedent passion d. consequence
38. The importance of Ethics.
a. Knowledge is good. b. Moral training is not necessary c. defiance d. legality
39. Give a new and distinct species of moral good or evil of the act. The moral quality of the act of
murder changes if the murderer is wife of the victim or if the murderer and the victim are one and the
same.
a. circumstances b. objectivism c. specifying circumstances d. subjectivism
40. It is a strong or powerful feeling or emotion. It refers more specifically to those bodily appetites
or tendencies as experienced and expressed in such feelings as fear, love, hatred, despair, horror,
sadness, anger, grief and the like.”
a. desire b. hate c. knowledge d. Passion or concupiscence
41. Is the subject or the person who does or receives the action. Every act has a doer and a receiver.
The one who performs it and the one to whom the action is done .
a. What b. who c. where d. why
42. He who intends to go to a party in order to drink with friends wills both the going to the party
and the drinking with friends.
a. Indirect voluntary b. non-voluntary c. voluntary d. direct-voluntary
43. Defines law as “ an ordinance of reason for the common good promulgated by one who has the
care of the community.
a. Thomas Moore b. Thomas Edison c. St. Thomas Aquinas d. Thomas Jones
44. While Ethics arms the person with a theoretical knowledge of the morality of , so he/she
know what to do as well as how to do it, there is a whole world of difference between knowing and
doing, knowledge and action.
a. Human acts b. modesty c. practicability
d. impartiality
45. Man’s body comes from matter while his soul comes from . Man should not concern
himself with material things, but the salvation of his soul. Ignorance is the source of all evils.”
a. reason b. heart c. toughness d. values
46. Answers the question as to the way or manner the act was carried or performed. This
circumstance also involves different conditions and modalities such as voluntariness, consent, violence,
fear, ignorance.
a. why b. what c. where d. how
47. Is the time of the action performed. Every act is done at a particular and specific time. The
element of time is also important and even vital as to the moral assessment and judgment of the human
act.?
a. When b. where c. how d. what
48. Morality gives ethics a particular perspective of what to study about – that is the rectitude of
whether an act is good or bad, right and wrong. Morality provides with a quality that determines and
distinguishes right conduct from wrong conduct.”.
a. funny
b. wearing
c. right
d. genuine
49. Ethics is derived from the Greek word which means custom or a particular way of acting and
behaving.
a. ethos b. nos c. etchos d. echos
50. Eternal law is the “Divine Reason and Will commanding that the natural order of things be
preserved and forbidding that it be disturbed.”
a. St. Augustine b. St. Pio c. St. Thomas Aquinas
d. St. Jerome
Week 1: ETHICS: Definitions and its meaning
Overview:
This particular chapter presents ethics as a science and its significance to human existence. It also presents
the scope and limitation of such science which determines whether a specific human act calls for moral
valuation or otherwise.
Learning Objectives: At the end of the lesson the learners should be able to:
1. Define and explain the term Ethics
2. Identify the object, importance, division and assumptions of Ethics
3. Determine whether an act or situation is subject to moral valuation
Content:
In August 2007, newspapers reported what seemed to be yet another sad incident of fraternity violence.
Cris Anthony Mendez, a twenty-year-old student of the University of the Philippines (UP), was rushed to
the hospital in the early morning hours, unconscious, with large bruises on his chest, back, and legs. He
passed away that morning, and the subsequent autopsy report strongly suggests that his physical injuries
were most probably the result of “hazing” (the term colloquially used to refer to initiation rites in which
neophytes may be subjected to various forms of physical abuse. What exactly happened remains an open
question, as none of those were with him that night came forward to shed light on what had transpired.
Needless to say, none of them came forward to assume responsibility for the death of Cris.
Even as the leaders of the Sigma Rho Fraternity publicly denounced the death of Cris, those
members of theirs who had been with him that night vanished, avoiding and refusing to cooperate with
legal authorities. Meanwhile, UP students and the general public clamored for justice. In a move that
surprised the student body, the UP chancellor called on all fraternities to justify their continued existence.
Meanwhile, the case of the tragic death of Cris Anthony Mendez was left unresolved. It remains the way
up to this day.
No one knows just what exactly happened. No charges have been filed, no definitive testimony has been
forthcoming. But there is more to this for us than just criminal mystery. Pondering on the death of Cris,
we may find ourselves asking questions such as “What is the value of one’s life?” What exactly were the
wrongs done to Cris by his so-called fraternity brother?” or perhaps even “Is there any good to
fraternities?” these questions that concern good and bad, or right and wrong – and these are questions
concerning value – are the kind of questions that we deal with in ethics.
ETHICS
Ethics comes from the Greek word ethos which means “custom”. At times, Ethics is also called Moral
Science or Moral Philosophy because the word moral comes from the Latin term mos (singular) or mores
(plural) which means “custom”. Hence, generally speaking, “ethical” and “moral” and/or “ethics and
“morality” can be used interchangeably. But to establish distinction between the two, morality points to
something personal and normative, whereas ethics is the standards of “good and bad” distinguished by a
certain community or social setting.
For example, your local community may think abortion is immoral, and you personally may agree with
that. However, the distinction can be useful if your local community has no strong feelings about abortion,
but you consider abortion immoral on a personal level. By these definitions of the terms, your morality
would contradict the ethics of your community.
It is also important to consider how the two terms have been used in discourse in different fields so that
we can consider the connotations of both terms. For example, morality has a Christian connotation to
many Westerners, since moral theology is prominent in the church. Similarly, ethics is the term used in
conjunction with business, medicine, or law. In these cases, ethics serves as a personal code of conduct
for people working in those fields, and the ethics themselves are often highly debated and contentious.
ETHICS AS A SCIENCE
Ethics is defined as the practical science of the morality of human act.
Ethics is a science = it is a complete and systematically arranged body or data, which relate to the morality
of human conduct, and it presents the reasons which show these data to be true.
It is a practical science = it presents data, which directly imply and indicate rules/directions for human
conduct. If the data of a science enrich the mind without directly implying rules or directions, the science
is called speculative. A speculative science presents truths that are to be known; a practical science
presents truths that are to be acted upon.
It is a science of human conduct = it simply treats of human act or any action done by the agent/doer.
“Human acts make human conduct”.
It is the science of morality of human conduct = it studies human activity to determine what it must be to
stand in harmony with the dictates of reason.
What is the Material Object of Ethics?
Material object refers to the subject matter of the science, i.e. human acts or human conduct. Any action
done by a moral agent, such as the act of telling the truth, helping others in distress, fulfilling a promise,
forgiving other’s trespasses, including malicious deeds, such as killing, stealing and lying, refers to the
material object of ethics.
What is the Formal Object of Ethics?
Formal Object Quod refers to the aim or point of view that the science employs in studying or dealing its
material object, i.e. rectitude/morality of human acts. It refers to whether the act done by the doer is right
or wrong, good or bad.
Formal Object Quo refers to the medium by which the science studies its material object, i.e. human
reason.
IMPORTANCE OF ETHICS
Ethics employs the marvellous faculty of human reason upon the supremely important question
what an upright life is and must be. It is therefore a noble and important science.
Ethics furnishes the norm by which relations among men are regulated, without it disorder or
disharmony prospers.
Ethics provides methods or principles to distinguish good from bad, right from wrong actions.
DIVISION OF ETHICS
General Ethics presents truth about human acts and from these truths deduces the general principles of
morality.
Special Ethics is applied ethics. It applies the principle of General Ethics in different departments of human
activity, individual and social.
ASSUMPTIONS OF ETHICS
Like any other disciple, ethics proceeds from some basic assumptions. Assumptions are fundamental
beliefs or statements that are accepted to be true without burden of proof or proving. The two important
and most common assumptions are the following:
1. Man is a rational being. This means that man is rational has a reason and acts with a purpose.
Unlike brutes, they merely act out of instinct and reflex.
2. Man is free. Ethics assumes that man is free to act according to his will and he has the power to
act, speak, or think if he chooses to restraint.
FORMS OF ETHICAL ANALYSIS
1. Descriptive = aims to discover what moral beliefs are held by a given society, social group or social
organization
2. Normative = examines the standard for the rightness or wrongness of actions. It deals with what
makes an action right or wrong
Major Normative Ethics
1. Teleological Ethics (Consequentialist) = maintains that the morality of an action is determined

solely by its consequences.
Ex: Utilitarianism judges consequences by a “greatest good for the greatest number” standard. Hedonism,
on the other hand, says something is “good” if the consequence produces pleasure or avoids pain.
2. Deontological Ethics (Non-consequentialist) = assert that the morality of an action depends on its
intrinsic nature, its motives or its rules and principles.
3. Authoritarian Ethics = appeals the morality of an action to authority force in determining what
constitute right from wrong, good from bad, moral from immoral.
4. Theological Ethics = holds that the will of God determines the rightness and wrongness of an act
5. Legalistic Ethics = determines right from wrong, based on a body of clearly state and well-
documented body of laws.
6. Situational Ethics = asserts that the morality of an action depends on the situation and not the
application of moral laws to the case.
In general, Ethics is about matters such as the good thing that we should pursue and the bad thing that
we should avoid; the right ways in which we could or should act and the wrongs ways of acting. It is about
what is acceptable and unacceptable in human behaviour.
References:
Abulad, et. al. (2013). General ethics: understanding human morality. Cebu City: University of San Carlos
Press.
Arras, J. (2016). Theory and bioethics. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy.
(Winter 2016 ed.). Retrieved from https://plato.stanford.edu/entries/theory-bioethics/.
Aristotelianism. (2020). In Encyclopædia Britannica. Retrieved from

https://academic.eb.com/levels/collegiate/article/Aristotelianism/108313
Atacador, R.B.Oroc,R.P.,Ramirez,C.L., Bascones, C.M., Kianco, R.T.T., Bagolong S.P. (2015). Introduction to
ethics with social philosophy and values formation.
Bulaong,O.G., Calano,M.J., Lagliva,A.M., Mariano, M.N.,and Principe,J.D. Ethics: foundations of moral

valuation.(2018). Rex Book Store, Inc.
Carino, J.V. (2018). Fundamentals of ethics.
Activity: EXERCISE 1
Name: _______________________________________ DATE: _____________
Course & Year: _______________________________
TRUE or FALSE. Write your answer before the number.
_________ 1. The material object of ethics is the human act.
_________ 2. Ethics and Morality does not have any distinction whatsoever.
_________ 3. General Ethics presents truth about human acts and from these truths deduces the
general principles of morality. .
_________4. Ethics is a practical science that deals purely with theories and principles.
_________5. Normative analysis examines the standard for the rightness or wrongness of actions.
_________6. Legalistic Ethics determines right from wrong, based on a body of clearly state and well-
documented body of laws
_________7. The formal object of ethics is the rectitude of reason.
_________ 8. Non-consequential ethics maintains that the morality of an action is determined solely by
its consequences.
_________ 9. Ethics and Morality have practically the same literal origin or etymology, which refers to
“custom.”
_________10. Ethics is also known as Moral Theology
References:
Bulaong, O.G., Calano, M.J.T., Lagliva, A., Mariano, M.N.E., & Principe, J.D.Z. (2018). Ethics: Foundations
for Moral Valuation. Quezon City: Rex Bookstore.
Glenn, P. (2013). Ethics: A Class Manual in Moral Philosophy. USA: Literary Licensing, LLC
Shafer-Landau, R. (2017). The Fundamentals of Ethics. USA: Oxford University Press.
Week 2-3: Differences Between Moral and Non-Moral Standards
Learning Objectives:
Upon completing this module, learners will be able to:
1. To understand moral standards in relation to human life

2. To learn the issue of voluntariness in human act
3. Distinguish Between Moral and Non-Moral Standards
4. Analyze the Basis of Moral Standards
5. Evaluate the Scope and Universality of Moral Standards
Moral Standards
Morality it must be noted, is present only in humanity. Meaning man can only be moral if he is fully aware
of his actions. Brutes have no morality for they are not guided by reason hence they are not responsible
for their actions and are not classified as human acts. Let us be guided based on these principles:
1. Man is the only Moral Being – due to three things: a) man is capable of action, b) man has intellect
and c) man has free will. Being capable of action man can employ his bodily activities to perform
actions. With man’s intellect he can discern the good or evilness of his actions and at the same
time equate the repercussions of his actions once asked to justify them. Free will is present and
inherent in men unless they are idiots and with that they have the freedom of choice whether to
perform or not the action at hand.
2. Man is a the highest form of Animal – endowed with intellect, man can decide what’s best for him
although their desires are the same with brutes such as hunger, thirst, pain and sensual needs;
man moves based on reason while their lower counterparts have only instinct. Sentient beings like
animals rely on instinct which are natural biological drives, while men can decide whether an act
is moral or not.
3. Man is a rational animal – Ratio is the Latin term for reason that means man has the power to
discern things based on his previous knowledge of things. Unlike brutes, man has the power of
abstraction – this is his ability to correlate ideas previously based on his mind as well as his
understanding of the situation at hand, thereby giving him a logical or correct decision.
4. The intellect and the will – they are correlative with each other because the intellect is the agent
of knowing while the will is the agent of choice. From intellect – knowledge is stored this will then
guide the will to decide which is basically “good”. They co-exist and from their partnership “virtue”
is born.
Ethics or moral philosophy is a branch of philosophy that deals with the questions and standards
of what is right and what is wrong. It discusses the different systems of moral values and principles that
determine what are acceptable and unacceptable behaviors. It also involves ideals, moral obligations and
prohibitions that people have to observe, follow and respect.
Ethics came from the Latin word ethos which means character or moral nature. When you say
character or moral nature, the character or moral nature of a person is greatly affected by his or her
personal principles and experiences by the belief and value system of his or her surroundings. Non-Moral
Standards refer to the rules that affect the choice of a person but are not linked to moral or ethical
considerations, similar with ethics people use value judgment in dealing with these aspects.
Consequently, they can also affect the way a person develops her moral principles and guidelines
but they do not necessarily have moral implications. These are the list of Non-Moral Standards, aesthetics,
rules in games, laws, personal experiences and principles, etiquette, recipe or formula, religion and lastly
traditions or norms. Moral Standards refer to the rules or set of guidelines that affect the choices of a
person and his or her belief system and decision-making process in problems and situations that beg the
question of what is morally right and wrong.
The characteristics of Moral Standards are the following, concern with the welfare of beings,
reliance on reasoning and not on authority, overriding or hegemonic, impartial, fair and just and lastly
special emotions and vocabulary.
Now let us see and discuss the Characteristics of Moral Standards, number one is concern with
the welfare of beings, in moral standards it deals with matters that can seriously injure or benefit the
welfare of beings such as in war, child abuse, rape, fraud, murder, and theft while in Non-moral standards
it talks about what is wrong but their concerns do not necessarily affect one’s life or well-being, number
two is reliance on reasoning and not on authority in Moral standards it is rely on reasoning and not on
authoritative individuals to support and justify their cause while in Non-Moral perspective it is in the
context of law and religion they do not need to be based on a valid and sound reasoning, number three is
Overriding or Hegemonic the take precedence over other standards and considerations like non-moral
standards and self-interest, number four is impartial, fair and just it simply means that there is no
exemption to the moral standards, if A is morally right for a certain person P, then it is morally right for
anybody relevantly similar to P, and lastly number five is special emotions and vocabulary moral standards
are associated with special emotions such as guilt, remorse, and shame and vocabulary such as right, good,
wrong, evil, moral, amoral and immoral.
Activity:
Five questions that highlight the differences between moral and non-moral standards:
1. What distinguishes moral standards from non-moral standards, and how do they influence our
decision-making processes differently?
2. Can you provide examples of situations where a decision might be guided by non-moral standards
but not by moral standards, and vice versa?
3. How do societies and cultures vary in their interpretations and enforcement of moral standards
compared to non-moral standards?
4. In what ways do moral standards often involve concepts of right and wrong, while non-moral
standards primarily focus on efficiency, functionality, or practicality?
5. How might the consequences of violating moral standards differ from violating non-moral
standards, both in terms of personal guilt and societal consequences?
References:
Smith, M. (2010). Ethics: What is good and why? University of London.
Rachels, J., & Rachels, S. (2019). The Elements of Moral Philosophy. McGraw-Hill Education.
Stanford Encyclopedia of Philosophy. (n.d.). Moral Norms. Retrieved from

https://plato.stanford.edu/entries/moral-norms/
What are moral dilemmas?

At the end of this module, you are expected to:
1. To understand the importance of dilemma to human reasoning

2. To help the learner gauge his level of thinking
3. To discern one’s level of maturity
What is dilemma
A social dilemma is an action situation in which an individual must decide on his own even if it is against
the socially-accepted norms. It is the situation that measure one’s maturity. Below is the scale used by
Lawrence Kohlberg in human reasoning.
Lawrence Kohlberg’s sequence of moral reasoning;
Situation: You are a loving husband/wife whose spouse was suffering from terminal cancer. At present,
you are unemployed and cannot provide medicine for your suffering partner. One morning, your beloved
was screaming in pain and you are forced to find ways to ease the pain or better yet eradicate it. You went
to a drug store that has just opened, and the guard was out at that moment and the solitary sales agent
was busy preparing herself. The medicine was there but you are penniless to buy it, that is just within your
reach and the chance was ripe to steal it. Will you take the opportunity for your partner or back track to
avoid committing?
Level 1: Pre Conventional Level
– The concrete interests of an individual is merely rewards and punishment. This is a childish mentality
that are only encouraged or discouraged based on what they can get from the situation at hand.
Stage 1: “Obedience and Punishment Orientation”
. People stick to the rules to avoid punishment Favor: If partner dies there will be trouble for you since you
are the spouse and must make a move instead of being idle. Against: If you steal you might get caught if
not your conscience will bother you, this means that you have to make a move otherwise you will be
punished by your conscience by not doing so.
Stage 2: “Reward Orientation”
– Rules are followed only for its benefits. Obedience occurred because of the rewards. It means that the
doer is only after what can he gain from the actions he performs or did not perform. Favor: If you steal
and got caught just return the just return the drug and forget everything. Somehow you might end up in
jail but the wife is still alive just the same Against: The sin committed is not that serious so a life term is
impossible but it will still be a lose-lose situation for this will temporarily save her life but may end up dead
sooner or later.
Level 2: Conventional Morality
– People approach problems as members of society and would like to be a role model.
Stage 3: “Good Boy Morality”
- Individuals show an interest in maintaining the respect of others and is doing what is expected of them.
Favor: To be a good father is to do everything for his family that if you do not steal the drug the people will
label you as an “irresponsible father”
Against: If you steal the drug the people will tag you as a “criminal” and will bring dishonor to your family.
Stage 4: “Authority and Social Order maintaining Morality”
– People conform to what is right in a society.
Favor: If you have a sense of honor, you wouldn’t let your wife die by denying the only means of saving
her life. You will feel guilty and this will haunt you for the rest of your life.
Against: You are aware that stealing is evil but the effect of that shall be more painful once you are sent to
jail. You will feel guilty and will haunt you for the rest of your life. You are no longer honorable.
Level 3: Post Conventional Morality: People use moral principles which is seen as broader than any
particular society.
Stage 5: “Morality of Rights and Laws”
– People do what is right as a sense of obligation to law and society, however they can be modified.
Favor: If you don’t steal you’ll lose the people’s respect for you avoided the act because of fear and not
reason
Against: If you steal you’ll lose your social standing for violating the law, don’t get carried away by emotions
Stage 6: “Morality of an Individual Principle and Conscience”
– A person follows laws based on ethical principles. Laws that run counter to principles are violated.
Favor: If you don’t steal and wife dies you won’t be condemned by society for you lived up to your own
expectations but did not live to your own standard of conscience
Against: If you steal the drug you will not be blamed by others but you’ll condemn yourself for not living
within your own conscience and your virtue of honesty.
Activity:
Case Analysis: The Trolley Dilemma
The trolley dilemma is a classic thought experiment that presents a moral dilemma involving a runaway
trolley headed towards five people tied up on a track. You are standing next to a lever that can divert the
trolley onto a different track, where there's only one person tied up. The dilemma arises in deciding
whether to pull the lever, sacrificing one person to save five, or refrain from pulling it, allowing five people
to be harmed.
Question 1: How do different ethical theories, such as utilitarianism and deontological ethics, provide
contrasting perspectives on the trolley dilemma? How would adherents of each theory likely approach the
decision to pull or not pull the lever, and what fundamental principles drive their reasoning?
Question 2: In the context of the trolley dilemma, what factors might influence an individual's personal
moral intuition and decision? Consider the role of empathy, cognitive biases, cultural background, and past
experiences in shaping how people might respond to this ethical scenario. How might these factors impact
the consistency of their chosen course of action with their broader moral beliefs?
Moral dilemmas are ethical situations where individuals are faced with difficult choices that involve
conflicting moral principles or values. These dilemmas can be classified into three main levels based on
the complexity of the conflicting factors and the difficulty of the decision-making process:
References:
Press.
Arras, J. (2016). Theory and bioethics. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy. (Winter
2016 ed.). Retrieved from https://plato.stanford.edu/entries/theory-bioethics/.


Week 4-5: Three Levels of Moral dilemmas:
a. Know the three level of moral dilemmas;

b. Appreciate its significance in making moral decisions.
1. Micro-Level Moral Dilemmas:
Micro-level moral dilemmas are relatively straightforward ethical choices that involve conflicting interests
or values within an individual's personal life. These dilemmas are typically private and often don't have
significant implications beyond the individual and those directly involved. Examples of micro-level moral
dilemmas might include deciding whether to be honest about a mistake, choosing between two personal
commitments, or determining whether to keep a promise even when circumstances change.
2. Meso-Level Moral Dilemmas:
Meso-level moral dilemmas are more complex and involve conflicting values within a specific social
context or a particular group. These dilemmas often arise in interpersonal relationships, workplaces, or
communities where decisions can impact a larger group of people. Deciding between loyalty to a friend
and reporting their wrongdoing to authorities, choosing between the needs of one's family and the
responsibilities of a demanding job, or navigating conflicting responsibilities within a community
organization are examples of meso-level moral dilemmas.
3. Macro-Level Moral Dilemmas:
Macro-level moral dilemmas are the most complex and encompass larger societal, cultural, or global
issues. These dilemmas involve conflicting moral principles on a broader scale and often require
considering the well-being of entire communities, nations, or even the entire world. Examples of macro-
level moral dilemmas include decisions related to public policy, social justice, human rights, and
environmental sustainability. For instance, balancing economic growth with environmental conservation,
addressing global poverty and inequality, and making choices about military interventions are all macro-
level moral dilemmas.
These three levels of moral dilemmas reflect a spectrum of ethical challenges, ranging from personal
decisions to complex societal issues. The complexity of the dilemmas increases as they move from the
micro to the macro level, requiring individuals and societies to grapple with more intricate trade-offs
between competing values and principles.
Activity: Reflection Paper on the topic
Tasks: The Trolley Problem:
Imagine you are standing near a set of train tracks, and there's a trolley barreling down the tracks. Ahead,
there are five workers who are unaware of the approaching trolley and are unable to move in time.
However, you notice a lever next to you that can divert the trolley onto a different track, saving the five
workers but leading to the death of one worker who is on that track. What would you do? Would you pull
the lever to save five lives at the cost of one, or would you let events unfold naturally?
The Lifeboat Scenario:
You are on a lifeboat that can only hold a limited number of people. The lifeboat is currently at full capacity,
but a storm has caused it to start sinking. Among the people on the boat, there is a doctor, a teacher, a
child, an elderly person, and a skilled sailor. If nothing is done, the boat will sink, and everyone will drown.
However, you have a chance to lighten the load by asking one person to voluntarily jump off the boat,
sacrificing themselves to save the others. Who would you choose to ask to jump off the boat, and what
factors would influence your decision?
The Honesty Dilemma:
Imagine you find a wallet on the street containing a significant amount of money and identification. There's
no one else around, and you have the opportunity to take the money and leave. On the other hand, you
could use the identification to return the wallet to its owner. What would you do in this situation? Would
you keep the money or return the wallet? Consider the moral implications of both choices and the reasons
behind your decision.
These moral dilemma tasks are designed to encourage students to think critically about ethical decisions,
explore their values, and consider the consequences of their choices. They can provide valuable insights
into the students' thought processes and their understanding of complex moral issues.
References:
Press.


Week 6-8: Freedom as foundation for moral acts.
Objectives:
At the end of the module one is expected to;
a. Know what is freedom and morality

b. Appreciate the connection between freedom and morality
c. Importance of freedom and cultural relativism
"Freedom as the Foundation for Moral Acts." In this discourse, we will explore the intricate relationship
between freedom and morality, how they intersect, and how the presence of freedom paves the way for
ethical decision-making and virtuous actions.
Introduction to Freedom and Morality:
At the core of human existence lies the innate desire for freedom and the pursuit of what is right and just.
Freedom can be understood as the capacity to make choices and act upon them, while morality refers to
the principles and values that guide our behavior in distinguishing between right and wrong. The intricate
link between these concepts forms the basis of our exploration today.
The Connection between Freedom and Moral Agency:
Human beings possess an inherent capacity for moral agency – the ability to deliberate over choices and
act in accordance with a moral compass. This agency is intricately tied to our freedom. The very act of
choosing between various options implies the presence of freedom. Without freedom, moral agency
becomes constrained, and individuals are reduced to mere responders to external stimuli.
The Role of Freedom in Ethical Decision-Making:
True ethical decisions are not made out of coercion or external pressures, but rather out of the freedom
to align one's actions with their inner values. When individuals possess the freedom to choose, they can
engage in thoughtful contemplation, considering the consequences and implications of their actions. This
reflective process is crucial in making decisions that promote the well-being of oneself and others.
The Dangers of Coerced Morality:
A vital point to consider is that morality that is forced upon individuals lacks the authenticity and depth
that stems from genuine moral understanding. When people are compelled to adhere to certain moral
standards without personal conviction, the moral fiber weakens, and actions might be taken not out of
genuine virtue but out of fear of punishment or desire for reward.
Freedom and Cultural Relativism:
The relationship between freedom and morality is further nuanced by cultural relativism – the idea that
moral values are shaped by the cultural context. While cultural relativism recognizes the diversity of moral
beliefs, it should not be used as a justification for infringing upon individual freedoms. Rather, it
emphasizes the importance of open dialogue and understanding among cultures while preserving
individual autonomy.
Freedom as a Catalyst for Virtuous Action:
Virtuous actions, those that promote the greater good and reflect the highest moral ideals, are often born
out of the freedom to choose. When individuals are free to make virtuous choices, they contribute to the
betterment of society and the enhancement of their own moral character. Such actions are intrinsically
rewarding and align with the noblest aspects of human nature.
Conclusion:
In conclusion, the relationship between freedom and morality is deeply intertwined. Freedom provides
the necessary space for moral agency to thrive, enabling individuals to make authentic and virtuous
choices. While freedom can sometimes complicate moral discourse due to differing cultural perspectives,
it remains a fundamental aspect of human dignity and agency. As we continue to navigate the complex
landscape of ethical decision-making, let us remember that the truest expressions of morality arise from
the exercise of our freedom in pursuit of the good and just.
Activity:
Task: Ethical Dilemma Reflection
Consider a scenario where a character faces a challenging ethical dilemma. In a 500-word reflection,
discuss how the character's freedom plays a pivotal role in their moral decision-making process and the
potential consequences of their actions.
Scenario:
Sarah, a talented software engineer, discovers a flaw in the company's new software that could
compromise user data security. She knows that fixing the flaw would delay the software's launch and result
in financial losses for the company. The company's management is pushing for the software's immediate
release due to competitive pressures. Sarah is torn between reporting the flaw, which aligns with her
strong sense of ethics, and staying silent to appease her superiors.
Reflection Guidelines:
1. Introduction (100 words): Briefly introduce the scenario and the ethical dilemma faced by Sarah.
Explain the conflict between her commitment to ethics and the pressures from the company.
2. Freedom and Moral Agency (150 words): Discuss how Sarah's freedom to choose is a central factor
in this scenario. Explain how her capacity for moral agency empowers her to consider the
consequences of her actions and align them with her ethical values.
3. Moral Deliberation (150 words): Analyze the internal struggle that Sarah experiences as she
contemplates her options. How does her freedom to deliberate influence her thought process?
Discuss the importance of freedom in allowing her to weigh the potential consequences of each
choice.
4. Consequences and Authenticity (100 words): Explore the potential outcomes of Sarah's decision,
both for her and the company. How might her choice to prioritize ethics over financial gains reflect
her authenticity and integrity as a person? Discuss how genuine moral actions arise from a place
of freedom.
5. Conclusion (100 words): Summarize the significance of freedom as the foundation for Sarah's
moral decision-making. Reflect on the broader implications of this scenario for individuals facing
ethical dilemmas in various contexts.
Note to Students:
Use your critical thinking skills to analyze the scenario and Sarah's choices.
Consider the role of internal and external pressures on moral decision-making.
Reflect on the balance between personal values, societal expectations, and individual freedom.
Draw connections between the scenario and the concepts discussed in the lecture on freedom and
morality.
Remember, this task encourages you to think deeply about the connection between freedom and moral
acts in real-life situations. Use your reflections to expand your understanding of these concepts and their
practical implications.
References:
Berlin, I. (1969). Four Essays on Liberty. Oxford University Press.
This collection of essays by philosopher Isaiah Berlin explores the concept of freedom, including the
distinction between positive and negative liberty, which has implications for ethical decision-making.
Kant, I. (1785). Groundwork of the Metaphysics of Morals. Cambridge University Press.
Immanuel Kant's seminal work discusses the relationship between freedom and morality. He introduces
the idea of the "categorical imperative" as a universal moral principle that individuals can freely choose to
follow.
Taylor, C. (1989). Sources of the Self: The Making of the Modern Identity. Harvard University Press.
Charles Taylor's book provides insights into how the concept of freedom has evolved over time and how
it has influenced our understanding of ethics and self-identity.
Rawls, J. (1971). A Theory of Justice. Harvard University Press.
John Rawls presents a theory of justice that involves individuals making choices from behind a "veil of
ignorance." This idea links freedom to ethical decision-making by emphasizing fairness and impartiality.
Arendt, H. (1963). The Human Condition. University of Chicago Press.
Hannah Arendt discusses the relationship between freedom, action, and public life. Her work sheds light
on the connection between freedom and moral responsibility within a social and political context.
Nussbaum, M. C. (2006). Frontiers of Justice: Disability, Nationality, Species Membership. Harvard

University Press.
Martha Nussbaum's exploration of justice and capabilities highlights how freedom plays a role in ensuring
that individuals have the necessary resources to lead a flourishing life, contributing to ethical
considerations.
MacIntyre, A. (1984). After Virtue: A Study in Moral Theory. University of Notre Dame Press.
Alasdair MacIntyre's work critically examines virtue ethics and how the concept of freedom is intertwined
with the development of virtuous character and ethical decision-making.
Mill, J. S. (1859). On Liberty. Penguin Classics.
John Stuart Mill's essay explores the limits of individual freedom in a society, discussing how freedom
should be balanced with the well-being of others. This has implications for ethical considerations.
Frankfurt, H. G. (1971). Freedom of the Will and the Concept of a Person. The Journal of Philosophy, 68(1),
5-20.
In this influential paper, Harry Frankfurt discusses the connection between freedom, personhood, and
ethical responsibility.
Zagzebski, L. (2017). Exemplarist virtue theory. Oxford University Press.
Linda Zagzebski's work on exemplarist virtue theory considers how virtuous actions are influenced by
moral exemplars and how freedom of choice plays a role in emulating such actions.
Week 9-10: What is Culture? How does it define our moral behavior?
Culture in Moral Behavior:
1.To understand the role of culture in human behavior.
2.To give examples of cultural diversity between oriental and occidental societies.
Introduction to Culture:
Culture, in its multifaceted essence, represents the collective expression of a society's beliefs, values,
traditions, language, art, and way of life. It serves as the invisible threads that weave individuals together
within a community, offering a unique identity and a shared framework for understanding the world.
Understanding the Complexity of Culture:
Culture is not a static entity; it's a dynamic, evolving phenomenon. It is nurtured by generations, passed
down through storytelling, rituals, and interactions. As a result, culture encompasses both tangible
elements like art and cuisine and intangible elements like norms, attitudes, and moral codes.
Culture's Influence on Moral Behavior:
Culture's most profound impact is often seen in how it shapes moral behavior. Our values and moral
compass are significantly influenced by the cultural context in which we are raised. Here are some ways in
which culture defines moral behavior:
Norms and Values: Cultural norms are unwritten rules that guide behavior within a society. These norms
dictate what is considered acceptable or taboo. For instance, certain cultures prioritize communal values
over individual ones, leading to differing moral perspectives on issues like autonomy, authority, and
cooperation.
Ethical Relativism: Culture plays a significant role in shaping ethical relativism, the belief that moral
standards are context-dependent and vary from culture to culture. This view suggests that what is
considered morally right or wrong can differ based on cultural norms and traditions.
Moral Frameworks: Cultures often provide moral frameworks that guide decision-making. These
frameworks help individuals navigate complex situations by offering guidelines on fairness, justice, and
compassion. For example, Confucian cultures emphasize familial obligations and respect for authority as
key moral principles.
Taboos and Virtues: Cultural taboos and virtues further illustrate the link between culture and moral
behavior. Certain actions may be forbidden due to their perceived immorality within a specific cultural
context. Likewise, virtues, such as honesty, generosity, and loyalty, are often cultivated within a cultural
framework.
Socialization: From a young age, individuals are socialized into their culture's moral norms and values. This
process involves learning through observation, imitation, and guidance from elders. These ingrained
cultural beliefs subsequently influence moral decision-making throughout one's life.
Cultural Diversity and Moral Pluralism:
It's important to acknowledge that cultural diversity exists within and between societies. Different cultures
possess varying moral codes and beliefs. This diversity enriches our understanding of ethics, offering us
insights into the multifaceted nature of moral behavior and challenging us to engage in cross-cultural
dialogue and understanding.
The Challenge of Cultural Relativism:
While culture shapes moral behavior, the concept of cultural relativism poses a challenge. Is there a
universal moral standard that transcends cultural boundaries? Or is morality solely dictated by cultural
context? The tension between these questions underscores the complexity of culture's role in defining
ethics.
Conclusion:
In closing, culture is a potent force that molds our moral behavior, influencing our values, beliefs, and
ethical decisions. As we navigate the intricate interplay between culture and ethics, let us remain open to
exploring the rich tapestry of diverse perspectives, recognizing the profound influence of culture while
considering the quest for universal moral principles that uphold human dignity and flourishing.
Culture in Moral Behavior Explained
Dr. Emma Butchel in her work, “Challenging the concept of Morality”, explained a comparison of morality
between Chinese and Western cultures. Both cultures have their respective sense of morality that even
conflicts the other. Her study also focused on the moral and social concepts these two societies abide. One
factor that polarized these civilizations is their behavior that helped mold their people to what they are
now, as they say tradition outlasts a lifetime so they can no longer alter moralities that they are already
used to. Both civilizations once immersed with their own, classify “odd” behavior reprehensible that they
branded them as either major offense, minor offense or at least tolerable however there are behavior that
may be integrated to their civilization. One example was during the time of Maoist China, western culture
was considered a taboo that fashion for them is a non-entity but with the transition of Communist China
to a capitalism – the very reason why the Chinese society adhered to Marxist ideology, western culture
made China into one of the richest country in the world. Cultural bias made people fail to see the moral
principle of their counterpart. Many societies even in the past adhere to ethnocentrism, an idea that their
culture alone is the only thing that matters and at the same time dismissed others as either “uncouth” or
“barbaric”. So why waste time with societies below their station? In this case, western morality is “blind”
to Asian values and as mentioned cultural bias clouded their judgment that they can’t seem to understand
the morality of another person’s culture that is the foundation of their morality. The Hindus and some
Asian countries used arrange marriages to ensure a good future for their children that western countries
find overlapping with their principles of their freedom of choice. Another example was raised and it was
the educational system that divided the occidental from the oriental thought. Oriental schools believed in
the “infallibility” of teachers that they are the only source of knowledge and should not be questioned
whereas the occidentals rely on the idea that students have every right to debate with their teachers that
even the philosopher Socrates subscribed to. Flexibility and broadmindedness are the two things that can
help bridge the gap between the two opposing cultures. By opening our minds and removing whatever
bias we have we can have room to put ourselves in the shoes of others and will help usher global unity.
Man by nature tends to do good so the culture of other people especially those we held with contempt or
mirth also have goodness in them. There is nothing wrong to understand another person’s morality devoid
of cultural bias.
Activity: Culture and its Influence on Moral Behavior:
Culture refers to the shared beliefs, values, customs, traditions, languages, arts, and other aspects of a
particular group of people. It encompasses the way of life of a community and shapes how individuals
within that community interact with each other and with the world around them. Culture plays a
significant role in defining moral behavior by providing a framework for understanding what is considered
right or wrong, acceptable or unacceptable, in a given society. It influences how individuals perceive ethical
dilemmas, make decisions, and interact with others based on shared norms and values.
Task 1: Cultural Norms and Moral Behavior
Question: Choose a specific cultural practice or tradition from a different country or community. How does
this practice reflect the moral values and beliefs of that culture? Discuss whether you believe this practice
would be considered morally acceptable in your own cultural context and why.
Task 2: Cultural Relativism and Ethical Dilemmas
Question: Imagine you are presented with a situation where an action that is morally acceptable in one
culture is considered morally wrong in another culture. How would you approach making a moral decision
in such a situation? Would you apply your own cultural values or try to understand and respect the values
of both cultures? Explain your reasoning.
Task 3: Cultural Influence on Personal Values
Question: Reflect on your own cultural background and upbringing. How have the cultural values and
beliefs you were exposed to while growing up influenced your own sense of morality? Provide specific
examples of how your cultural background has shaped your understanding of what is right and wrong, and
how you navigate ethical dilemmas.
These tasks encourage students to explore the intricate relationship between culture and moral behavior.
They prompt students to analyze the ways in which cultural norms and values impact ethical decision-
making, and they encourage critical thinking about cultural relativism and the challenges of navigating
differing moral perspectives. Additionally, by reflecting on their own cultural backgrounds, students can
gain insights into how their personal values have been shaped by the cultures they identify with.
References:
Press.

Week 11: Cultural Relativism: Understanding Differences and Its Implications
Objectives;
a. Define cultural relativism;

b. Know the advantages of recognizing cultural differences; and
c. Find out the dangers of cultural relativism.
Today, we'll delve into the intriguing concept of cultural relativism—a philosophical stance that offers
insights into understanding cultural differences, but also poses challenges in terms of moral judgments
and human rights. Let's explore its definition, advantages, and potential dangers.
Definition of Cultural Relativism:
Cultural relativism is a perspective that asserts that ethical and moral standards are culturally dependent
and vary across different societies. In other words, what is considered morally right or wrong can differ
from culture to culture. This stance suggests that there are no universal ethical truths that apply to all
human beings universally.
Advantages of Recognizing Cultural Differences:
Cultural relativism has several advantages:
Cultural Diversity Appreciation: It encourages us to appreciate the richness and diversity of cultures
worldwide. By acknowledging that there isn't a single standard for morality, we're more likely to engage
with different societies on their own terms, fostering mutual respect and understanding.
Avoiding Ethnocentrism: Ethnocentrism is the tendency to judge other cultures based on our own cultural
standards. Cultural relativism helps us overcome this bias and recognize that our beliefs and practices are
not inherently superior to others.
Promoting Tolerance: When we understand that people's actions and values are shaped by their cultural
contexts, we're more likely to promote tolerance and empathy, reducing conflicts and misunderstandings.
Cultural Exchange and Learning: Embracing cultural relativism facilitates meaningful cross-cultural
exchanges. By acknowledging the validity of diverse viewpoints, we open doors for learning and growth.
Dangers of the Cultural Relativism Position:
While cultural relativism offers important insights, it also presents some dangers:
Moral Absolutism Challenge: Accepting cultural relativism too rigorously could lead to moral absolutism,
where we blindly accept any cultural practice without questioning its ethical implications. This could
condone harmful practices like oppression, discrimination, or violence.
Human Rights Concerns: The idea of cultural relativism can clash with universal human rights principles. If
we abandon the notion of universal rights, we might ignore or justify violations that occur under the guise
of cultural practices.
Stifling Progress: Unquestioning acceptance of cultural practices might hinder progress. Societies can
evolve and improve by critically examining their norms and values, challenging practices that perpetuate
inequality or suffering.
Internal Critique Suppression: Cultural relativism might discourage members of a society from critiquing
their own cultural practices, hindering social reform efforts.
In conclusion, cultural relativism serves as a valuable lens through which we can appreciate cultural
diversity, enhance cross-cultural interactions, and cultivate tolerance. However, we must strike a balance.
Embracing the concept doesn't mean relinquishing our commitment to universal human rights and ethical
principles. Recognizing cultural differences is essential, but we must remain vigilant in addressing practices
that harm individuals or infringe upon their rights. As we navigate this complex landscape, let's remember
that understanding and empathy can go hand in hand with a commitment to justice and equality. Thank
you.
Activity:
Case/Story: Cultural Differences in Greeting Gestures
In a globalized world, cultural differences can lead to unexpected interactions. Let's consider a scenario
involving greeting gestures.
Scenario:
Alice, an American businesswoman, travels to Japan for a business meeting. During a break, she engages
in a conversation with Hiroshi, her Japanese colleague. As Alice expresses her enthusiasm for the project,
she pats Hiroshi on the back as a friendly gesture. However, Hiroshi subtly recoils, his expression slightly
altered. He later confides in a mutual friend, explaining that physical touch is not commonly used as a
greeting gesture in Japanese culture, especially in professional settings.
Questions for Reflection:
Cultural Sensitivity: 1. How can Alice enhance her cultural sensitivity in cross-cultural interactions? Reflect
on the importance of researching and understanding cultural norms and nonverbal communication cues
before engaging with individuals from different backgrounds.
Navigating Cultural Norms: 2. How can Hiroshi's response be understood in the context of cultural
differences? Reflect on the significance of adapting one's behavior and communication style when
interacting with people from diverse cultural backgrounds, especially in professional settings.
This scenario highlights the importance of recognizing and respecting cultural differences, even in
seemingly innocuous interactions. It also prompts us to consider the role of cultural awareness in effective
communication and relationship-building across cultures.
References:
Press.


Week 12: The Filipino Way:
a. Know the Filipino Moral Identity: Strengths, Weaknesses, and the Filipino Way
b. Identify the Filipino Moral Identity in Their Moral Experiences
c. Find out the Weaknesses of the Filipino Moral Character
The Filipino Moral Identity: Strengths, Weaknesses, and the Filipino Way
Today, we're delving into the unique moral identity of the Filipino people and exploring their moral
experiences, strengths, weaknesses, and the cultural values that shape their ethical framework.
The Filipino Way:
"The Filipino way" is a phrase often used to describe the distinctive cultural traits, behaviors, and values
that define the Filipino people. In terms of morality, the Filipino way encompasses a range of attitudes and
behaviors rooted in cultural, historical, and social factors.
Filipino Moral Identity in Their Moral Experiences:
Filipino moral identity is deeply interwoven with their historical and cultural contexts. Many Filipinos value
close family ties, hospitality, and the concept of "bayanihan" – a communal spirit of helping one another.
Religion, predominantly Catholicism, also plays a significant role in shaping moral values, emphasizing
virtues such as compassion, forgiveness, and humility.
Strengths of the Filipino Moral Character:
Hospitality and Warmth: Filipinos are known for their warmth and hospitality towards strangers and
guests. This inclination fosters a sense of community and shared responsibility.
Resilience: The Filipino people have shown remarkable resilience in the face of adversity, drawing strength
from their strong bonds with family and community.
Compassion: The compassion and concern for others are evident in Filipinos' willingness to extend help to
those in need, regardless of their personal circumstances.
Weaknesses of the Filipino Moral Character:
Lack of Assertiveness: The value placed on respect and harmony might sometimes hinder individuals from
speaking up about injustices or expressing their opinions openly.
Hierarchical Respect: Traditional respect for authority can sometimes lead to a lack of critical questioning,
impeding progress and reform.
Loyalty over Truth: In some cases, loyalty to family or community might take precedence over objective
truth, potentially hindering the pursuit of justice.
In conclusion, the Filipino moral identity is characterized by a unique blend of cultural values, historical
influences, and religious beliefs. While it brings strengths like hospitality, resilience, and compassion, it
also poses challenges such as avoiding confrontation, hierarchical respect, and prioritizing loyalty over
objective truth. Recognizing these strengths and weaknesses is essential for personal growth and societal
progress.
As we explore the Filipino way and the moral identity that defines it, let's celebrate the strengths while
also addressing the weaknesses. Understanding our moral foundations helps us navigate ethical challenges
and build a more harmonious and just society. Thank you for your attention.
Activity:
Reflection Question 1: How can a deeper understanding of the strengths and weaknesses of the Filipino
moral character contribute to fostering a more balanced and just society? Consider specific ways in which
leveraging strengths and addressing weaknesses could lead to positive change in interpersonal
relationships, community dynamics, and decision-making processes.
Reflection Question 2: In light of the discussion on the Filipino moral identity, how might individuals from
different cultural backgrounds learn from and adapt some of the strengths of the Filipino moral character?
Additionally, how can they apply these insights to their own cultural contexts while maintaining a
respectful and open-minded approach?
References:
Press.


Week 13: Universal Values:
a. What are the significance of universal values

b. Know the challenges and critiques of universal values
The Significance of Universal Values
Today, we will explore the fascinating topic of universal values—core ethical principles that transcend
cultural, societal, and individual differences. We'll delve into the reasons why universal values exist and
their significance in shaping our interactions, societies, and the global community.
Understanding Universal Values:
Universal values are fundamental ethical principles that are considered to be universally applicable across
diverse cultures, religions, and belief systems. These values often serve as a moral compass guiding human
behavior and interactions.
Why Do Universal Values Exist?
The existence of universal values can be attributed to several factors:
Shared Human Nature: Despite our cultural diversity, human beings share common experiences, emotions,
and aspirations. Universal values arise from the recognition of our shared humanity and the desire to
promote well-being and harmony.
Human Needs and Flourishing: Universal values often center around the basic needs for survival, safety,
belonging, self-expression, and self-fulfillment. These values emerge as essential for human flourishing,
regardless of cultural or geographical differences.
Ethical Rationality: Philosophers and ethicists have long debated the concept of moral rationality—a
shared capacity to reason and discern right from wrong. Universal values arise from our innate ability to
contemplate ethical choices and their consequences.
The Significance of Universal Values:
Universal values hold immense significance in our lives and societies:
Cross-Cultural Understanding: Universal values provide a common ground for cross-cultural understanding
and communication. They enable us to bridge gaps and connect with people from different backgrounds,
fostering empathy and respect.
Global Ethics: In a globalized world, universal values form the foundation of global ethics, guiding
international relations, human rights discussions, and the pursuit of justice on a worldwide scale.
Ethical Framework: Universal values contribute to the formation of an ethical framework that helps
individuals and societies make informed choices, navigate complex decisions, and resolve conflicts.
Social Cohesion: Shared values promote social cohesion by fostering a sense of belonging and mutual
responsibility within communities and societies. They enhance collaboration and cooperation for
collective well-being.
Challenges and Critiques:
While the concept of universal values is important, it's essential to acknowledge that interpretations and
applications can vary. Cultural relativism and diverse belief systems can challenge the notion of universally
accepted values, leading to discussions about cultural imperialism and respecting differences.
In conclusion, universal values emerge from our shared human experiences, ethical rationality, and the
pursuit of human flourishing. They play a pivotal role in promoting understanding, guiding ethical decision-
making, and fostering a sense of global community. As we navigate the complexities of a diverse world,
let's recognize the significance of these values in shaping a more interconnected and just society. Thank
you for your attention.
Activity:
Scenario for Discussion: Respecting Human Life and Truth Telling
Imagine the following scenario:
Situation:
Sarah, a medical student, is doing her clinical rotation at a hospital. One day, she observes a senior doctor,
Dr. Rodriguez, administering a higher-than-normal dosage of a medication to a critically ill patient. Sarah
is aware that this dosage could have potentially harmful effects on the patient's health. However, Dr.
Rodriguez justifies the action by saying that it's a calculated risk to potentially save the patient's life.
Discussion Points:
(a) Respect for Human Life:
Ethical Dilemma: How should Sarah navigate the ethical dilemma she faces? Discuss the conflicting
principles of respecting human life and the potential intention to save a life through risky measures.
Duty to Patients: Reflect on the responsibilities that medical professionals have towards their patients.
How can the principle of "do no harm" be balanced with the desire to save lives?
(b) Truth Telling:
Transparency and Honesty: Should Sarah confront Dr. Rodriguez about her concerns? Explore the
importance of transparency and honesty in medical practice, especially when it comes to patient care.
Medical Ethics: How does truth telling align with the principles of medical ethics? Discuss how withholding
information or distorting the truth could impact patient trust and the doctor-patient relationship.
Reflection Questions:
Balancing Ethical Principles: How can Sarah navigate the fine line between respecting human life and
ensuring truth telling in this scenario? What factors should she consider while making her decision?
Consequences of Actions: Consider the potential consequences of Sarah's actions, whether she decides to
confront Dr. Rodriguez or not. How might her decision impact the patient's well-being, her relationship
with the senior doctor, and her own moral integrity?
This scenario serves as a thought-provoking platform for discussing the complexities of ethical decision-
making, particularly when it involves the crucial principles of respecting human life and truth telling. It
encourages students to critically analyze the situation, weigh different ethical perspectives, and
contemplate the broader implications of their choices.
References:
Press.


Week 14: How is Moral character developed?
a. Define the development of moral character;

b. Know the factors influencing moral character development;
The Development of Moral Character
Today, we embark on a journey into the fascinating realm of moral character development. We'll explore
how individuals acquire their ethical values, virtues, and behaviors, and examine the key factors that shape
the complex tapestry of human morality.
Moral character, often referred to as one's moral compass, encompasses a person's core values, virtues,
and ethical principles. It influences how we navigate dilemmas, make decisions, and interact with others.
The development of moral character is a dynamic process influenced by a range of factors.
Factors Influencing Moral Character Development:
1. Early Childhood and Family:
Role of Caregivers: Parents and caregivers play a pivotal role in shaping a child's moral development.
Children learn by observing how adults treat others and by receiving guidance on right and wrong.
Modeling Behavior: Children tend to emulate the behaviors and attitudes they witness at home. Positive
role modeling of virtues like honesty, empathy, and respect can have a lasting impact.
2. Cultural and Social Environment:
Cultural Norms: Societal norms, values, and traditions provide a framework for moral understanding.
Cultural expectations influence the development of virtues and moral reasoning.
Peer Influence: Peers and friends contribute to moral character development by shaping attitudes, values,
and behaviors through social interactions.
3. Education and Institutions:
Formal Education: Schools and educational institutions teach not only academic subjects but also ethical
values. Curricula that promote character education help students develop virtues such as responsibility
and integrity.
Religious and Philosophical Teachings: Religious beliefs and philosophical teachings offer moral guidance
and shape individuals' sense of purpose and values.
4. Personal Experiences and Reflection:
Life Experiences: Personal encounters with challenges, dilemmas, and moral situations contribute to
character development. Overcoming adversity and reflecting on choices can refine one's ethical compass.
Self-Reflection: Regular introspection encourages individuals to evaluate their values, virtues, and actions.
This introspective process allows for personal growth and improvement.
5. Media and Technology:
Media Influence: Media, including television, movies, and online platforms, can impact moral character
development by exposing individuals to different moral perspectives and behaviors.
Critical Media Literacy: Developing critical thinking skills regarding media content is essential to decipher
positive and negative influences on moral character.
Conclusion:
Moral character development is a multifaceted process shaped by various influences throughout a

person's life. The interplay between family, culture, education, personal experiences, and external
influences contributes to the formation of one's ethical identity. Recognizing the factors that contribute to
moral character development helps us appreciate the complexity of human morality and underscores the
importance of fostering positive influences to build a virtuous and ethical society. Thank you for joining
me on this exploration of how moral character is developed.
Activity:
Question 1: How do early childhood experiences, such as interactions with caregivers and exposure to
family values, lay the foundation for the development of an individual's moral character? Reflect on the
ways in which these early influences shape attitudes, virtues, and ethical decision-making later in life.
Question 2: In what ways does the cultural and social environment play a role in shaping moral character?
Consider how societal norms, peer interactions, and cultural traditions contribute to the development of
virtues and moral reasoning. How might individuals navigate conflicting cultural values to forge their own
ethical identity?
References:
Press.


Week 15: Stages of Moral Development:
a. To know the stages of moral development according to Lawrence Kohlberg.
Lawrence Kohlberg, a psychologist, proposed a six-stage theory of moral development that outlines the
progression of an individual's moral reasoning and ethical understanding. Here are the six stages:
Preconventional Morality:
Stage 1 - Obedience and Punishment Orientation: At this stage, individuals focus on avoiding punishment.
They see actions as wrong if they lead to punishment and right if they avoid it.
Stage 2 - Individualism and Exchange: In this stage, individuals recognize that there's more than one right
view. They consider different points of view and base their judgment on a sense of fairness, typically
involving an exchange of favors.
Conventional Morality:
Stage 3 - Good Interpersonal Relationships: At this stage, individuals focus on meeting the expectations of
others and maintaining positive relationships. They prioritize being seen as "good" in the eyes of others.
Stage 4 - Maintaining Social Order: In this stage, individuals emphasize obeying laws, following social
norms, and maintaining the functioning of society. They prioritize the stability and order of the community.
Postconventional Morality:
Stage 5 - Social Contract and Individual Rights: At this stage, individuals recognize the relativity of societal
norms. They view laws and rules as social agreements that can be changed if they no longer serve the
greater good.
Stage 6 - Universal Principles: In this final stage, individuals base their moral decisions on universal ethical
principles. They prioritize justice, equality, and human rights, even if these principles conflict with laws or
social norms.
It's important to note that not everyone reaches the highest stages of moral development, and progression
through these stages may not be linear. An individual's moral development can be influenced by factors
such as culture, education, and life experiences. Kohlberg's theory provides a framework to understand
the development of moral reasoning, but it has also been critiqued for its cultural bias and for not
adequately accounting for the role of emotions and intuition in moral decision-making.
Activity:
Reflection Question 1: Think about a recent ethical dilemma you encountered. Which stage of moral
development do you believe your thought process and decision-making aligned with the most? How might
your approach have been different if you were operating from a higher stage of moral reasoning? Consider
the factors that influenced your choice.
Reflection Question 2: Reflect on instances when you've witnessed others making moral decisions. Can
you identify any patterns in their reasoning that align with specific stages of moral development? How
might understanding these stages enhance your empathy and communication with people who hold
different ethical viewpoints from your own?
References:
Press.


Week 16: Reason and impartiality as requirements for ethics
a. To know what is reason and impartiality;

b. To identify the importance of reason; and
c. Appreciate the importance of impartiality.
Reason and Impartiality as Foundations of Ethics
Today, we're delving into the fundamental principles that underlie ethical decision-making—reason and
impartiality. These two pillars serve as cornerstones for constructing a just and fair ethical framework. Let's
explore why reason and impartiality are crucial requirements in the realm of ethics.
Reason: The Path to Ethical Clarity:
Reason refers to the ability to think logically, critically, and analytically. It plays a pivotal role in ethics by
allowing us to navigate complex moral dilemmas with clarity and coherence.
Importance of Reason:
Balanced Judgment: Reason helps us weigh the pros and cons of various options when faced with ethical
choices. It prevents impulsive decisions and encourages thoughtful consideration of consequences.
Moral Reflection: Reason enables us to reflect on our values, beliefs, and the ethical principles that guide
our actions. It allows us to examine our biases and motivations objectively.
Moral Consistency: Reason assists in maintaining consistency in our ethical decisions. It prevents us from
making arbitrary or contradictory judgments by adhering to established principles.
Impartiality: The Essence of Fairness:
Impartiality refers to the absence of bias or favoritism, treating all individuals and situations fairly and
equitably. It's a cornerstone of ethical behavior that promotes justice and equality.
Significance of Impartiality:
Equality: Impartiality ensures that individuals are treated equally and without discrimination. It prevents
favoring certain individuals or groups over others, promoting a level playing field.
Objective Evaluation: Impartiality allows us to evaluate situations objectively, considering the relevant
facts and circumstances rather than personal biases or emotions.
Just Distribution: Impartiality helps in the fair distribution of resources, opportunities, and benefits. It
prevents undue privilege or disadvantage based on personal preferences.
Ethics in Action: Reason and Impartiality in Practice:
Consider a workplace scenario where promotions are being decided. Applying reason, decision-makers
evaluate candidates based on skills, qualifications, and performance, avoiding personal biases. Impartiality
ensures that deserving individuals are recognized regardless of personal relationships or unrelated factors.
Balancing Reason and Impartiality:
While reason and impartiality are essential, it's important to acknowledge that ethical decision-making
can be complex. Emotions, cultural influences, and context can also play a role. Striking a balance between
rational analysis and empathetic understanding is key to making ethical choices that consider the broader
human experience.
Conclusion:
In the realm of ethics, reason and impartiality serve as guiding lights, illuminating the path to ethical
behavior. Reason enables us to think critically, while impartiality ensures fairness and equity. By cultivating
these qualities, we enhance our ability to make ethical decisions that align with our values and contribute
positively to our interactions with others and society as a whole. Thank you for engaging in this exploration
of reason and impartiality in ethics.
Activity:
Scenario for Group Discussion:
Situation: A company is downsizing due to financial difficulties. There are two employees who are up for
a single promotion. Employee A has been with the company for five years and consistently performs well.
Employee B has been with the company for two years but has a strong background in the field and
exceptional skills that make them stand out. The decision-makers are close friends with Employee A, which
might influence their judgment.
Discussion Points:
1. How can reason be applied to objectively evaluate the qualifications and performance of
Employee A and Employee B? Discuss the relevant factors that should be considered in making
the decision.
2. How can the principle of impartiality be upheld in this situation? What measures could be taken
to ensure that personal relationships or biases don't affect the decision-making process?
Reflect on the challenges of applying reason and impartiality in scenarios where personal relationships are
involved. How can ethical decision-makers navigate such challenges while maintaining ethical integrity?
Debriefing: After the role-play and discussions, gather the participants for a debriefing session. Encourage
them to share insights gained from considering reason and impartiality in their decision-making process.
Discuss the complexities and nuances that arise when applying these principles in real-life scenarios.
Emphasize the importance of cultivating these qualities to enhance ethical decision-making skills.
References:
Press.


Week 17: Feelings and reason: Upsurge of feelings is natural and what we do with
them is what makes us ethical or unethical; the ethical requirement of reason and
impartiality.
a. To capture and analyze feelings in personal moral experiences;

b. To compare reasonable and emotional responses in terms of the 7-step moral reasoning model;
c. Differentiate reason and will.
Feelings and Reason: Navigating Ethical Terrain
We are delving into the intricate interplay between emotions, reason, and ethical decision-making. The
surge of emotions is a natural human experience, but how we harness and channel these feelings
ultimately defines our ethical compass. We'll also explore the ethical imperatives of reason and
impartiality that guide us in this journey.
Feelings: The Heart of the Human Experience:
Emotions are an inherent part of being human. Joy, anger, fear, and empathy shape our responses to the
world around us. They provide depth to our interactions and play a significant role in our decision-making.
Emotional Surge and Ethical Landscape:
Natural Reactions: It's natural to experience emotional upsurges in various situations. Anger when
witnessing injustice, empathy towards the suffering of others, or happiness at positive outcomes—all
these emotions connect us to our shared humanity.
Ethical Nuances: Our emotions often serve as initial guides in assessing situations. They can alert us to
morally relevant aspects, making ethical considerations more vivid.
Ethical Decisions: Where Reason Steps In:
While emotions are powerful, reason serves as a counterbalance, steering us towards ethical decisions
that are well-considered and coherent.
Critical Evaluation: Reason allows us to critically analyze our feelings and consider their implications. It
helps us avoid impulsive actions driven solely by emotions.
Balancing Act: Reason enables us to weigh the consequences of our emotional responses against broader
ethical principles. It helps us discern whether our actions align with our values.
Impartiality: The Ethical North Star:
Impartiality—the absence of bias or favoritism—is vital in ethical decision-making.
Role of Impartiality:
Fairness and Equity: Impartiality ensures that our emotions don't cloud our judgment, leading to unjust or
biased decisions.
Objective Evaluation: It encourages us to evaluate situations objectively, considering all relevant factors
and treating individuals equitably.
Ethical Integrity: Impartiality upholds our ethical integrity by preventing us from making decisions that are
solely influenced by our emotional attachments.
Ethics in Action: The Harmony of Feelings and Reason:
Consider a situation where someone witnesses a colleague being unfairly blamed for a mistake. Anger and
empathy surge, but reason guides them to address the situation calmly and objectively, seeking fair
resolution rather than acting on impulse.
Conclusion: Navigating the Ethical Waters:
In the intricate journey of ethical decision-making, the surge of emotions is natural—it reflects our capacity
for empathy and compassion. However, it's our ability to infuse reason into this emotional landscape that
distinguishes ethical from unethical actions. Impartiality provides the ethical lens that helps us make just,
fair, and rational choices, ultimately shaping a world where feelings and reason work in harmony to uphold
the values that guide us as individuals and as a society. Thank you for engaging in this exploration of
emotions, reason, and ethics.
Activity:
Ethical Dilemma Discussion and Analysis
Objective: To explore the interplay between feelings and reason in ethical decision-making through a group
discussion and analysis of ethical dilemmas.
Instructions:
Preparation: Prepare a set of ethical dilemma scenarios that evoke emotional responses and require
thoughtful analysis. Ensure each scenario highlights the potential clash between emotions and reason in
making ethical choices.
Group Formation: Divide the participants into small groups. Each group should have a facilitator to guide
the discussion.
Scenario Discussion:
Distribute one ethical dilemma scenario to each group.
Instruct groups to read the scenario, discuss the emotional reactions it elicits, and then analyze how reason
could be applied to address the situation ethically.
Encourage participants to consider the importance of impartiality and the role of emotions in their
analysis.
Discussion and Presentation:
After the group discussions, gather everyone for a collective discussion. Each group presents their
scenario, their initial emotional responses, the ethical challenges they identified, and how they integrated
reason and impartiality to reach a conclusion.
Open the floor for questions, reflections, and insights from other participants.
Debriefing:
Lead a debriefing session where you guide participants in reflecting on the complexity of navigating ethical
terrain while balancing emotions and reason.
Encourage participants to share how they might approach similar situations in their personal or
professional lives, considering the insights gained from the activity.
Example Ethical Dilemma Scenario:
Situation: Imagine you witness a friend copying answers during an important exam. You know that they
are facing tremendous pressure due to their family's high academic expectations. Your emotional response
is a mix of empathy for their stress and a sense of unfairness toward the act of cheating.
Discussion Points:
Emotional Reaction: What emotions do you experience in this scenario? How do these emotions influence
your initial thoughts about the situation?
Reason and Impartiality: How can reason be applied to analyze the situation objectively? Consider the
ethical principles of fairness, honesty, and the potential long-term consequences of cheating.
Balancing Emotions and Reason: How can you balance your emotional response with logical analysis to
make an ethical decision? Reflect on how you would address the situation while considering your own
values and the broader impact.
Conclusion:
This activity provides participants with a practical experience of examining ethical dilemmas through the
lens of emotions, reason, and impartiality. It encourages critical thinking, empathy, and a deeper
understanding of the complexities involved in making ethical choices.
References:
Press.

The 7-step moral reasoning model

a. Know the model for moral decision making;

b. Appreciate its significance and importance in making decisions.
The 7-step moral reasoning model, often referred to as the "Seven-Step Guide to Ethical Decision-Making,"
is a structured approach that individuals can use to navigate complex ethical dilemmas and arrive at well-
considered, ethical choices. It was developed by the Institute of Global Ethics. Here are the seven steps of
the model:
1. Stop and Think:
Pause and acknowledge that you are facing an ethical decision. Avoid impulsive reactions or hasty
judgments.
Recognize the importance of taking time to think through the situation before making a decision.
2. Define the Problem:
Clearly identify and define the ethical issue you are facing.
Break down the situation into its essential components to gain a comprehensive understanding of what's
at stake.
3. Determine the Facts:
Gather all relevant information and facts related to the situation.
Ensure that your understanding of the situation is based on accurate and complete information.
4. Develop Options:
Generate a range of possible options or courses of action to address the ethical dilemma.
Consider both short-term and long-term consequences, as well as the potential impact on all stakeholders
involved.
5. Consider Values:
Reflect on your personal values, ethical principles, and the values of the organization or community you
are part of.
Evaluate how each option aligns with these values and whether it respects the rights and well-being of all
individuals involved.
6. Make a Decision:
Evaluate the pros and cons of each option based on the facts, values, and potential consequences.
Select the option that is ethically sound, considering the principles of fairness, integrity, and respect.
7. Act and Reflect:
Implement the chosen option with a clear understanding of the reasons behind your decision.
After taking action, reflect on the outcome and the process of decision-making. Consider what you've
learned from the experience and how you might approach similar situations in the future.
The 7-step moral reasoning model provides a structured and systematic approach to tackling ethical
dilemmas. It encourages individuals to consider multiple perspectives, analyze the situation thoroughly,
and make decisions that align with their values and principles. This model can be applied in personal,
professional, and community contexts to enhance ethical decision-making skills.
Activity:
Scenario: Ethical Dilemma in the Workplace
Situation: Jane is a project manager at a software development company. She recently discovered that a
member of her team, Alex, has been consistently submitting work that is subpar and contains copied code
from online sources. This unethical behavior is jeopardizing the quality of the project and the reputation
of the team.
Question for Applying the 7-Step Moral Reasoning Model:
Using the 7-step moral reasoning model, guide your analysis of this ethical dilemma:
Step 1 - Stop and Think: Consider the gravity of the situation. How might pausing to reflect on the ethical
dimensions of Alex's actions help Jane navigate this issue more effectively and ethically?
Step 2 - Define the Problem: What specific ethical issue is Jane facing in this scenario? How can she clearly
define the problem to address it comprehensively?
Step 3 - Determine the Facts: What information and facts does Jane need to gather to fully understand the
extent of Alex's unethical behavior and its potential consequences?
Step 4 - Develop Options: What range of options does Jane have to address Alex's behavior? How can she
brainstorm creative solutions that uphold ethical principles while also considering the well-being of the
project and the team?
Step 5 - Consider Values: What personal values of Jane's are at play in this situation? How might the
company's values and the ethical standards of the software development industry influence her decision-
making?
Step 6 - Make a Decision: Based on the information gathered, values considered, and options developed,
what decision can Jane make that aligns with ethical principles and demonstrates her commitment to
maintaining the quality and integrity of the project?
Step 7 - Act and Reflect: After taking action, how can Jane reflect on the outcome of her decision? What
can she learn from this experience to improve her ethical decision-making skills in the future?
Note: This question-based approach prompts individuals to apply each step of the 7-step moral reasoning
model to a real-life scenario. It encourages critical thinking, systematic analysis, and thoughtful decision-
making in complex ethical dilemmas.
References:
Press.


Reason and Will
a. Know what is reason and will;

b. Appreciate its importance in encountering moral dilemmas.
Reason and Will - Partners in Ethical Decision-Making
Today, we're delving into the dynamic partnership between reason and will in the realm of ethical decision-
making. These two faculties play essential roles in shaping our moral compass, guiding our choices, and
aligning our actions with our values. Let's explore how reason and will collaborate to navigate the
complexities of ethical dilemmas.
Reason: The Beacon of Clarity:
Reason, often referred to as the faculty of logical thinking and rational analysis, serves as a beacon that
illuminates the ethical landscape.
Critical Analysis: Reason allows us to assess situations from different angles, critically evaluating the
consequences and implications of our actions.
Balancing Emotions: In the face of strong emotions, reason provides a counterbalance, helping us make
thoughtful decisions based on a comprehensive understanding of the situation.
Moral Reflection: Reason enables us to reflect on our values, beliefs, and ethical principles, ensuring that
our decisions are consistent with our moral convictions.
Will: The Catalyst for Action:
Will, often synonymous with intention and choice, propels us to act upon the conclusions drawn by reason.
Role of Will:
1. Turning Thought into Action: Will transforms our rational conclusions into actions, bridging the
gap between ethical analysis and implementation.
2. Taking Responsibility: Will empowers us to take responsibility for our decisions and actions,
acknowledging our agency in shaping our ethical path.
3. Overcoming Challenges: Will enables us to persevere through challenges and ethical dilemmas, as
it drives us to act in alignment with our values despite potential obstacles.
4. The Ethical Partnership: Reason and Will:
In ethical decision-making, reason and will form a collaborative partnership that is greater than the sum
of their parts.
Harmony in Action:
1. Informed Choices: Reason equips the will with informed choices, ensuring that decisions are
grounded in ethical principles rather than impulsive reactions.
2. Ethical Intent: Will, driven by ethical intent, directs our actions toward outcomes that align with
our values and respect the well-being of others.
3. Integrity: The collaboration between reason and will reinforces our ethical integrity, as it ensures
that our actions mirror our moral reasoning.
Ethics in Action: Reasoned Willingness:
Consider a situation where you witness someone unfairly blamed for a mistake. Reason leads you to
recognize the injustice, while your will guides you to speak up against the unfair treatment, upholding the
value of justice.
Conclusion: Guiding Ethical Pathways:
In the intricate tapestry of ethical decision-making, reason and will are partners that guide our moral
pathways. Reason enlightens our choices, allowing us to navigate complex ethical dilemmas with clarity,
while will empowers us to translate ethical intentions into action. By nurturing this partnership, we
enhance our ability to make ethical choices that reflect our values, strengthen our character, and
contribute positively to the well-being of ourselves and society. Thank you for engaging in this exploration
of reason and will in ethical decision-making.
Activity: Make a short reflection on the topic on Reason and Will
References:
Press.

Week 18: Moral Theories and mental frames and why they are important?
a. To know the moral theories;

b. Identify its guiding principles; and
c. Appreciate the importance of perspectives re; Aristotle and St. Thomas and Kant and rights.
Moral Theories as Frames of Moral Experiences
Good day, everyone. Today, we embark on a journey to understand how moral theories serve as lenses
through which we perceive and interpret moral experiences. These theories provide us with frameworks
that guide our understanding of right and wrong, helping us navigate the complex terrain of ethical
decision-making. Let's delve into how moral theories shape our moral experiences and inform our choices.
Moral Theories: Foundations of Ethical Understanding:
Moral theories are structured frameworks that offer principles, guidelines, and perspectives for evaluating
moral situations and making ethical decisions.
Guiding Principles:
Deontology: Deontological theories, such as Kantian ethics, emphasize duties, rules, and moral absolutes.
They guide us to act based on our obligations and principles, regardless of the consequences.
Consequentialism: Consequentialist theories, including utilitarianism, focus on the outcomes or

consequences of actions. They guide us to choose actions that maximize overall well-being or minimize
harm.
Virtue Ethics: Virtue ethics emphasizes developing moral character traits or virtues. It guides us to cultivate
qualities such as honesty, compassion, and courage, shaping our actions based on who we are becoming.
Applying Moral Theories to Moral Experiences:
Moral theories serve as interpretative lenses through which we perceive and analyze our moral
experiences.
Example in Action:
Consider a situation where you witness a friend cheating on an exam:
Deontological Lens: If you apply a deontological perspective, you might focus on the principle of honesty
and your duty not to support cheating. Your decision could be guided by the moral absolute that cheating
is inherently wrong, regardless of the consequences.
Consequentialist Lens: A consequentialist approach would prompt you to weigh the potential outcomes
of your actions. You might consider the impact on your friend's academic record, the learning
environment, and the integrity of the educational system. Your decision could be based on the option that
results in the greatest overall good.
Virtue Ethics Lens: Through a virtue ethics lens, you might reflect on the virtues you aim to cultivate, such
as honesty and integrity. Your decision could be driven by the desire to embody these virtues and
contribute to a community of trust and respect.
Importance of Perspective:
The choice of moral theory shapes not only our ethical decisions but also our perception of moral
experiences. It influences how we prioritize values, assess consequences, and determine what constitutes
a morally good action.
Conclusion: A Multifaceted Understanding:
Moral theories serve as multifaceted tools that enrich our understanding of moral experiences. By applying
different theories, we gain insight into the various dimensions of ethical decision-making. These
frameworks provide us with a structured approach to evaluate choices, cultivate virtues, and contribute
to a more just and ethical society. Thank you for joining me on this exploration of moral theories as frames
of moral experiences.
Activity: Make a short reflection on the above topic
Aristotle and St. Thomas

a. To know Aristotle’s understanding of virtue and St. Thomas

b. To learn about philosophy of Aristotle and St. Thomas
c. To understand happiness in Aristotle’s point of view and St. Thomas
Virtue Ethics of Aristotle and St. Thomas: Foundations and Critique
Hello, everyone. Today, we're diving into the profound world of virtue ethics as articulated by two
influential philosophers, Aristotle and St. Thomas Aquinas. Virtue ethics places an emphasis on character
development and the cultivation of moral virtues as a path to ethical living. Let's explore the essence of
virtue ethics according to Aristotle and St. Thomas, as well as some critiques that have been raised against
this ethical framework.
Aristotle's Virtue Ethics: Cultivating Moral Excellence:
Aristotle believed that living a virtuous life leads to eudaimonia, often translated as "happiness" or
"flourishing." For Aristotle, virtues are qualities of character that help individuals achieve their highest
potential.
Central Concepts:
Virtues and Vices: Aristotle identified moral virtues as the golden mean between deficiencies and
excesses. For example, courage is the mean between recklessness and cowardice.
Eudaimonia: Virtuous living leads to eudaimonia, a state of flourishing and well-being. This is achieved by
cultivating virtues over time.
St. Thomas Aquinas' Virtue Ethics: Integrating Faith and Reason:
St. Thomas, a medieval theologian, integrated Christian theology with Aristotelian philosophy. He
expanded on the concept of virtues within a religious context.
Key Aspects:
Theological Virtues: St. Thomas introduced three theological virtues—faith, hope, and charity—which are
infused by God and contribute to one's moral character.
Cardinal Virtues: He also highlighted the cardinal virtues—prudence, justice, temperance, and fortitude—
as essential moral qualities that guide virtuous living.
Critiques of Virtue Ethics:
While virtue ethics offers a holistic and character-driven approach to ethics, it has faced some critiques:
1. Lack of Action Guidance
Critique: Critics argue that virtue ethics may not provide clear guidance in specific moral dilemmas. It
doesn't always offer direct answers to complex moral situations.
Response: Proponents argue that virtue ethics focuses on cultivating a virtuous character, which helps
individuals navigate dilemmas based on well-formed moral instincts.
2. Cultural Relativity:
Critique: Virtue ethics can be influenced by cultural norms, making it challenging to determine universal
virtues across diverse societies.
Response: Advocates highlight that virtue ethics allows for cultural variations while maintaining a core
emphasis on character development and virtuous living.
3. Virtuous People and Bad Acts:
Critique: Virtue ethics struggles to address the question of how seemingly virtuous individuals can commit
morally wrong actions.
Response: Supporters argue that the occasional inconsistency in behavior does not negate the importance
of character development and virtues as a guide.
Conclusion: Embracing Virtue Ethics with Awareness:
Aristotle's and St. Thomas' virtue ethics emphasize the significance of character development, moral
excellence, and the integration of virtues into daily life. While critiques challenge its action-guidance and
universal applicability, virtue ethics remains a compelling approach that underscores the importance of
nurturing virtuous character traits. By critically engaging with these ethical perspectives, we can enrich
our understanding of the complexities and nuances of ethical living. Thank you for joining me in this
exploration of virtue ethics as seen through the lenses of Aristotle and St. Thomas Aquinas.
Activity: Make a case analysis on Virtue Ethics
Kant and Rights
a. To understand Immanuel Kant’s philosophy of Good Will

b. To learn about Kant’s Categorical Imperative
c. To know the Kantian Concept of Rights
Kant and Rights - The Foundation of Moral Duty
Greetings, everyone. Today, we're diving into the ethical philosophy of Immanuel Kant and his profound
insights into the concept of rights. Kant's philosophy offers a unique perspective on how the idea of rights
serves as a cornerstone for our moral duties and obligations. Let's explore Kant's perspective on rights and
how they shape our ethical framework.
Kantian Ethics: Duty and Universal Moral Principles:
Immanuel Kant believed that ethics should be grounded in reason, rationality, and a commitment to
universal principles. His ethical theory, known as deontological ethics, places a strong emphasis on duty
and moral obligations.
Rights as a Result of Rational Will:
For Kant, rights are closely tied to our rational capacity and autonomy. He argued that individuals possess
intrinsic dignity, which gives rise to certain moral rights that must be respected by others.
Moral Law and Universalizability:
Kant proposed the principle of the "categorical imperative," which guides ethical action. The first
formulation of this principle is often stated as: "Act only according to that maxim whereby you can at the
same time will that it should become a universal law." In other words, our actions should be based on
principles that can be universally applied without contradiction.
Kantian Concept of Rights:
Kant's concept of rights emerges from the idea that individuals possess inherent dignity and rationality.
This leads to two key rights:
Negative Right to Freedom: Kant believed that individuals have a negative right to freedom, which means
they have the right not to be interfered with by others in their pursuit of rational ends.
Positive Right to Autonomy: Kant also proposed a positive right to autonomy, which means individuals
have the right to be treated as ends in themselves, not as means to someone else's goals. This aligns with
the principle that individuals should never be treated as mere tools for another's purposes.
Kant's Influence on Rights and Modern Thought:
Kant's ideas on rights have had a significant influence on modern concepts of human rights and dignity.
His emphasis on treating individuals as ends in themselves underpins many discussions about human
rights and ethical treatment in contemporary society.
Critique and Considerations:
While Kant's emphasis on autonomy and dignity is profound, some critics argue that his approach doesn't
adequately address complex situations where rights may conflict or when determining which rights take
precedence.
Conclusion: Rights as Pillars of Ethical Duty:
Kant's exploration of rights underscores their vital role in shaping our moral duty and ethical
responsibilities. By recognizing the intrinsic value and dignity of each individual, we are compelled to
respect and uphold the rights that spring from our shared humanity. Kant's perspective serves as a guiding
light, reminding us that our actions should be guided by principles that can withstand the test of universal
application. Thank you for joining me on this journey through Kant's philosophy and his insights into the
profound connection between rights and our moral obligations.
Activity: What is the difference between the rights and virtues theories?
References:
Press.


Week 19: Utilitarianism
a. To define utilitarianism;
b. To know justice and fairness
This philosophy is also known as Consequentialism that says the rightness or wrongness of an object
depends on the effect of the consequence regardless of the method it utilized. There are two kinds of
utilitarianism and they are Act utilitarian and Rule utilitarian, the first believed about the goodness or
badness of a particular act. An example is the assassination of former Indian Prime Minister Indira Gandhi
in 1984 that was an act of murder by the civilized people but to the perpetuators it was an act beneficial
to the maligned Indian minority. Rule utilitarian means the goodness or evilness of an act itself. Say
abortion may be an evil act but Western civilization view it as a means to combat population explosion.
Morality is defined, simply as increasing good and decreasing evil by eliminating traditions, taboos or
archaic beliefs that obstruct human development. These age-old beliefs put man in a “primitive” way of
life that denied their right to free-will and are a bane to human behavior. The proponents of this theory
were Jeremy Bentham and John Stuart Mill wherein the first thought about this idea and later shared to
his pupil which the latter propagated for humanity albeit with his own interpretation. Despite being
thinkers ofthe 18th Century their ideas were utilized by the present generation but were doubted for its
absurdities.
Utilitarianism - The Pursuit of Greatest Good
Hello, everyone. Today, we're delving into the intriguing philosophy of utilitarianism, which centers on the
pursuit of the greatest overall good or happiness. This ethical theory, often associated with philosophers
like Jeremy Bentham and John Stuart Mill, invites us to examine the consequences of our actions and make
choices that maximize positive outcomes. Let's explore the essence of utilitarianism and its impact on
ethical decision-making.
Utilitarianism: Maximizing Happiness and Minimizing Pain:
Utilitarianism is a consequentialist ethical theory, meaning it evaluates the morality of actions based on
their outcomes. At its core, utilitarianism seeks to promote the greatest overall well-being or happiness
for the greatest number of people.
The Principle of Utility:
The fundamental principle of utilitarianism is often stated as the "greatest happiness principle." This
principle asserts that actions are right if they promote happiness or pleasure and wrong if they lead to
unhappiness or pain.
Bentham's Act Utilitarianism: Calculating Pleasure and Pain:
Jeremy Bentham, one of the founders of utilitarianism, introduced the concept of "act utilitarianism." He
proposed that the moral worth of an action should be assessed by calculating the amount of pleasure it
generates and comparing it to the amount of pain it causes.
Mill's Rule Utilitarianism: Emphasis on General Rules:
John Stuart Mill refined utilitarianism with his "rule utilitarianism." He argued that rather than evaluating
each individual action, we should follow general rules that, when consistently applied, lead to the greatest
happiness for all. Mill also introduced higher and lower pleasures, considering intellectual and moral
pleasures as more valuable than physical ones.
Ethical Implications of Utilitarianism:
Utilitarianism has several key implications for ethical decision-making:
Consequential Focus: Utilitarianism directs us to focus on the consequences of our actions, weighing their
impact on happiness and suffering.
Balancing Acts: It prompts us to balance individual interests with the greater good, sometimes requiring
us to make sacrifices for the well-being of others.
Promoting Altruism: Utilitarianism encourages acts that contribute to the welfare of others, promoting
empathy, compassion, and altruistic behavior.
Critiques and Considerations:
Critics of utilitarianism raise concerns about quantifying happiness, the potential for majority oppression,
and the challenge of accurately predicting consequences.
Conclusion: Weighing Happiness in Ethical Scales:
Utilitarianism challenges us to examine the broader consequences of our actions and make choices that
contribute to the overall well-being of society. While it offers a clear method for evaluating ethical
decisions, it also raises complex questions about measuring happiness, individual rights, and the moral
implications of calculating outcomes. Exploring utilitarianism enriches our understanding of ethical
theories and encourages us to critically assess the ethical landscape in light of its principles. Thank you for
joining me on this exploration of utilitarianism and its impact on ethical reasoning.
Activity: Make an individual case analysis on utilitarianism
References:
Press.


Justice and Fairness
Learning Objectives:
a. To define justice and social justice.

b. To understand Law and the State.
c. To discern how societies dispense justice
What is Social Justice?
Plato in his writing “The Republic” dubbed social justice as Pantheism because he compared
justice or fairness as the universe in its entirety that is moved by an invisible source. The universe has been
here since time immemorial and no one can determine the age but why is it that it never collided and still
“in order”? He defined justice as universal, absolute and eternal. But what is justice, Merriam and Webster
defined it as, the maintenance or administration of what is just especially by the impartial adjustment of
conflicting claims or the assignment of merited rewards or punishments. So to correlate that with Plato’s
“The Republic”, the components of justice is harmony and unity. But that can never be attained if there is
no State which is the very purpose why the need for state, politics and law is a must in every society.
Social Justice only came in to being during the 19th Century in the Industrial Revolution tobe exact
by European counties. The populace who were fed up by their monarchs demand justice and fairness
based on the premises of equality among men and to resolve capitalist exploitation. This later expanded
to issue such as rights of the poor, equal distribution of wealth, race, gender and the likes. Aristotle, Plato’s
most apt subordinate gave his own definition when he said, "equals should be treated equally and un
equals unequally” that means that individuals must be treated the same but if necessity dictates there are
exceptions. For example, John and Joanne are both workers in the same factory and in the same position
and are having the same compensation. However, there are things may differ when it comes to age, sex,
educational background or religious belief.
State and Law
State is a community of persons more or less numerous permanently occupying a definite territory
having a government of their own to which a great body of inhabitants render habitual obedience and
enjoying freedom from external control. A State has the following elements namely:1) People: Mass of
population living within the state; 2) Territory: Land, maritime, aerial and fluvial area over which
jurisdiction exists; 3) Government: The agency through which the will of the state is carried out; 4)
Sovereignty: Supreme power of the state to enforce its will on the people without foreign intervention
and; 5) Recognition: the acceptance of a nation into the Family of Nations.
A law is part and parcel of a state and is defined as any rule that if broken will mete punishments
to offenders. It is also defined as a body of rules made by the government interpreted by the courts and
backed by the power of the State. It is a legal order which refers to a specialized phase of social control.
Law is not only a means to a civilization but also a product of civilization according to Roscoe Pound, the
spokesman for the School of Social Jurisprudence. Law is responsible for social engineering for it is a
mechanism in reacting to changes in a society. Laws are susceptible to change and is not bound by
traditions and legends and is created for the interest of all members of society.
Government and Justice
1)Egalitarianism - Egalitarianism is a trend of thought in political philosophy. It favorsequality to

everyone where people are treated the same as equals. Justice is given toeveryone regardless of race color
or creed.
2)Communism - is simply based class dictatorship of the proletariat (the ruling party).This type of
governance was thought of by Karl Marx, where a society is dominated byone class over the entire state.
Socialism is the reciprocal of capitalism, where state control of the economy is the nation’s priority.
3)Socialism - A political ideology that advocates for an equal redistribution of wealth and power
in society through a democratic ownership and distribution of society’s means of production (or means of
making money)
Justice and Fairness - The Pillars of Ethical Society
Greetings, everyone. Today, we delve into the concepts of justice and fairness, two integral pillars that
uphold the fabric of ethical societies. These notions guide our interactions, shape our institutions, and
influence how we allocate resources and opportunities. Let's explore the essence of justice and fairness,
their significance, and their role in fostering harmonious communities.
Justice: Balancing Rights and Duties:
Justice, often described as giving each their due, involves the fair distribution of rights, resources, and
opportunities in a society. It's the cornerstone of social harmony and ethical governance.
Dimensions of Justice:
Distributive Justice: This focuses on the equitable distribution of resources, benefits, and burdens in
society. It aims to ensure that everyone has access to basic needs and opportunities.
Procedural Justice: Procedural justice emphasizes fairness in decision-making processes. It ensures that
procedures for distributing resources or making decisions are transparent, unbiased, and accessible to all.
Retributive Justice: This concerns the fair and appropriate punishment for wrongdoing. It seeks to maintain
social order and deter future violations.
Fairness: Treating All Equally:
Fairness embodies the principle of treating individuals equitably, regardless of their background, identity,
or circumstances. It guides our interactions, helping us navigate situations with impartiality and integrity.
Fairness in Action:
Equality: Fairness often manifests as equality, where individuals are treated without discrimination or
favoritism. This can be seen in areas like education, employment, and legal rights.
Equity: Sometimes, fairness involves recognizing that individuals have different needs or starting points.
Equity ensures that resources are distributed proportionally to meet these varying needs.
The Ethical Significance:
Justice and fairness play vital roles in ethical societies:
Social Cohesion: Justice ensures that all members of society are treated with respect and dignity, fostering
a sense of belonging and social cohesion.
Trust in Institutions: Fair and just institutions inspire trust among citizens, enhancing the credibility of
governance systems and legal frameworks.
Ethical Accountability: Justice holds individuals accountable for their actions, promoting ethical conduct
and deterring harmful behaviors.
Critiques and Challenges:
Critics argue that the definitions and implementations of justice and fairness can be subjective, and
achieving perfect balance can be challenging due to complex social dynamics and conflicting interests.
Conclusion: Building Ethical Foundations:
Justice and fairness serve as the bedrock upon which ethical societies are built. They reflect our
commitment to creating a world where all individuals are treated with dignity, have equal access to
opportunities, and are subject to equitable systems of governance. By fostering justice and practicing
fairness, we contribute to the development of ethical communities that uphold human rights, foster
cooperation, and empower individuals to thrive. Thank you for joining me on this exploration of justice
and fairness as fundamental principles that guide our ethical journey.
Activity:
Task: Comparative Analysis of Utilitarianism and Principles of Justice
Scenario:
Imagine a small, densely populated village facing a critical dilemma. The only source of water in the village
has been contaminated, and the villagers have limited access to clean water. The village council is
presented with two proposed solutions to address the issue.
Proposal 1: Utilitarian Approach
The first proposal suggests that the available clean water should be used to support the village's elderly,
young children, and those with medical conditions. This group is the most vulnerable to waterborne
diseases. By focusing on this demographic, the village aims to minimize suffering and save lives, even if it
means that other residents, who are healthier, will have limited access to clean water.
Proposal 2: Principles of Justice and Fairness
The second proposal emphasizes the principles of justice and fairness. It suggests that the clean water
should be distributed equally among all villagers, regardless of age or health conditions. This approach
prioritizes treating everyone equally and ensuring that no one feels neglected or deprived.
Task Guidelines:
1. In a well-structured essay of 800-1000 words, critically analyze the two proposed solutions based
on the concepts of utilitarianism and principles of justice and fairness. Consider the following
points:
2. Explanation of Utilitarianism (200 words):
Provide a concise explanation of utilitarianism as an ethical theory. Discuss how this approach seeks to
maximize overall happiness and minimize suffering.
3. Analysis of Proposal 1 (200 words):
Evaluate the utilitarian approach presented in Proposal 1. Discuss its potential benefits in terms of saving
lives and reducing suffering among the most vulnerable. Examine any potential drawbacks or ethical
concerns related to limiting access for healthier individuals.
4. Explanation of Justice and Fairness (200 words):
Define the principles of justice and fairness. Explain how these principles focus on treating all individuals
with equal respect and ensuring equitable treatment.
5. Analysis of Proposal 2 (200 words):
Evaluate the proposal based on principles of justice and fairness. Discuss its potential benefits in terms of
treating everyone equally and fostering a sense of community. Examine any potential drawbacks or ethical
concerns related to ignoring the vulnerabilities of specific groups.
6. Comparison and Reflection (200 words):
Compare the two proposals in terms of their ethical implications. Discuss the tensions between prioritizing
overall utility and upholding principles of justice and fairness. Reflect on which approach you believe is
more ethically justified in this specific scenario and why.
7. Ethical Critique (100 words):
In conclusion, provide a concise critique of the strengths and weaknesses of both utilitarianism and
principles of justice and fairness as ethical frameworks for addressing complex dilemmas like the
contaminated water situation.
Note to Students:
Use clear reasoning and evidence to support your analysis.

Consider the potential consequences, both positive and negative, of each proposal.
Reflect on the ethical principles underlying each approach and their implications.
Engage in a balanced discussion, acknowledging the complexities and trade-offs of each proposal.
This task encourages students to critically engage with the concepts of utilitarianism and justice & fairness,
demonstrating their understanding through a comparative analysis of these ethical approaches in a real-
world scenario.
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EVALUATION: SUMMATIVE TEST
PART-I Multiple Choice: Select the letter of your choice which relates to ethics and morals in a
½ lengthwise yellow paper.
1. They take the final verdict:
a. Ultimate b. assertion c. opinion d. decision
2. Human indifference and greediness:
a. Apathy b. concern c. importance d. hunger
3. Despite inhumanities and heartlessness:
a. Humanity b. concern c. brutalities d.
hardheadedness
4. Uphold freedom against suppression and intimidation:
a. Bullying b. censorship c. control d. repression.
5. Neutralize rudeness and cruelty:
a. Politeness b. impoliteness c. merciless d. uneasiness
6. Love defies the mind-breaking insanities of lust:
a. Obey b. submit c. challenge d. adhere
7. Citadel of love and care:
a. Bastion b. part c. center d. point
8. It predisposes/influences a person to act.
a. Human control
b. Antecedent passion
c. Consistent evil deeds
d. Consequent passion
8. HUMAN ACTS
a. Unconscious acts b. uncontrolled acts c. conscious acts d. instincts
9. Civil law:
a. Law of the universe
b. Law of the church
c. Law of the state
10. VOLUNTARY ACTS
a. acts against the will of man c. acts with knowledge and consent
b. unconscious acts d. subordinate acts.
11. Which of the following is DECENCY:
a. Uprightness b. Rudeness c. modesty d. prudence
12. What is a VIRTUE?
a. Refers to politeness in us c. the worthiness in us of a person
b. Personal value and good assets of a person d. the external actions
13. Which of the following is CONSCIENCE:
a. Is the driving force to act c. Is the good in us that filters the bad and uphold the right
b. Is what stems from the human will d. Is the desire to act against our
will
14. Which of the following is not MORALITY?
a. Impartiality b. decency c. imprudence
d. unblemished
15. Which of the following is not immorality:
a. wickedness b. senselessness c. decency
d. prostitute
16. Which of the following is retribution?
a. reward b. abuse c. sentence
d. maltreatment
17. Which of the following is SHAME?
a. pride b. honor c. humiliation
d. dignity
18. Which of the following is DIGNITY?
a. self-respect b. informal c. pride
d. honorable
19. Which is true in the following statements
a. There are those which society call it right , yet they are wrong.
b. It is alright to commit suicide since you own your body and it is your own
life.
c. A man who is drank and did wrong is not supposed to be responsible
because he is drank.
d. A girl who aborts her baby is right because she is not yet married so she should avoid shame.
20. When a teacher practices professional ethics, which of the following is he not likely to do?
a. Maintains cordial relationship with his colleagues
b. Shares an outstanding outcome of an undertaking with others
c. Engages in talking about the lives of other people
d. Respects his superiors
21. Overridingness – moral standards have to be of prime and importance:
a. Lesser importance c. affective
b. ultimate d. ordinary
22. Teacher can best help a withdrawn child to assert himself and win the respect of his classmate by:
a. Giving him opportunity to show his talents
b. Providing him leadership roles
c. Always calling him to answer questions
d. Encouraging him to study harder to outwit his classmates
23. A bill is being passed in congress to legalize prostitution what would be your stand?
society adultery‖
a. Allow the law to be passed because it can give work to men and women
b. Reject the bill because it is indecent, immoral and destroys a family or
c. Reject the bill because it is against the law of God ―thou shall not commit
24. We need ethics even if we have laws because ethics serves as the
of our laws?
a. foundation b. bastion c. modest d.origin
25. The act must be done voluntarily – it must be performed by an agent who decides willfully to
perform the act. The act to be truly voluntary one, must come from the core of a person‘s being. This
is the resolve to do an act here and now, or in some other time in the future.
a. Non-compliance
b. willfulness
c. voluntas
d. performance
26. Are those that humans share with animals whose actions and movements emanate from purely
sensual nature. These things are performed without deliberation and free will. The person here is neither
morally responsible nor accountable for these kinds of action:
a. Animosity b. rationality c. acts of man d. nothing
27. The act must be – it must be performed by a conscious agent who is very much aware of
what he/she is doing and of its consequences – good or evil.
a. Active b. deliberate c. correct d. improving
28. All our laws are usually the product of a collective agreement of some sort – a kind of a special
where people come together and decide among themselves what‘s good and bad.?
a. message b. contract c. values d. understanding
29. It has been said that the farthest distance for a person to is the distance between the
head and the heart..
a. lead b. cross c. lighten d. trek
30. To perceive the content of a line is to:
a. Understand the statement c. picture the thought of the
statement
b. Analyze the statement d. memorize the statement
31. Morality, therefore, is here aptly understood as the application ( praxis) of
a. mores b. legit c. negate d. ethics
32. You have to listen to the argument of your opponent.
a. Reason b. stand point c. evidence d. facts
33. Knowledge, however, as anybody can readily attest in everyday experience, is not always
performed. It does not automatically happen that a person knows, then he/she does. It does not
necessarily follow that knowledge leads or results to practical ?
a. First love never dies. B. guides one‘s action. c. Action d. Love is greater than magic
34. Which of the following why ethics considered normative science?
a. No man is an island. c. guides one‘s action
b. Impartiality is not inequality d. based on reasons
35. Which of the statements below implies morality?
a. Distinction between right or wrong d. Stammering in court is an
evidence of guilt prostitution
b. A lie can be seen in the eyes e. Employment involves
c. Shouting is a technique in some debates
36. Among the following items, what term is Legal?
a. Moral laws a. Love- hate
b. obligations and laws d. agree-disagree
37. The person concerned who willfully acts following his/her passion, allows himself/herself to be
completely controlled by it and hence, is considered morally responsible for it.
a. passion b. consequent passion c. antecedent passion d. consequence
38. The importance of Ethics.
a. Knowledge is good. b. Moral training is not necessary c. defiance
d. legality
39. Give a new and distinct species of moral good or evil of the act. The moral quality of the act of
murder changes if the murderer is wife of the victim or if the murderer and the victim are one and the
same.
a. circumstances b. objectivism c. specifying circumstances d. subjectivism
40. It is a strong or powerful feeling or emotion. It refers more specifically to those bodily appetites
or tendencies as experienced and expressed in such feelings as fear, love, hatred, despair, horror, sadness,
anger, grief and the like.‖
a. desire b. hate c. knowledge d. Passion or concupiscence
41. Is the subject or the person who does or receives the action. Every act has a doer and a receiver.
The one who performs it and the one to whom the action is done .
a. What b. who c. where d. why
42. He who intends to go to a party in order to drink with friends wills both the going to the party and
the drinking with friends.
a. Indirect voluntary b. non-voluntary c. voluntary d. direct-voluntary
43. Defines law as ― an ordinance of reason for the common good promulgated by one who has the
care of the community.
a. Thomas Moore b. Thomas Edison c. St. Thomas Aquinas d. Thomas Jones
44. While Ethics arms the person with a theoretical knowledge of the morality of, so he/she know
what to do as well as how to do it, there is a whole world of difference between knowing and doing,
knowledge and action.
a. Human acts b. modesty c. practicability d. impartiality
45. Man‘s body comes from matter while his soul comes from . Man should not concern
himself with material things, but the salvation of his soul. Ignorance is the source of all evils.
a. reason b. heart c. toughness d. values
46. Answers the question as to the way or manner the act was carried or performed. This circumstance
also involves different conditions and modalities such as voluntariness, consent, violence, fear, ignorance.
a. why b. what c. where d. how
47. Is the time of the action performed. Every act is done at a particular and specific time. The element
of time is also important and even vital as to the moral assessment and judgment of the human act.?
a. When b. where c. how d. what
48. Morality gives ethics a particular perspective of what to study about – that is the rectitude of
whether an act is good or bad, right and wrong. Morality provides with a quality that determines and
distinguishes right conduct from wrong conduct.‖.
a. funny
b. wearing
c. right
d. genuine
49. Ethics is derived from the Greek word which means custom or a particular way of acting and
behaving.
a. ethos b. nos c. etchos d. echos
50. Eternal law is the ―Divine Reason and Will commanding that the natural order of things be
preserved and forbidding that it be disturbed.‖
a. St. Augustine b. St. Pio c. St. Thomas Aquinas d. St. Jerome

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SOUTHERN PHILIPPINES AGRI-BUSINESS AND MARINE AND AQUATIC SCHOOL OF

TECHNOLOGY (SPAMAST), Malita, Davao Occidental

INSTITUTE OF TEACHER EDUCATION AND INFORMATION TECHNOLOGY

1|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

Glenford C. Franca, LPT., MAED, MAT is a College Instructor, licensed professional

2|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

Week 1: Orientation: What is Ethics 13

3|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

Once a student enters the halls of a philosophy class, a mixed feeling of a

4|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

5|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

a. This 3-unit course self-instructional manual is designed for blended learning

6|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

1. They take the final verdict:

a. Ultimate b. assertion c. opinion d. decision

2. Human indifference and greediness:

a. Apathy b. concern c. importance d. hunger

3. Despite inhumanities and heartlessness:

a. Humanity b. concern c. brutalities d. hard headedness

4. Uphold freedom against suppression and intimidation:

a. Bullying b. censorship c. control d. repression.

5. Neutralize rudeness and cruelty:

a. Politeness b. impoliteness c. merciless

6. Love defies the mind-breaking insanities of lust:

a. Obey b. submit c. challenge d. adhere

7. Citadel of love and care:

a. Bastion b. part c. center

8. It predisposes/influences a person to act.

c. Consistent evil deeds

a. Unconscious acts b. uncontrolled acts c. conscious acts

a. Law of the universe

7|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

c. Law of the state

10. VOLUNTARY ACTS

b. unconscious acts d. subordinate acts.

11. Which of the following is DECENCY:

a. Uprightness b. Rudeness c. modesty d. prudence

12. What is a VIRTUE?

a. Refers to politeness in us c. the worthiness

b. Personal value and good assets of a person d. the

external actions of a person

13. Which of the following is CONSCIENCE:

14. Which of the following is not MORALITY?

a. Impartiality b. decency c. imprudence

15. Which of the following is not immorality:

a. wickedness b. senselessness c. decency d. prostitute

16. Which of the following is retribution?

a. reward b. abuse c. sentence

17. Which of the following is SHAME?

a. pride b. honor c. humiliation

18. Which of the following is DIGNITY?

a. self-respect b. informal c. pride

8|GEH 213 (Ethics )Franca,G. Compiler ( S PA M A S T )

19. Which is true in the following statements

a. Maintains cordial relationship with his colleagues

b. Shares an outstanding outcome of an undertaking with others

c. Engages in talking about the lives of other people

d. Respects his superiors

21. Overridingness – moral standards have to be of prime and importance:

a. Lesser importance c. affective

a. Giving him opportunity to show his talents

b. Providing him leadership roles

c. Always calling him to answer questions

d. Encouraging him to study harder to outwit his classmates

Name: ___________________________ DATE: _