NAME:ARTURO R.

MORTEL,III BSED-MATH

WEEK 1:CULTURE IN MORAL BEHAVIOR

SUMMARY

- Culture describes a collective way of life, or way of doing things. It is the sum of
attitudes, values, goals, and practices shared by individuals in a group, organization, or
society. Cultures vary over time periods, between countries and geographic regions,
and among groups and organizations. Culture reflects the moral and ethical beliefs and
standards that speak to how people should behave and interact with others.

Cultural norms are the shared, sanctioned, and integrated systems of beliefs and
practices that are passed down through generations and characterize a cultural group.
Norms cultivate reliable guidelines for daily living and contribute to the health and well-
being of a culture. They act as prescriptions for correct and moral behavior, lend
meaning and coherence to life, and provide a means of achieving a sense of integrity,
safety, and belonging. These normative beliefs, together with related cultural values and
rituals, impose a sense of order and control on aspects of life that might otherwise
appear chaotic or unpredictable.

APPLICATION OF THE CONCEPTS AND VALUES:

STUDENT- A good student is one that is prepared, active, safe, interacting, and
helping. In the first few days of school the expectations are generally made quite clear
either verbally, in a syllabus, or written in an agreement. In general, the expectations
are: Listen to your teacher and follow instructions.

FAMILY- The family develops the posture of a child towards people and society.. No
outside influence is more significant than that of the family in the format of children's
morals. Families inculcate morals in children through correction, prop, and both direct
and circular training, which help them to develop beliefs.

MEMBER OF COMMUNITY- The moral community is characterized by social

integration ( broad and intimate attachments) and by moral integration (a a set of
participated beliefs about morality and actions). In contemporary application, any small
group with these calibers, akin as a religious bloc or military unit, may be baptized a
moral community.
 WEEK 2;DEVELOPING VIRTUES AS A HABIT

SUMMARY

- Values are habits. That is, once they're acquired, they wax characteristic of a person.
For specimen, a person who has developed the virtue of unselfishness is hourly related
to as a generous person because he or she tends to be generous in all circumstances.
Either, a person who has developed values will be naturally disposed to act in ways that
are nonconflicting with moral principles. The upright person is the ethical person.

At the heart of the virtue approach to ethics is the idea of " community ". A person's
character traits aren't developed in solitude, but within and by the communities to which
he or she belongs, including family, church, academe, and other private and public
associations. As people grow and develop, their personalities are deeply affected by the
values that their communities prize, by the personality traits that their communities
encourage, and by the job models that their communities put forth for dummy through
traditional stories, fabrication, filmdom, box, and so on. The virtue approach urges us to
pay attention to the figures of our communities and the habits of character they
encourage and implant.

APPLICATION OF THE CONCEPTS AND VALUES:

STUDENT-Virtues are developed through learning and through practice. As the

ancient philosopher Aristotle suggested, a person can improve his or her character by
practicing self-discipline, while a good character can be corrupted by repeated self-
indulgence.

FAMILY- Parents who intentionally demonstrate firm habits of thinking about and
choosing to live morally good lives develop virtues within their family. Being of service
to our family and doing thoughtful things that make a difference in the lives of others, as
well as our own. This virtue begins with observation and awareness. Through the virtue
of helpfulness, we give of ourselves and grow in love. It does not mean taking over and
doing everything ourselves. For example, as a parent, it means giving assistance while
other times it means showing our kids how to do something and letting them do it on
their own.

MEMBER OF COMMUNITY- The virtues of compassion, courage, honesty, humility,

justice, and practical reasoning are defined and applied to ethical practice in the
development, implementation, and dissemination of CBPR. Best practices for CBPR
that consider the well-being of communities are identified.

WEEK 3:FEELINGS AND MORAL DECISION MAKING

SUMMARY

- Sentiments – that's to say sensibilities and premonitions – play a major task in ultimate
of the ethical resolutions people make. Ultimate people don't realize how much their
sentiments direct their moral choices. But experts suppose it's unrealizable to make any
important moral judgments without sentiments.

Inner- directed negative sentiments like guilt, embarrassment, and shame hourly
motivate people to act cleanly.
Outward- directed negative sentiments, on the other hand, aim to discipline or
discipline. For sample, people hourly direct wrath, repulsion, or misprision at those who
have acted illegally. This discourages others from deporting the same way.
Positive sentiments like thanks and admiration, which people may feel when they see
another acting with compassion or kindness, can prompt people to help others.

APPLICATION OF THE CONCEPTS AND VALUES:

STUDENT- Savvy involved in ethical decision- timber and responsibility include

Demonstrating curiosity and open-mindedness. Learning how to make a reasoned
judgment after dissecting information, data, and information. Making ethical verdicts
rested upon united respect and suitable culturally- relative social standards.

FAMILY- In family life, we don’t have time to deal with complicated decision-making
models. Yet we face extremely complex decisions regularly and our family’s trust is
predicated upon whether or not we can make those decisions ethically and responsibly.
Roger Weissberg, Chief Knowledge Officer of CASEL developed a simple social
problem-solving process for schools to use in training children in responsible decision-
making. The traffic light model is simple enough that we can use it as a guide in our
family life to model adult choices and guide our children in their choices. Dr. Weissberg
writes about the model that it promotes “consequential thinking.” 2 Children and adults
begin to think through the consequences of their actions prior to choosing how to act.
And that kind of thinking promotes responsible decision-making.

MEMBER OF COMMUNITY-

 every community has strengths, every community has problems and

concerns
 the people within each community have the ability to solve their own
problems and achieve their own goals
 nothing happens in a vacuum - decision making must suit the area where
the challenge exists
 the community must involve and have participation by all those affected at
each stage of the process
 communities need to identify their own needs, set priorities, plan for the
future and take responsibility for their own future.
 WEEK 4: REASON AND IMPARTIALITY AS A MINIMUM REQUIREMENT FOR MORALITY

SUMMARY

- Moral deliberation is a matter of weighing reasons and being guided by them. Truth in
Ethics entails being justified by good reasons. commends, regardless of our feelings,
attitudes, opinions, and desires. view are equally important. Any individual will implicitly
justify their decisions, believing that they are good decisions in some sense.

But for this belief to be convincing to other people, a person needs to explain the
evidence and logic for their decisions. Some do this with reference to some set of rules
(like the Ten Commandments), others do this by appealing to a theory like what is best
for everyone, the greatest good for the greatest number. Others believe that if everyone
does what is best for themselves, but avoids directly harming others, this is justification
enough.

This reasoning will not convince other people of the goodness of your actions unless it
is impartial. That is, it needs to be true for others as well as you. It needs to be a
justification that other people would respect as a proper framing for actions or decisions.
That is, other people must be able to accept your justification as true, in some sense, for
them to consider your actions to be moral.

APPLICATION OF THE CONCEPTS AND VALUES:

STUDENT- Students expect an instructor to treat everyone in the class equally. Few
professors intentionally favor certain students over others, but it is probably impossible
not to like some students more than others. Differences in liking may foster differences
in interactions, such as allowing certain students to dominate discussions. Even subtle
differences in how students are treated may lead to perceptions of partiality where none
exist. To avoid giving the impression of partiality, carefully monitor your behavior and
interactions with all students.

FAMILY- while having food and clothing is clearly a good, it seems that I have a special
obligation to my own children over the children of strangers to make sure that they have
food and clothing. So we have two moral claims: Impartiality: When it comes to morality,
we should be impartial.

MEMBER OF THE COMMUNITY- An impartial government will treat each citizen with
respect. It will not favor some over others because of their wealth, power, status, race,
sex, or ethnic status. In policy making, it will give consideration to the legitimate
interests of all the citizens affected.

WEEK 5: MORAL COURAGE

SUMMARY

- Moral courage involves the willingness to speak out and do that which is right in the
face of forces that would lead a person to act in some other way. Moral courage helps
us address ethical issues and take action when doing the right thing is not easy. Moral
courage involves the willingness to speak out and do what is right in the face of forces
that would lead us to act in some other way. Moral courage is the commitment to
standing up for and acting upon one's ethical beliefs. Morally courageous individuals act
upon their ethical values to help others during difficult ethical dilemmas, despite the
adversity they may face in doing so.

Moral courage is defined as brave behavior, accompanied by anger and indignation,

intending to enforce societal and ethical norms without considering one's own social
costs. Social costs distinguish moral courage from other prosocial behaviors like helping
behavior. Examples of moral courage in the workplace include telling a supervisor about
how your co-workers frequently doctor their timesheets, disclosing illegal accounting
practices to an external auditor or releasing incriminating confidential documents to the
media.

APPLICATION OF THE CONCEPTS AND VALUES:

STUDENT- Other examples, he says, are forgetting to finish homework or chores or

turning in a thing you found that doesn't belong to you. “Even the most basic act of
moral courage, such as picking up trash rather than stepping over it or leaving it for
someone else to deal with, demonstrates moral courage.”

FAMILY- A morally brave peer is one who sees the emotional state of another child,
empathizes with them, and has the courage to act or interfere. Morally courageous
children defy peer pressure, stand up for the underdog, and defend the weak. However,
cultivating this courage might be difficult.

MEMBER OF COMMUNITY- Differentiate between right and wrong, good and bad, and
act on the belief that morality is the foundation of an ethical community/society. When a
transgression occurs in our daily life, moral courage involves standing up and being
counted. It entails assisting persons of good will. Maintaining our commitment to
patients necessitates a great deal of moral bravery. When doing the right thing is
difficult, moral bravery helps us address ethical dilemmas and take action. Moral
bravery is the willingness to stand up and do the right thing in the face of forces that
would urge us to do otherwise.