- THE MORAL AGENT What does “culture” mean? There are several definitions of “culture” The father of sociology, Emile Durkheim asserted that culture has the power over individuals to create beliefs, such as belief in God. Durkheim added that with more people holding the same beliefs, social order is also strengthened (Little and McGivern, 2016). Meanwhile, the father of cultural anthropology, Edward Tylor stated that in general, culture is the way of life of a group of people that “includes their knowledge, belief, art morals, law, customs, and any other capabilities and habits acquired by man as a member of society” (Tylor, 1974, 1981), This section addresses the following questions: + How does culture shape moral behavior? + Why should culture not be the ultimate determinants of values? + Is there a Filipino understanding of right and wrong? What are its influences? The basic concepts that will be discussed are: A. Culture in moral behavior 1, Culture and its role in moral behavior2. Moral development: a. The stages of moral development b. How do we get to the highest level, conscience-based moral decisions? eA Diagnostic Exercises Cite one Filipino culture then discuss how this particular culture formed a positive Filipino behavior, On the other hand, discuss, too, how this particular Filipino culture produced a negative Filipino attitude, For example, the Filipinos are known for our faith in God. From this faith sprung the bahala na attitude, One positive effect of bahala na attitude is that Filipinos are very resilient. One negative effect of bahala na attitude is that it is fatalistic. Make your discussion as insightful (adj. having or showing an accurate and deep understanding; perceptive) as you possibly can. LESSON 1: HOW CULTURE SHAPES HUMAN BEHAVIOR Q Pre-discussion: ‘The keywords you need to know here are symbols, language, beliefs, values, and norms. As a group, discuss among yourselves the meaning of the assigned keyword (for example, if you were given “symbols”, then discuss among your group your understanding of symbols). Come up with a scenario that will depict your keyword and then act it out in class. It’s time to learn! | What to expect: This section will discuss what culture is, how culture sha Pes moral behavior, cultural relativism, and the Filipino moral identity. Again, watch out for the Queen Bee because z Th Be i + she is everywhere le Quest) ee line reinfc Owledge you gained,What is Culture? Culture is a complex phenomenon. It contains nearly all aspects of shared human experiences. How does culture affect human behavior? Since human beings are naturally social creatures, we as people, are also naturally drawn to participate in culture. People want to belong, to be accepted by peers. We also need protection from danger. Being part ofa social group not only feeds our need to be accepted, it also increases the human being’s chances to survive. Thus, because of the safety in numbers that being part of a group provides, human beings learned to modify behaviors to match that which their cultural group deem acceptable, However, not all is well with culture's power and control over people. Plato worried about the idols and ideologies of his day, and especially about the power of the public to corrupt a young person's mind, Ina memorable passage in The Republi , Plato warned: “Whenever the populace crowds to ether at any public gathering, in the Assembly, the law-courts, the theater, or the camp, and sits there clamoring its approval and disapproval, both alike excessive, of whatever is being said or done booing and clapping till the rocks ring and the whole palace redoubles the noise of their applause and outcries. In such a scene, what do you suppose will be a young man’s state of mind? What sort of private instruction w ill have given him the strength to hold out against the force of such a torrent, or will save him from being swept away down the stream, until he accepts all their notions of right and wrong, does as they do, and comes to be just such a man as they are. And I have said nothing of the most powerful engines of persuasion which the masters in this school of wisdom bring to bear when words have no effect. As you know, they punish the recalcitrant with disenfranchisement, fines, and death.’ (Plato's Republic, trans. by F. M.Cornford, 1966 This power and control on people also did not sit well with German philosopher and father of Communism Karl Marx. According to Marx, culture served to justify inequality because the ruling class determines what is right and wrong while the rest merely follow.Elements of Culture Jues, and norms, The five basic elements of culture are: symbols: language beliefs, val Symbols gful. For example, ople find meanin| he crescent is for Symbols can be anything that a group of pe ; ile t in religious groups, the eross is a symbol for Christianity while Islam. Language Language is a complex symbol system that enabled human beings to communicate either verbally or through writing. Hocano, Bisaya, Tagalog, and several other native languages were already spoken in pre-colonial Philippines Their ancient script or writing called baybayin had characters, represented a complete syllable (Lewis, 2015), and each character Beliefs Beliefs are assumptions or convictians held to be true by an individual or a group of people. These assumptions/convictions could be about events, people, or things. For example, ancient civilizations attributed events to spirits and gods, This However, when people started to think is what we now call as “superstitious belie critically and scientific research flourished, events are now explained differently T is also shows that beliefs change through time. Values Values are culturally acceptable standards of behavior. It is what a person considers important or beneficial in life. For example, in pre-colonial Philippines there were evidences that women were equally valued and held central roles in society just as did the men (Perez, 2013). This was in stark contrast to the Spanish colonizers however, who valued women mainly as domestic caretakers. Norm Norm is an informal guideline by a particular group of people or s about what is considered normal or correct/incorrect social behavior, For instance. the Filipino norm in relating to other people is to get along well with others, even with complete strangers. This Filipino trait is called pakikisama, ocial unit > at itHow does culture define Moral Behavior? Oo f ve hia i ae founders of Western philosophy - Plato in his famous a a ical worl 9 The Republic cited three critical elements that jointly influence f oiien bersous ‘moral development. These elements are native traits (or what we might call genetic characteristics); early childhood experience; and one’s cultural surroundings (Pekarsky, 1998) Plato implied that if a Person's cultural surroundings reward conformity to agreeable norms it would lead the person to behave much better and quell unde: conduct. He also expressed that the power of culture over an individual is more potent in children because they do not have any pre-existing values, The child’s cultural surroundings create these values and dispositions. Thus, Plato ii cultural surrounding should “express the image of a noble characte should display the conduct of a proper human being because the behavior of the adults serves as the child's moral foundation as he or she grows and dev elops (Cornford, 1966; Pekarsky, 1998) rable sted that a child's ; that role models ee a a) Tell your classmates what you think: Queen Bee Alert! a) How did your community influence your behavior? Cite one culture in your community and reflect on a particular behavior you have, Discuss how this | particular community culture influenced the development of your particular behavior. b) In what way can culture negatively affect the development of a person's moral behavior? LESSON 2: CULTURAL RELATIVISM Pre -discussion: As a group, talk about cultural similarities and differences between Filipinos and other nations, Then act out a scene that shows these cultural differences. 55It time to learn! ae | * i arry but in most countries this is | In some countries, children are allowed to ™ but Filipino Muslim men and ee ee ne OO dteand Why are there so many i women can legally divorce their respective wife or husban’: t at different cultures have differences in societies on what is acceptable or not? FF, caavtie commonly have? | | radically different moral codes? Are there any values ee 2 Bre dangers otholinge | This lesson will discuss the advantages of cultural relativism an > thisviewpoint. Why can’t all cultural practices be always correct? The world is wide and huge. Part of what makes the world interesting is that it is home to different groups of people who have developed their own unique outlook on how to survive and thrive, These differences led people to view life differently and live completely different lifestyles. German-American anthropologist Franz Boaz first articulated this in 1887, “..civill .» Our ideas and conceptions are true only so far as our civilization goes.” However, ation is not something absolute, but ... is relative, and the first to use the term “cultural relativism” was philosopher and social theorist Alain Locke in 1924, Cultural relativism explains why one behavior or practice is completely acceptable by a particular group of people, while it is taboo in another. It refers to the idea that values, knowledge, and behavior of people must be understood within its own cultural context, and not by the standards of other cultures. Hence standards (or the judgment of what is right or wrong) is valid standard that is “better” among all others, » all moral and ethical and there is not “one” Philosopher and university professor Dr, James Rachels (1941-2003), in his book The Elements of Moral Philosophy, laid out five claims of cultural rel seiviste as to why right or wrong is only a matter of cultural standards. These cert claims are: 1. Different societies have different moral codes, 2. The moral code of a society determines wh ie Mat is ri 1 objective standard considered better than ot eae b Wrong. There is no hers, 3. There are no universal moral truths,4. The moral code ofa particular society has no special status. It is but one among many, 5. Itis arrogant for one culture to judge another culture. There should be tolerance among cultures, The Advantages and Dangers of Cultural Relativism Rachels identified two Positive lessons we can learn from cultural relativism 1. It warns us from assuming that our preferences are the absolute rational standard, 2. It teaches us to keep an open mind and to be more amenable in discovering the truth. . Many of our practices are relevant only to our particular community. our moral views are a reflection of our society's prejudices. Cultural relativism makes us understand that what we think as truth may actually be just the result of cultural conditioning. his implies On the other hand, the dangers of cultural relativism are: 1. We cannot call out societal practices that promote harm, If cultural relativism is true, then we should not condemn what Hitler and the Nazis did against the Jews, Apartheid in South Africa, or any form of maltreatment, damage, injury, or destruction that one community inflicts upon anyone or anything. 2. We cannot justifiably criticize our own culture’s harmful practices. This implies that to decide whether your action is right or wrong all you need to do is check whether your action is in accordance with the standards of YOUR society. If your actions are in line with your culture, then you have done nothing wrong - even though your actions were harmful. After all, if it is true that you cannot criticize other cultures, then all the more can you not criticize your own culture since people in your group accept it as a way of life. For example, if cultural relativism is to be followed then 2016 Metro Manila Film Fest officials did not have the right to take back the Fernando Poe Jr. Memorial Award granted to the film ‘Oro’ where a dog was really slaughtered in the movie because dogs as “pulutan’ is part of an issue, 573: ‘The idea of social progress becomes doubtful will Progress means replacing something eal es if cultural relativism is to be followed, by form is now eradicated because society has become better? The idea of social refor er others. For example, we are prohibited from judging one society as better a irpdenn Philippines, Spanish colonial era was in effect adifferent society A ropes from being Hence, we cannot say that Filipinos have ee ss because slavery during slaves to conquistadores into a freedom-loving Pociteicnt iexecomperes ys the Spanish colonial era was the norm; and it was @ modern Philippines. h something better. However, dards do we say that a Peace Education Peace as defined in relation to culture according to values, attitudes, traditions and modes of behavior Poe UNESCO is a set of beliefs, and ways of life based on: Respect for life Respect for human rights and fundamental freedoms Rejection of all forms of violence Adherence to the principles of justice, democracy, tolerance, solidarity, cooperation, diversity, dialogue and understanding in all levels of society The three phases to accomplish peace: 1. To quote a peace education literature in line with the Global ¢: Education, “peace education seeks the abolition of war as an instit the death destruction and suffering that result from, War, Practical relevance” (Navarro-Castro & Nario- Galace, 2010), Cognitive phase which is understanding and being aware to the happenings in the society. Affective phase which is being concerned and responsible learning to value peace since rational beings are species of social interaction. Active phase which is taking practical action in which a course that will lead us to what is good for the benefit of the majority. ampaign for Peace ution, Considering the abolition of war gains Two types of peace; a 2, Negative peace - Absence of direct/physical vi ol Direct Violence ~ War, Torture, child and ea both macro Ise Positive peace ~ Presence of conditions of Wwell-bei -bein, ie secon enolldedeen ecologic ig and just relationships: b. Structural Violence ~ Poverty, ¢, Socio-cultural Violence ~ Racism, Sexism, reli i D d. Ecological Violence ~ Pollution, overconsii ue intolerance X 'ption and micro)Why Is peace building difficult to achieve? Signing a peace accord may mark the end of a conflict on paper, but the impact on the ground is often minimal. | Transitioning from war to peace is not a technical exercise but a highly political | process where different principles, priorities and approaches need to come together. i There is no one-size-fits-all template or solution: what works in one place may i not work in another because every person, community or society deals with the aftermath of confli t differently (Pantuliano, 2017) Promoting a Culture of Peace | Social Continuum (Personal & Family i Political = Integrity Continuum [Environmental Human Rights) Protection and Democracy 7 Culture of Peace and Development 2 / Discarmament or and Cessation of |} Poverty Hostiities radication nsercttaal Understanding IN Economic and Solidarity Continuum, Promoting a Culture of Peace and Development (Six Dimensions and Operative Values) Six Dimensions and Operative Values by: Archbishop Antonio Ledesma 1. Personal & Family (Spiritual) Values formation starts in the family. These are taught to children by the parents. Family is the basic unit of the Society, Every individual learns to understand the concept of peaceful and non-violent by the Ideal Character traits shown by the parents. 2. Human Rights & Democracy (Justice) indicates that political respect is the key towards human viability and sustainability in achieving peace and mitigating conflict in the complex and dynamic society 3. Poverty Eradication (Compassion) - Poverty might be inevitable, however with the help of lowering the poverty borderline, peace can somehow be attainable. This could be subjective in sense that not all of us share the same perspective. But in order to achieve attainable peace, Poverty Eradication might be the key for consideration. ‘ Ethics __ 7fire towards active/ yf conflict, the absence of Protec ts of stewardship must be Bnvironmental Protection (Stewardship) The concep universal a re the status, influence, and oe ane taking care of the environment and nature, economics, health 8 conflict and eventually a culture of peace may follow. Peace education is broadly defined as education that seeks people's mindsets, attitudes e behaviors toward peace, justice and environmental care. In a peacebuilding framework developed for the Philippines, peace-constituency building is indicated as an important element. The latter includes education aimed at promoting a peace culture and agenda. Philippines’ F.0. 570 (Sept. 2006) - “Institutionalizing Peace Education in Basic Education and Teacher Education” he transformation of Peace education is important. It is an ethical imperative since it upholds core ethical principles such as value of life, love and human dignity. It is a practical alternative. We need to build acritical mass of people who will reject war (and the death and destruction in breeds) and will claim their right to true human dignity. Adapted from Ist gen CHED GEC Training in Ethics, 2016 “-% Queen Bee Alert! Poul cass ste) eae yoy think ME, : premacist Moves Into Town’ This lef that white People are superior. 1obod) ‘has the moral basis toLESSON 3: UNIVERSAL VALU! ES Q Pre-discussion: Asa group, discuss ¢ he possible results if respect for human life and telling the truth are not respected. : It’s time to learn! What to expect: By the end of the discussion, you should be able to explain why universal values are necessary for survival Why there are Universal Values The dangers that cultural relativism present led thinkets such as ethics expert DrJames Rachels to reject cultural relativism because it is implausible. The empirical basis of cultural relativism is that cultures are dramatically different in its views of what is right or wrong. However, when it comes to important moral issues, three are three are three values that are universal (Rachels, 2004). The three universal values shared by all cultures are: 1. Caring for the young 2. Murder is wrong 3. Tell the truth The theoretical point here is that “there are some moral rules that all societies will have in common, because those rules are necessary for society to survive” (Rachels, 2004). Imagine if human beings do not care for their young. Homo sapiens will eventually be an extinct species. In the same manner, we will eventually be wiped out too if people were free to kill other people, Moreover, what kind of society will it be if the presumption of everyone's statement is that it is a lie? What reason do you have to pay attention to anyone? If lying is our way of life, how can you believe what your teacher is teaching? What is the use of having a teacher in the first place? What is the use of talking to each other at all? Ethics 61c Queen Bee Alert! ee ' Tell your classmates what you think: Inthe Philippines, one moral argument human tights and values such as the right to ! | hand, proponents of the Law assert that family plan! ising O1 with one’s own beliefs and moral convictions is exercising king into consideration our social | debate about havinga hat it violates universal | awistl ith of children. On the other onsistent against the RHUL and heall : : ing and sexual education ne’s freedom to choose. If the basis of universal values is true and, tal he i problems due to overpopulation, what is your moral stand oh ' i comprehensive reproductive health program in the Phi llippines: LESSON 4: THE FILIPINO WAY Pre-discussion: Asa group, discuss your observations of common Filipino attitudes. Then act outa scenario depicting a particular Filipino attitude. It’s time to learn! What to expect: In the discussion, you will look into the Qualities of j | i and evaluate elements that need to be changed. Learn, + weaknesses of some Filipino moral trait. the Filipino moral identity too, about the strengths and Qualities of the Filipino Moral Identity The Filipino culture is a mix of both Eastern an d We traditions of pre-colonial Philippines was mainly indi on, peoeethe 2006). Then the Spanish colonized the islands and ee Us Malay heritag natives. In turn, the Americans shaped the mode 'SPanic culture beliefs and e (Baringer, influenced the Filip; Tiidbytawueusottens aus ns ilipino Culture and this is primarily these influences that formed the Filipino chara (1762-1764) and the Japanese (1942-1945) ge in, ilippi ie Ptllppines today, It was from tings *F ©cupation of the British Mo Veultural influence in the EthicsPsychologist, educator, and former Chairperson of the Commission on Higher Education Dr. Patricia B, Licuanan wrote that the strengths and weaknesses of the Filipino character are rooted in factors such as: 1. The home environment The social environment Culture and language History The educational system The economic environment The political environment a 3. 4, 5. 6. Religion 7 8 9, Mass media, and 0, Leadership and role models Licuanan said that in the home environment, Filipino children are taught to value family and give it primary importance, The Filipino social environment is characterized by depending on one another to survive. This dependence on relationships and the struggle for survival make Filipinos group oriented (1994). Meanwhile, Filipino culture and language depict openness to foreign elements with no basic consciousness of our cultural core (Licuanan, 1994), The Filipino colonial mentality such as the importance of the E nglish language in our educational system, the wider following of Hollywood movies, foreign soap operas/TV shows, and ino movies, shows, and music is a manifestation of our foreign songs/singers over F attachment to foreign elements, Licaunan added that our colonial history is regarded as the culprit behind our colonial mentality, Unfortunately, most Filipino elite are of no help in setting an example of overcoming colonial mentality because they are even more westernized in their ways. Present day media on the other hand reinforced these colonial influences (1994). The Philippine educational system is also instrumental in molding the strengths and weaknesses of the Filipino character. Schools are highly authoritarian. Early on, children learn that well-behaved and obedient students are praised and rewarded, This teaches passivity and conformity, The Filipino is also religious. Religion taught us optimism and resilience. However, it also instilled in us a fatalistic attitude. Since religious communities are also highly authoritarian, this further reinforced our being Passive and a conformist (Licuanan, 1994),to work abroad. This - political environment and vaplems. For instance, the fat that political power is mainly in the hands of the elite and the We coeednet government presence enhanced the Filipino’ already extreme sha the elements (Licuanan, 1994). The economic and political ‘environments are oe that developed the culture of corruption in the Philippines- Meanwhile, how did mass media reinforce our colonial mentali notice with the ads, the music, movies, fashion, ete. shown on TV, aire: printed in the newspapers/magazines, or went viral online? ‘These were greatly based on American pop culture. The emphasis on the superiority of an imported brand or product through mass media is, in fact, part of a Filipino’ daily life. 1 leaders and role models. Any id when ity? What did you d over the radio, Filipinos highly respect authority, we lean on ow person with authority is looked up to, Thus, when our leaders violate the law an there is lack of accountability for leaders who break the law, the Filipino mindset is hugely affected in a negative way (Licuanan, 1994). Strengths of the Filipino Character The Filipino traits listed here is certainly not exhaustive, but these are what we have in common the most. The strong aspects of the Filipino character are: 1. Pakikipagkapwa-Tao Family Orientation Joy and Humor Flexibility, Adaptability, and Creativity Hard work and Industry Faith and Religiosity "7, Ability to Survive Pakikipagkapwa-tao is demonstrated in the Filipino’s openness, helpi » helpfulness, a rosity; in the practice of bayanihan or mutual assistance; and the at =i 2 ’ (Licuanan, 1994; Guevara & Gripaldo (Bd) 2005), Filipin iP ye SY ee 10S also possess for family. This love isnot just for one spouse and children but alse eee Nery distant ones), and even to HB NOnOr and respect to parents the persor sacrifices that {Bd.), 2005). ‘ThisFilipinos are also cheerful and fun loving, Our various fiestas and social gatherings demonstrate the Filipino joy and humor: We ean laugh at those we love and hate, and can take jokes about our good or bad forttine, Even inthe most trying times Filipinos will always find a reason to smile or laugh. This pleasant disposition contributed to our ability to overcome life's challenges, Filipinos are also tremendous in adjusting and adapting to any circumstances, We can improvise and make use of whatever is at hand to create and produce. Our flexibility, adaptability, and creativity are reasons why many Filipinos thrive in various parts of the world (Licuanan, 1994), Filipinos also value hard work and industry. This trait is most noticeable in our willingness to take risks and work in other countries. Filipinos also value faith and religiosity, This can be related to our bahala na mindset. There to this fatalistic trait. For Filipinos the bahala na attitude could serve as a “kicks ora “pampalakas loob” to move him or her into action (Gripaldo, 2005). s actually a positive side ter” All these positive Filipino traits mentioned contribute to our ability to survive. The salawikain or proverb “matutong mamaluktot habang maikli ang kumot” aptly depicts our survival instinct. We can endure, make do, and get by on so little while looking forward to the coming of better days. This trait is the reason why Filipinos continue to carry on even through our harsh economic and social circumstances (Tianco & Gripaldo [Ed.], 2005; Licuanan, 1994), Weaknesses of the Filipino Character Aside from identifying the roots and strengths of the Filipino character, Dr. Patricia B, Licuanan also pointed out our weaknesses, This is important because this enables the Filipino to identify the areas that need improvement in order to grow and develop aS a person. An informed and improved Filipino will also result in a stronger and more prog Generally, these weaknesses are: ive nation. 1, Extreme Personalism 2. Extreme Family-Centeredness 3. Lack of Discipline 4, Passivity and Lack of Initiative 5. Colonial Mentality 6. Kanya-Kanya Syndrome 7. Lack of Self-Analysis and Self-Reflectionly relating to things, tional involvement, ynall Licuanan noted that Filipines fanetion in the world by Ce em events, and people, We find it difficult to separate eee want to get special aon o ‘ sactions, Tt sn en a rh aes For example, family and friends are given preference in hiring: ea Sli cele ofthis and even in voting (Licuanan, 1994). Since personal contacts CT's clement that fine dis become diel Cameaemmeemereeons led to the prevalence of graft and corruption in the country. for Filipinos, ued above anything common good is less but extreme family- The family may be a source of strength and everyone centeredness is also his/her flaw. Family is v4 y else, Thus, concern for the rest of the community and for the ee are important. Extreme family-centeredness is manifested in our political a. : : political dynasties lord aver our elected government posts starting from the Derangay level all the way up to the national positions (McCoy, 1994; Licwanan, 1994) The Filipino’ lack of discipline is characterized by our idiomatic expression “ningas €ogon”. Projects start out with full enthusiasm and interest, but no sooner was it started just as soon died down (Licuanan, 1994). Another related * Filipinos are known to be always late ~ we arrive late or we ‘that the enthusiasm and inte characteristic is “Filipino tim start late, Since global trends strictly follow schedules, this trait that disregard the importance of time is adversely affecting Filipino productivity (Tan, 2016), Filipinos haye very high respect for authority, Unfortunately, this also led to general passivity and lacking initiativ eaders and government to solve the nation’s problems but ordinarily Filipinos also do not feel the need For instance, there is strong reliance on | to initiate or contribute to the solution. This trait is also related to our lack of discipline Look at our traffic problem. We expect the government to solve the monstrous traffic jam: yet, traffic rules and regulations are also blatantly ignored every day, Generally, Filipinos love anything foreign. Foreign elements are adapted incorporated into our image. In the process, we are also losing our cultural identity Licuanan noted that this colonial mentality is conne cted to our general feel Pg Pees ‘ al feelings of inferiority, where we think foreigners - especially Westerners, are ain ot (199 . ‘$a erior (19 The kanya-kanya syndrome is telated to the Filipino traits of e: and extreme family-centeredness, Personal and in-group interests drive to fulfill these interests is completely insensitive to the - kanya syndrome dampened our sense of community and co on each other's rights as a result. The expression crab mental and we trample others down to climb up, exemplify the kanya-kanya syn he, where we tend to pull Dr, Licuanan further observed that the joyful and fun-lovin Bil tendency to be superficial and somewhat Mighty. "This ican x il ipino also has the either personal or social, there is a general lack of analysi Mat in times of crisis, manifestation of this lack of self-analysis and self. fits and reflection (1994), A ads, the ‘expression that and xtreme personalism are supreme and the fommon good, The kanya operation -example, our erie culture syndrome. Many of our strong points, in . Despite these weaknesses, however, there is still in the Pipe Gack: ‘What is important is that we know our values as “anation because these help us grow and develop. We need to understand our character as.a Filipino because this is the first step towards creating the future we want as an individual and as a nation. Reker ee Alert! your classmates aha you ‘think: a) What positive Filipino trait can you most relate to and how has the trait help you i become a better person? | b) Think about a personal negative experience. Analyze how this was rooted in | Filipino qualities, and from hindsight, tell your classmates how you would have 1 things differently,What is Moral Character » and mor; First let us take the most basic definition of the terms otal He ior or i. character. Moral is “concerned with the principles of right and Wr 2017). Character is goodness and badness of the human character” ee (M ee Webster defined as “the mental and moral qualities distinct to an individual Bt aie eesion 2017). But in Philosophy, the term character usually denotes toll lack of) virtues of a person (Timpe, 2007), Moral character refers to the “existence 4 ear such as integrity, courage, fortitude, honest, and loyalty”. (Merriam-We Moral Character as Disposition Moral characters are those dispositions or the tendency to act or think in a particular way for whicha person can be held morally responsible, Thus, moral character are rational, informed, stable and reliable dispositions (Internet Enc Philosophy, ©2017), trai Philosophical Views on Moral Character What do the great ancient minds think about moral character? Let us look at the viewpoints of Eastern and Western thinkers, Confucian Traditions The philosophy of moral development is rooted in ancient views. For Confucian traditions moral development was attributed to “four beginnings” of the human personality (Internet Encyclopedia of Philosophy, 2017). These “four beginnings’ were considered as seeds of human Personality that will naturally human activities. Take note though, that contrary to Western understanding of personality as a given human condition; personali meant - “an achieved state of moral excellence” (Amn unfold to become ty in Confucian perception mes, 1997; Klemme, WEB) Thus, in this concept, every person is born with four b ‘of these do not yet capture the concept of self, However, are put together, it may then be perceived in Wes tern und “or “potential self “(Klemme, WEB), reginnings. However, each when the four beginnings erstanding as the “pre-self The four beginnings in Confucian traditions are: 1, The heart of compassion, which leads to Jen, ie 2: ‘The heart of righteousness, which leads to Yi, 3 The heart of propriety, which leads to Li, : The heart of wisdom, which leads to Zhi,Jen means goodwill, sympathy towards others, and generosity, Yi means righteousness and the respect of duty, that is, respect your position as guardian towards nature and humanity. Li deals with outward behavior such as etiquette, customs, and rituals, Zhi means wisdom, and this wisdom isa product of practicing Jen, Yi, and Li in one’ life (Liu, 2002), Aristotle & Virtue Ethics Virtue ethics is an approach that reduces the emphasis on rules, consequence, and particular acts, Instead, virtue ethics focus on the quality of the person, Although action and consequence are significant, virtue ethics does not focus on whether an action is right or wrong; nor on whether the consequences are good or bad, It is more concerned with whether the person is acting as a virtuous person should act in the situation. ue Ethics is largely identified with Aristotle, In ancient Western philosophy, Aristotle's discussion on moral character, particularly virtue, is the most influential view on the topic. Aristotle argued that each person has a built-in desire to be virtuous and that if a person is focused on being a good person the right actions will follow effortlessly and you will do good things. What does it mean to be a good person? Aristotle believed that humans have an essence. He called this essence proper functioning where everything has a function and the thing that performs as intended is called good when it is able to fulfill this function, Thus, a scissor is a good scissor if it can cut. A car is good if it runs and takes you to your destination. A person is also good if he or she fulfills what nature expects ‘of him or her. Hence, a person needs to sleep, be healthy, grow, and develop as nature intended. However, aside from its natural instincts, a person according to Aristotle is also a “rational animal” and a “social animal” Therefore, using reason to live and get along with other people is also the human person's function. A “good” person is one who fulfills all these functions. So what does it mean to be virtuous? Virtue forthe Greeks is equivalent to excellence. A man has yirtue as a flautist, for instance, if he plays the flute well, since playing the flute is the distinctive activity of a flautist. A person of virtue is someone who performs the distinctive activity of being human well, The principle of being virtuous is called the “Doctrine of the Golden Mean”’— that moral behavior is the one that isin the middle ‘of two extreme behaviors (or what he called vices). When he said “ meant the act was either excessive or deficient. For example, in Aristotelian view eating js a human function as demanded by nature, When a person overeats (gluttony), this behavior is excessive; while a person who diets too much (starvation) is deficient. Thus, the virtue when eating is temperance or to cat just the right amount at all times to, keep your body nourished and healthy. Temperance is the golden mean between gluttony and starvation, Aristotle understood virtue as 4 character that can be developed, and that this can be developed by practicing the golden mean (the doctrine of the Mean). in time, good behavior will come naturally. Ethics ’ 69 xtreme behavior”, itthe Mean does not claim that Itis important to note that Aristotle’ Doctrine of et angry-you should only ever you behave in moderately a all times such as when YOu aid be as angry as the situation be ‘moderately’ angry, In Aristotle’ philosophy, You shou , He concluded that virtue demands which can be very angry or only slightly Deh the right people, and that is a choice of behaving the right way, at the right time, . | wisdom (Lacewing, 2015), this choice is determined by rational principle and pee + in Aristotle's writing is ‘The virtuous man is the kind of man (note: the term fe is able to satisfy both equated with person and not just as opposed 10 woman) who i desires are aligned inclinations and rational desires because his or her inc ‘The virtuous man wants to do what is good and does it because I from choosing and doing what is moral. Jinations and he/she derives pleasure A irtue ethics, is Fudaimonia But why do we have to be virtuous? Thereason, according tovirtueetics, is Ft ; “happiness”, “well-being” or the Generally, exdaimonia can be translated as “happiness. ‘well-being’ € " A cl e cl you need to that this is the goal of human life. Aristotle believed that to achieve eudaimonia you neec practice the virtues in your everyday activity all through your life ‘good life” and More of Aristotle's Virtue Ethics is explained in the latter part of the course. ve ry) “® Queen Bee Alert! | Tell your classmates what you think: Here is a moral dilemma. Read the story and then discuss it with your classmates. _ There are questions provided to guide your discussions Joe is a fourteen-year-old boy who wanted to go to camp very much. His father promised him he could go if he saved up the money for it himself, So Joe worked hard ; at his paper route and saved up the forty dollars it cost to go to. camp, and a little more besides. However, just before camp was going to start, his father changed his mind, Some of his friends decided to.go on a special fishing trip, and Joe's father was short of ¢ he money it would cost. Therefore, he told Joe to give him the money he paper route, Joe did not want to give up going ta camp, give his father the money. y he had saved from © so he thinks of refusing to i i i 1, Should Joe refuse to give his father the Money? Why or why not? i i e father have the right to tell Joe to give hi the money? Why or wi y i ive him th 2 Wh) iDoes giving the money have anything to do with being a good son? Why ar why | not? ' 's the fact that Joe earned the money himself important in this situation? Justify your answer, 5. The father promised Joe he could go to camp if he earned the money. Is the fact | that the father promised the most important thing in the situation? Why or why» not? | 6. In general, why should a promise kept? i 7. |sitimportant to keep a promise to someone you do not know well and probably | ; will not see again? Justify your answer. 8. What do you think is the most important thing a father should be concerned | about in his relationship to his son? 9. In general, what should be the authority of a father over his son? 10. What do you thinkis the most important thing a son should be concerned about in his relationship to his father? In thinking back over the dilemma, what would you say is the most responsible thing for Joe to do in this situation? Why? LESSON 6; STAGES OF MORAL DEVELOPMENT Pre-discussion: Watch a video presentation on Heinz’s dilemma. Erigage with the class on what you would do if you were Heinz. Explain your choice of action J It’s time to learn! What to expect: i i How did we develop a sense of what is right or wrong? In this discussion, you | shoulid be able to identify the different stages of Moral Development as stipulated by i philosopher and psychologist Lawrence Kohiberg. Lawrence Kohlberg’s Stages of Moral Development adapted from General Psychology with Drug Education book by Virgie S. Otig, M.A. and Winston B. Gallinero, M.A. Ethics 7d_ moral tal sychologist ant Lawrence Kohlberg was a 20" century (lar Sala for Moral Education, Philosopher. When he was the director of Harvard's icularly on hoy Kohlberg’s research focused on the moral development eevee Po sorits an they develop a sense of what is right or wrong, as well as Be Meieralopiient. children move through what he believed as definite stages of mor: Kohlberg’s Theory ‘i if controversial Lawrence Kohlberg studied morality using a very interesting (i ) technique. In his research, Kohlberg would ask children and a a dilemmas in short stories and asked the participants to think out loud so he follow their reasoning, ‘The reason for this was that Kohlberg was not interested with the specific answers to the dilemmas - he wanted to know how the her answer, dults to try solve moral could person got to his or His theory holds that moral reasoning, which is the basis for ethical behavior, has identifiable developmental stages and each become more adequate at responding to s from one stage to the next. Kohlberg asserted moral dilemmas as the person progre that the process of moral development was principally concerned with justice, and that the process goes on throughout the individual's lifetime. After looking at hundreds of interviews using several stories, Kohlberg outlined three broad levels and six specific stages of moral development. Level I: Pre-conventional morality Judgment at this level is solely focused on the self, This line of moral reasoning iscommon among children although some adults would also exhibit such behavior The child, having no concept about society's conventions on what is r ight or wrong, would base its judgment mainly on the external consequences of its actions. Stage 1; Punishment-Obedience Orientation This is also called the ‘pre-moral’ stage where decisions and determined by immediate physical consequence and not the ‘The overall goal at this stage is to avoid punishment, For ex: to study my lessons because mom will get mad actions are true moral value. ample, “Iam going at me if I do not pass this test” Stage 2: Reward Orientation As children grow older, they begin to see that there is negotiation because other people have their own i that must be satisfied too. Children learn to beh. principle “What's in it for me?” For example, get good grades mom and dad will buy mea to do my homework” ~— aig actually room for Boals to meet and wants ave in a manner based on the an older child might reason: “If New smart phone, So, I'm going__ Level II: Conventional Morality — This level of moral reasoning is typical of adolescents ra adults, Conventional ‘morality is to reason in a conventional (something that is generally accepted) manner. It is accepting the rules and standards of one’s group. This means decisions and the morality of his/her actions are based on society's views and expectations. The focus on this level is the “significant others” or what is also called “Tyranny of the They” (They say this.... They say that.,, They say I should,...) Stage 3: Good Boy/Good Girl Orientation. At this stage, the child tries to seek approval from other people by living up to their expectations. He / She also now understands the concept of loyalty, trust, and gratitude as well as become interested in motives and intentions behind a particular decision or action. For example, children understand and live by the Golden Rule. Stage 4: Authority Orientation By this time, individuals have reached adulthood and they usually consider society as a whole when making judgments, The focus at this stage is following the rules, maintaining law and order, doing one’s duty, and respecting authority. For example, when someone violates the law, it is morally wrong; culpability is therefore a significant factor in this stage because it separates what is bad from what is good. Level IL: Post conventional This is also known as the ‘principled level! It is marked by a growing realization that people are unique and are an independent part of the society. Therefore, the individual's own perspective is more significant over what the rest of the society thinks and that this would sometimes lead to disobeying the law to follow personal principles. At this level, a person does not see rules and laws as absolute or beyond question, but a changeable mechanism. Kohlberg asserted that post conventional individuals view rules and laws to be important in maintaining peace and order but it only serves as a guide that needs to be weighed against personal principles and beliefs to uphold one’s human rights. _ Stage 5: Social contract orientation ‘This stage means the individual is aware that much of what is considered to be moral or good is me based on iia beliefs as well as on the socialrid holds different opinions, should be mutually respected. Laws arg ct with one’s fellow nuran beings in ons are made for “the greater le for this level is the ‘wo The person at this level understands that the rights, and values; thus different views also regarded as a matter a social contra ! order to promote universal values and that decisi good for the most number of people” ‘The best examp: Democratic form of government. Stage 6: Ethical - Principle Orientation i person mak At this point, social contract takes clear back seat and the person makes a personal commitment to uphold universal respect. At this stage, an indiv idual already has will follow universal, ethical principles regardless o} say. Judgment here is based on abstract reasoning suc oneself in other people's shoes (Gara, Detlef, 2009; Munsey, B., 1980; Otig & Gallinero, 2015) | principles of equal rights and ind a principled conscience; f what the laws or the rules has being able to put ve ) ® Queen Bee Alert! Tell your classmates what you think: Where are you now in your moral development based on Kohiberg’s Stages of Moral Development? Cite some situations to illustrate your answer, 74cle the letter that corresponds with Ww ‘A. Multiple Choice, Encircle the letter that corresponds to your answer. 1, Which of these statements show the power of culture according to Karl Marx? a, Culture has the power over individuals to create beliefs. b, Culture feeds our need to be accepted, ¢, Culture increases our chances to survive. d. Culture serves to justify inequality. 2. Anything that a group of people find meaningful a, symbol c. beliefs b. language d, values 3, A complex symbol system that enabled human beings to communicate a. symbol «beliefs b. language d. values 4, Which of these statements is wrong about culture? _a. Culture rewards favorable behavior and quell undesirable conduct. b. Cultural influence is more potent in children. = ¢. Culture cannot corrupt the mind,vism? 6. Which i the best definition of cultural relat impose its views and a, A guideline explaining that one s0cietY cannot IP) standards on another oms and values i ished cust b. The highest ranking for a groups most cher ation on its values C0 the next generatlo} ¢. Acultural group’s desire to pass ii " ing “culture” d, An anthropologist’ fanciest way of sayinB © , ; Jativism? Which of the following is false regarding cultural re you must convert to its religious beliefs to a, When studying another culture, understand its customs, F iety be perfectly b. Something that might be taboo in your own society might be perfectly acceptable in another society. ¢, You should not force your own culture's rituals onto another group. d, People tend to be more tolerant of another culture’s customs when they learn the meaning behind them Which one is NOT an advantage of cultural relativism? a, Cultural relativism promotes respect in the beliefs and practices of other people. b, Cultural relativism discourages you to criticize the beliefs and practices of other people even if these are harmful to them and/or to others ¢, Cultural relativism warns you not to belittle the beliefs and traditions of other culture, d. Cultural relativism trains your mind to be open and seek the truth Which of these situations is an example of cultural relativism? a, Andy isa Muslim boy who fell in love with Ana, a Christian gir! a Christian gir b, Malay folkstoriestalksabout a penanggal, afl stomach sac dangling below. It sucks the bl : oa lood of inf Pilipino fc e tells of a manananggal, a woman with bat like eo folklore upper body from her lower torso and hunts human eae ee NS blood. ns to suck his or her ying head with its disembodied c. In the Philippines, Christian and Must | observed by Filipinos, in holy days are respected and d, Ben wasa Christian before but he cony a Chinese woman. @rted to Buddhism when he married10. Which of these statements below describes the danger of cultural relativism? 4, Social reforms are questionable, Therefore, social progress is not possible. b. “Mafana habit” is a known Filipino trait. Therefore, there is no need to discipline Filipinos to be conscious of time, c Neither A nor B, d. Both A and B, B. Word Search. Find and encircle the word described by the clues below. M Vrx-A-V>HAHYVEMYAYOE OZOVZe yZ 4e4OmUMNEFZZzZO04090FN r< It is a factor in the optimism, resilience, and fatalistic attitude of Filipinos. A negative Filipino attitude of pulling others down to get ahead in life ‘This trait is not iceable in our willingness to take risks like working abroad. erase A Filipino character that can make use of whatever isat hand to make something beautiful and useful. 9. The proverb “matutong mamaluktot habang maliit ang kumot” depicts this Filipino instinct 10. A character that Filipinos lack. This is characterized by Filipino time.= , }) Thetwo postive lessons we can learn from oe al 5. ‘ } Reasons why cultural relativism is not plausible. } Give one strength and one weakness of the Filipino character. 10. D. Evaluate each of the situations below. Write the letter that corresponds to your answer on the space provided. Options tean be answered more than once, A. Pre-conventional B, Conyentional C. Post conventional 1. “If I listen to my. parents, they'll probably give me money for being good.” 2, “Tama conscious objector because killing is always wrong regardless of what your country says” 3. “I won't cheat during exams because I’m afraid I will be caught and my teacher will flunk me?” : ___ 4. “Do unto others as you would have them do unto you.” 7 sae ea yee! 1D the moment Tenter the school’s premises” icholarship because my parents promised they et high grades” wing @ boyftiend/girlfriend at this