Profed5
● No formal preparation for teachers, too
Chapter 1: The Teaching Profession
Lesson 1: Teaching as a Profession
Professional
● Implies who possess skill and competence /
expertise
Two Elements of Profession:
● Competence
● Code of Ethics
Other Elements of a profession are:
1. Initial Professional Education
● Begin their professional lives by completing
a university program in their chosen field.
2. Accreditation
● University programs are approved by a
regulatory body like the Commission on
Higher Education (Ched)
3. Licensing
● Is mandatory, not voluntary and is
administered by a government authority.
● In the Philippines, this government authority
is the Professional Regulation
Commission (PRC)
4. Professional Development
● An ongoing professional education that
maintains or improves professional
knowledge and skills after they begin
professional practice.
● Continuing Professional Development
mandated by R.A 10912, known as the
CPD Act of 2016
5. Professional Societies
● Professionals see themselves as part of a
community of like-minded individuals who
put their professional standards above.
6. Code of Ethics
● To ensure that its practitioners behave
responsibly
● Code states what professionals should do
B. The Historical Development of Teaching as a
Profession in the Philippines
Presidential Decree 1006
● The first document that professionalized
teaching.
● Issued by the President Ferdinand E.
Marcos
● 1976 with PD 1006 Known as the Decree
Professionalizing Teaching
1994, R.A 7836
● Known as the ‘’Philippine Teachers
Professionalization Act of 1994, was
passed to ‘’promote quality education by
proper supervision and regulation of the
licensure examination and
professionalization of the practice of the
teaching profession.’’ (Section 2)
Pre-Hispanic period
● There was no established formal schooling
● Mothers and Tribal Leaders served as
teachers at home and in the community.
Spanish Period
● The Virtue of Educational Decree of 1863
free public school system was established.
● There was one school for boys and another
school for girls in every municipality.
● Spanish missionaries served as teachers
● The same decree provided for a normal
school run by the Jesuits to educate male
teachers in Manila
● Spanish who started training teachers in
normal schools.
Paz Ramos
● Dean of Education of the University of
the Philippines, Diliman, claims:
● ‘’The foundation of teacher education in the
Philippines were laid by the Spanish
government during the mid-eighteenth
century. It is said to have begun on August
4, 1765, when King Charles of Spain
issued a Royal Decree requiring each
village to have a ‘’maestro.’’ On November
28, 1772, another Royal Decree specified
the qualifications of teachers. However, it
was not until 1863 that there was a specific
attempt to systematize and update the
education of Filipino teachers.
Spanish rule, schools during the Spanish
era were closed for a time by Aguinaldo’s
government.
American Regime
American soldiers
● served as the first teachers.
● In 1901, the Philippine Commission
enacted into law Act 74 which created the
Department of Public Instruction, laid the
foundations of the public school system and
offered free primary education for Filipinos.
● 600 teachers from USA, they were called
Thomasites
● Universities financed by the Phil.
Government, they were called as
‘’pensionados’’
Act 74 of 1901
● Provided for the establishment of
Philippine Normal School or (PNS) in
Manila
● PNS is formally opened in September 1901
PNS offered:
● Two-year general secondary education
program
In 1928, it became:
● Junior college, offered a two year
program to graduates of secondary
schools.
In 1949, the Philippine Normal School renamed
the PNS to:
● PNS to PNC or Philippine Normal College
Philippine Normal College offered:
● Four year Bachelor of Science in
Elementary Education
Lesson 2: Teaching as a Vocation and Mission
Teaching as a vocation
Vocation
● Comes from the Latin word ‘’vocare’’ which
means a ‘’call’’
● If there is a call, there must be a caller and
someone who is called.
● There must also be a response
For Christians,
● The caller is God
● Abraham was first called by God, to
become the father of a great nation, the
nation of God’s chosen people.
● Moses was called while in Egypt in order to
free them from slavery
● Mary who was also called by the God to
become the mother of the savior, Jesus
Christ
Jesus Christ
● The greatest teacher
For Muslims is
● The caller is Allah
● Muhammad the last prophet called by
Allah, to spread the teachings of Allah.
Teaching as a Mission
● The word missions comes from the Latin
word ‘’mission’’ which means ‘’to send’’
● Webster New Collegiate Dictionary defines
mission as ‘’task assigned’’ You are sent
to accomplish an assigned task.
● ‘’Once a teacher, forever student.’’
Basic r’s
● Reading, ‘riting, ‘rithmetic, right conduct
Alfred North Whitehead
● Is it to help the child to become ‘’the man of
culture and of expertise?’’
Bertrand Russell
● To provide opportunities for the child’s
growth and to remove hampering
influences’’ ‘’put it?’’
Dr. Josette T. Biyo
● The first Asian teacher to win the Intel
Excellence in Teaching Award.
The Pwede na Mentality: Enemy of Excellent
Mission Preparation and Accomplishment
● The striving for excellent accomplishment
sometimes brings us to our ‘’pwede na’’
mentality, which is inimical to excellence.
● Expressed in other ways like ‘’talagang
ganyan ‘yan’’ ‘’wala na tayong
magagawa’’ ‘’di na mahalata’’ ‘’ di ko na
yan sagot’’ ‘’dagdag trabaho/gastos lang
yan’’ – all indicators of defeatism and
resignation to mediocrity.
Chapter 2: The Demands of Society from
the Teacher as a Professional and as a
Person
Lesson 1: The Demands of Society from
the Teacher as as Professional
Dallas Public Schools Accountability System:
● Learning gains realized by students during a
year in the classroom of an effective
teacher.
● Conversely, depressed achievement results
resisted improvement
● Learning gains realized by students during a
year in the classroom of an effective teacher
● The negative effects of a poor-performing
teacher on student achievement
● The good news is that if students have a
high-performing teacher one year, they will
enjoy the advantage of that good teaching
in future years.
● If students have a low-performing teacher,
they simply will not outgrow the negative
effects of lost of learning.
● ‘’Having a better teacher not only has a
substantial impact on students’ test scores
at the end of the school year but also
increases their chances of attending college
and their as adults’’ (Hammond, D., 2000)
● LET - Licensure Examination for
Teachers
● The teacher is a ‘’license professional who
possesses dignity and reputation with
high moral values as well as technical
and professional competence.. he/she
adheres to, observes and practices as set
of ethical and moral principles, standards
and values’’
The Demands from the Teacher as a
Professional
● The code of ethics for Professional
Teachers spells out the demands of the
state, community, higher authorities and
officials and parents from teachers.
● PPST - Philippine Professional
Standards for Teachers
The four models of Effective Teaching:
A. Robert Marzano’s Causal Teacher
Evaluation model of four domains:
1. Classroom strategies and behaviors
● Involve routine events such as
communicating learning goals and feedback
● Involve addressing content by helping
students
2. Planning and Preparing
● Planning and preparing for lessons
 ● For use of technology
3. Reflection on Teaching
● Evaluating personal performance such as
identifying areas of pedagogical strengths
and weaknesses
4. Collegiality and Professionalism
● Promoting positive interactions with
colleagues, students and parents.
B. Charlotte Danielson Framework for Teaching
1. Planning and Preparation
2. The classroom Environment
3. Instruction
4. Professional Responsibilities
C. James Stronge
● TEPES - Teacher Effectiveness
Performance Evaluation System
James Stronge Seven performance Standards:
1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment of/for Learning
5. The Learning Environment
6. Professionalism - maintains a commitment
to professional ethics, communicates
effectively and takes responsibly.
7. Student Progress - the work of the teacher
results in acceptable, measurable and
appropriate student academic progress.
The McREL model (Mid-Continent Research for
Education and Learning):
1. Teachers demonstrate leadership
2. Teachers establish a respectful
environment for a diverse population of
students
3. Teachers know the content they teach
4. Teachers facilitate learning for their
students
5. Teachers reflect on their practices
This means that if he/she has to teach
effectively, she/he has to:
1. Prepare and plan very well for instruction
2. Execute or deliver that instruction plan very
well because he/she has professional
knowledge (mastery of subject matter;
3. Create a conducive or favorable learning
environment for diverse groups of learners
4. Assess and report learners progress
5. Demonstrate professionalism as he/she
deals with superiors, colleagues, students
and parents.
NCBTS- National Competency-Based Teacher
Standards
● Give the teacher (7) competencies in (7)
seven domains, (37) domains, (37)
strands and (148) performance
indicators for four (4) career stages.
According to the PPST, quality teachers
in the Philippines need to possess the
following characteristics:
● Recognize the mastery of content
knowledge and its interconnectedness
within and across curriculum.
● Provide learning environments that are
safe, secure, fair and supportive
● Establish learning environments that are
responsive to learner diversity
● Interact with the national curriculum
requirements
● Apply a variety of assessment tools and
strategies in monitoring, evaluating,
documenting and reporting learners
needs, progress and achievement.
● Establish school-community
partnerships aimed at enriching the
learning environment, as well as the
community engagement in the educative
process
● Value personal growth and professional
development and exhibit high personal
regard for the profession by maintaining
qualities that uphold the dignity of
teaching such as caring, attitude,
respect and integrity.
Professionalism: The Hallmark of a
Professional
Professionalism is both a professional and a
personal trait
The code of ethics for Public School adopted
in:
● Section 7 R.A 4670 explains professional
conduct:
‘’It behooves every teacher to assume and
maintain a professional attitude to his work and
in dealing with his associates in the profession.
It should be his self-imposed duty to constantly
improve himself professionally.’’
‘’Criticism, when necessary, should clearly
reflect friendly motivation and sincere desire to
uphold the standard and dignity of the
profession.’’
‘’ In dealing with his pupils or students, the
teacher should ever strive to be professionally
correct, friendly, and sympathetic.’’
Lesson 2: The Demands of Society from the
Teacher as a Person:
Twelve (12) characteristics of an effective
teacher (Walker, Robert, J.)
1. Prepared
2. Positive
3. Hold High Expectations
4. Creative
5. Fair
6. Display a personal touch
7. Cultivate a sense of belonging
8. Compassionate
9. Have a sense of humor
 10. Respect student
11. Forgiving
12. Admit mistakes
Professionalism - is something demanded of
teachers both as professionals and as persons.
Article Xl.
Section 1. A teacher shall live with dignity at all
times
Section 2. A teacher shall place premium upon
self-respect and self-discipline as the principle of
personal behavior in all relationships with others
and in all situations.
Section 3. A teacher maintains at all times a
dignified personality which could serve as model
worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the
almighty God or being as a guide of his own destiny
and of the destinies of men and nations
Chapter 3: The Code of Ethics for Professional
Teachers
Preamble
● Teachers are duly licensed professional
teachers who possess dignity and
reputation with high moral values as well
as technical and professional
competence. In the practice of their noble
profession, they strictly adhere to,
observe, and practice this set of ethical
and moral principles, standard, and
values
Article 1. Scope and Limitations
Section 1. The Philippine Constitution provides
that all educational institutions shall offer quality
education for all Filipino citizens, a vision that
requires professionally competent teachers
committed to is full realization. The provisions of
this Code shall apply, therefore, to all teachers in
all schools in the Philippines.
Section 2. This Code covers all public and
private school teachers in all educational
institutions at the preschool, primary, elementary,
and secondary levels whether academic,
vocational, special, technical, or non-formal. The
term ‘’teacher’’ shall include industrial art or
vocation teachers and other persons performing
supervisory and/or administrative functions in
all schools at the aforesaid levels. Whether on
full-time or part-time basis.
Lesson 2: The Code of Ethics for Professional
Teachers: Relationship with the Secondary and
Tertiary Stakeholders.
Article 2. The Teacher and the State
Section 1. The schools are the nurseries of the
citizens of the state. Each teacher is a trustee of
the cultural and educational heritage of the
nation and is under obligation to transmit to
learners such heritage as well as to elevate
national morality, promote national pride,
cultivate love of country, instill allegiance to the
Constitution and respect for all duly constituted
authorities, and promote obedience to the laws
of the state.
Section 2. Every teacher or school official shall
actively help carry out the declared policies of the
state, and shall take on oath to this effect.
Section 3. In the interest of the State of the Filipino
people as much as of his own, every teacher shall
be physically, mentally and morally fit.
Section 4. Every teacher shall possess and
actualize full commitment and devotion to duty.
Section 5. A teacher shall not engage in the
promotion of any political, religious, or other
partisan interest, and shall not, directly, or
indirectly, solicit, require, collect, or receive any
money, service, other valuable material from
any person or entity for such purposes.
Section 6. Every teacher shall vote and shall
exercise all other constitutional rights and
responsibilities.
Section 7. A teacher shall not use his position or
official authority of influence to coerce any
other person to follow any political course of
action.
Section 8. Every teacher shall enjoy academic
freedom and shall have the privilege of sharing
the product of his researchers and investigations,
provided that, if the results are inimical to the
declared policies of the State, they shall be
drawn to the proper authorities for appropriate
remedial action.
Cambridge Dictionary
● Defines a ‘’nursery/nurseries’’ as a place
where the babies and young children are
cared for.
Schools
● Are the nurseries of the citizen of the State
Pursuant to Section 22 (Medical Examination
and Treatment) R.A 4670
● Known as the Magna Carta to Public
School teachers
● Should undergo annual physical
examination free of charge not less than
once a year.
Article 3: The Teacher and The Community
Section 1. A teacher is a facilitator of learning
and of the development of the youth; he shall,
therefore, render the best service by providing an
environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership
and initiative to actively participate in community
movements for moral, social, educational,
economic and civic betterment.
Section 3. Every teacher shall merit reasonable
social recognition for which purpose he shall
behave with honor and dignity at all times and
refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less
illicit relations.
Section 4. Every teacher shall live for and with the
community and shall, therefore, study and
understand local customs and traditions in
order to have sympathetic attitude, therefore,
refrain from disparaging the community.
Section 5. Every teacher shall help the school
keep the people in the community informed about
the school’s work and accomplishments as well
as its needs and problems.
Section 6. Every teacher is an intellectual leader
in the community, especially in the barangay, and
shall welcome the opportunity to provide such
leadership when needed, to extend counseling
services, as appropriate, and to actively be involved
in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain
harmonious and pleasant personal and official
relations with other professionals, with government
officials, and with the people, individually or
collectively.
Section 8. A teacher possesses freedom to
attend church and worships as appropriate, but
shall not use his positions and influence to
proselyte others.
Article IX. The Teacher and Parents
Section 1. A teacher shall establish and maintain
cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through
proper authorities, of the progress and
deficiencies of learners under him, exercising
utmost candor and tact in pointing out the
learner's deficiencies and in seeking parent’s
cooperation for the proper guidance and
improvement of the learners.
Section 3. A teacher shall hear parent’s
complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to
determine the academic marks and the promotions
of learners in the subject or grades he handles,
provided that such determination shall be in
accordance with generally accepted procedures of
evaluation and measurement. In case of any
complaint, teachers concerned shall immediately
take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the
interest and welfare of learners are of first and
foremost concern, and shall deal justifiably and
impartially with each of them.
Section 3. Under no circumstance shall a teacher
be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favours or
gifts from learners, their parents or others in their
behalf in exchange for requested concessions,
especially if undeserved.
Section 5. A teacher shall not accept, directly or
indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6. A teacher shall base the evaluation of
the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction
and subsequent love develop between teacher and
learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal
punishment on offending learners nor make
deductions from their scholastic ratings as a
punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions
contribute to the maximum development of learners
are adequate, and shall extend needed assistance
in preventing or solving learner’s
problems and difficulties.
Article V: The Teacher and the Teaching
Community
Section 1. Teachers shall, at all times, be imbued
with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice
for the common good; and full cooperation with
colleagues. When the best interest of the learners,
the school, or the profession is at stake in any
controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim credit
or work not of his own, and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher
shall organize for whoever assumes the position
such records and other data as are necessary to
carry on the work.
Section 4. A teacher shall hold inviolate all
confidential information concerning associates and
the school, and shall not divulge to anyone
documents which have not been officially released,
or remove records from files without permission.
Section 5. It shall be the responsibility of every
teacher to seek correctives for what may appear to
be an unprofessional and unethical conduct of any
associate. However, this may be done only if there
is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper
authorities any justifiable criticism against an
associate, preferably in writing, without violating the
right of the individual concerned.
Section 7. A teacher may apply for a vacant
position for which he is qualified; provided that he
respects the system of selection on the basis of
merit and competence; provided, further, that all
qualified candidates are given the opportunity to be
considered.
Article VI: The Teacher and Higher Authorities
in the Philippines
Section 1. Every teacher shall make it his duty to
make an honest effort to understand and support
the legitimate policies of the school and the
administration regardless of personal feeling or
private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false
accusations or charges against superiors,
especially under anonymity. However, if there are
valid charges, he should present such under oath
to competent authority.
Section 3. A teacher shall transact all official
business through channels except when special
conditions warrant a different procedure, such as
when special conditions are advocated but are
opposed by immediate superiors, in which case,
the teacher shall appeal directly to the appropriate
higher authority.
Section 4. Every teacher, individually or as part of
a group, has a right to seek redress against
injustice to the administration and to the extent
possible, shall raise grievances within acceptable
democratic prossesses. In doing so, they shall
avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the
principle that appointments, promotions, and
transfer of teachers are made only on the basis of
merit and needed in the interest of the service.
Section 6. A teacher who accepts a position
assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment
terms and conditions.
Article IV: The Teacher and the Profession
Section 1. Every teacher shall actively insure that
teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching
as a noble calling.
Section 2. Every teacher shall uphold the highest
possible standards of quality education, shall make
the best preparations for the career of teaching,
and shall be at his best at all times and in the
practice of his profession.
Section 3. Every teacher shall participate in the
Continuing Professional Education (CPE) program
of the Professional Regulation Commission, and
shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession,
and strengthen his competence, virtues, and
productivity in order to be nationally and
internationally competitive.
Section 4. Every teacher shall help, if duly
authorized, to seek support from the school, but
shall not make improper misrepresentations
through personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching
profession in a manner that makes it dignified
means for earning a decent living.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being
endowed with life for which it is the highest
obligation to live with dignity at all times whether in
school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon
self-discipline as the primary principle of personal
behavior in all relationships with others and in all
situations.
Section 3. A teacher shall maintain at all times a
dignified personality which could serve as a model
worthy of emulation by learners, peers and all
others.
Section 4. A teacher shall always recognize the
Almighty God as guide of his own destiny and of
the destinies of men and nations.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage,
directly or indirectly, in legitimate income
generation; provided that it does not relate to or
adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good
reputation with respect to the financial matters such
as in the settlement of his debts and loans in
arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or
indirectly, as agent of, or be financially interested in,
any commercial venture which furnish textbooks
and other school commodities in the purchase and
disposal of which he can exercise official influence,
except only when his assignment is inherently,
related to such purchase and disposal; provided
they shall be in accordance with the existing
regulations.
Chapter 4: The rights and Privileges of
Teachers in the Philippines
1987 Philippine Constitution:
● The state shall enhance the right of
teachers to professional advancement.
(paragraph 4)
● It shall ‘’assign the highest budgetary
priority to education to ensure that teaching
will attract and retain its rightful share of the
best available talents through adequate
remuneration and other means of job
satisfaction and fulfillment’’
Commonwealth Act 578
● Amended revised the Penal Code to
include teachers, professors, and other
persons charged with the supervision of
public or duly recognized private schools ,
colleges and universities, within the term
‘’persons in authority’’
R.A 4670
● Known as Magna Carta for Public School
Teachers, details the right privileges and
benefits of teachers such as:
1. Consent for transfer
2. Safeguards in disciplinary procedure
3. No discrimination
4. Married couples to be employed in the
same locality
5. Academic freedom
6. Not more than 6 hours of actual
classroom teaching
7. Additional compensation for activities
outside normal duties
8. Salaries comparable to other
occupations to insure teachers a
 reasonable standard of life for
themselves and their families
9. Salaries appropriated by local
governments not to be less than those
paid to teachers of the national
government
10. Cost of living allowance
11. Special hardship allowances
12. Medical examination free of charge once
a year during the teachers professional
life
13. Prohibition of unauthorized deduction
from teachers salaries
14. Study leave
15. Indefinite leave
16. Salary increase upon retirement and
17. Freedom to establish or join organization
of their choice
Acronyms
1. CHED - Commission on Higher
Education
2. PRC - Philippine Regulation Commission
3. CPD - Continuing Professional
Development
4. PF- Professional Fees
5. TESDA - Technical Education and Skills
Development Authority
6. LET - Licensure Examination for
Teachers
7. PPST - Philippine Professional
Standards for Teachers
8. NCBTS - National Competency-Based
Teacher Standard
9. LPT - Licensed Professional Teachers
10. RN - Registered Nurse
11. CPA - Certified Public Accountant
12. CEPT - Code of Ethics for Professional
Teacher
13. TEFES - Teacher Effectiveness
Performance Evaluation System
14. NC - National Certificate
15. EDCOM - Educational Commission
16. PC - Philippine Commision
17. DPI - Department of Public Instruction
18. PNS - Philippine Normal School
19. PNC - Philippine Normal College
20. PD - Presidential Decree
21. BPT - Bureau of Professional Teacher
22. PQF-Philippine Qualifications
Framework
23. RA-Republic Act
24. NESC- New Elementary School
Curriculum
25. NSEC- New Secondary Education
Curriculum
26. BESRA- Basic Education Sector Reform
Agenda
27. RBEC- Revised Basic Education
Curriculum
28. NSAT- National Secondary Assessment
Test
29. NAT- National Achievement Test
30. SMART-Specific Measurable Achievable
Relevant Time-Bound
31. HOTS- Higher Order Thinking Skills
32. LOTS- Lower Order Thinking Skills
33. DepEd- Department of Education
34. PAGASA - Philippine Atmospheric
Geophysical Astronomical Services
Administration
35. MTB-MLE- Mother Tongue Based
Multilingual Education
36. OBE- Outcome Based Education
Based on the Quiz:
1. It is demanded of teachers both as
professional and as a person
Professionalism
2. It is the hallmark of a professionals
Professionalism
3. They are duly licensed professionals who
possess dignity and reputation Teachers
4. R.A 7836, Otherwise known as Philippine
Teachers Professionalization Act of 1994
5. It is also called a mission _______
6. It refers to a call to do something like to
teach Vocation
7. The first Asian Teacher to win the
international Excellence in teaching award
Dr. Jossette T. Biyo
8. The greatest teacher Jesus Christ
9. The enemy of excellent mission preparation
and accomplishment Pwede na
10. During the Pre-Hispanic times men were
trained as maestro
11. The last prophet by allah called
Muhammad
12. The Normal School was run by the Jesuits
to educate male teachers in Manila
13. During the Pre-Hispanic period, there was
no established formal schooling in the
country True
14. Soldiers that sewed as the first teacher
American Soldiers
15. King that issued a Royal Decree King
Charles
16. It is called the american soldiers who teach
many Filipinos Thomasites
17. Dean of College of Education of the
University of the Philippines Paz Ramos
18. Offered by the Public School
19. In recognition of the vital role of teachers
in Nation building teachers were given
_______
20. Universities financed by Phil.
Government ___________
21. It was given mandatory by R.A 7836
_____
22.

GEC 108 - Ethics
Nature of Philosophy
A. What is Philosophy?
Philosophy literally means ‘love of wisdom’. It is
an attempt to arrive at a rational conception of the
reality as a whole. It enquires into the nature of the
universe in which we live, the nature of the human
soul, and its destiny, and the nature of God or the
Absolute, and their relation to one another.
Derived from the Greek words “Phylos” meaning
“to love” and “Sophie” meaning “Wisdom”.
● It enquires into the nature of matter, time,
space, causality, evolution, life, and mind,
and their relation to one another. It is the art
of thinking all things logically, systematically,
and persistently. It is the art of thinking
rationally and systematically of the reality as
a whole.
● Plato rightly conceived of philosophy as the
persistent attempt to seek clear notions. It
examines, clarifies, and explains popular
and scientific concepts of matter, space,
time, causality, evolution, mechanism,
teleology, life, mind or soul, God or the
Absolute, right and wrong, good and evil,
beauty and ugliness, arid the like, and
arrives at a rational conception of the reality.
Clarification of concepts is the task of
philosophy.
● Philosophy is the critical analysis of the
popular and scientific concepts, and the
discovery of their relations to one another. It
is a rational attempt to integrate our
knowledge and interpret and unify our
experiences.
● It systematizes our scientific knowledge,
and moral, aesthetic and religious
experiences. It analyses the popular and
scientific concepts, examines their validity in
the light of reason, and interrelates them to
one another. Its method is logical and
rational. Its chief instrument is logic. Its
method is rational speculation—logical
analysis and synthesis.
● Philosophy is the rational attempt to have a
world-view. It endeavors to reach a
conception of the entire universe with all its
elements and aspects and their
interrelations to one another. It is not
contented with a partial view of the world. It
seeks to have a synoptic view of the whole
reality it tries to have a vision, of the whole.
The different sciences deal with different
departments of the world.
● Mathematical sciences deal with numbers
and figures.
● Physics deals with heat, light, motion,
sound, electricity and magnetism.
● Chemistry deals with chemical
phenomena.
● Astronomy deals with the phenomena of
heavenly bodies.
● Botany deals with Phenomena of plant life.
Zoology deals with the phenomena of
animal life.
● Physiology deals with the functions of the
various organs of the animal and human
organisms. Psychology deals with the
phenomena, of mental life. Sociology deals
with the structure and growth of the society
and its institutions. Economics deals with
wealth and welfare of man. Politics deals
with the structure and functions of the State
and its various organs.
● Ethics deals with nature of the highest
good, rights, duties, and virtues. Logic deals
with truth and the conditions of its
attainment. AEsthetics deals with beauty
and its appreciation. The positive or natural
sciences deal with facts, events or
phenomena by the laws of nature.
● Mathematics, physics, chemistry,
astronomy, botany, zoology, physiology,
sociology and psychology are positive or
ideals.
● Ethics,’ Logic and AEsthetics are normative
sciences, which seek to explain certain
mental phenomena by norms or ideals.
● Truth is the ideal of Logic.
● Good is the ideal of Ethics. Beauty is the
ideal of AEsthetics.
● Logic deals with the intellectual ideal of
Truth. Ethics deals with the volitional ideal of
Good.
● Aesthetics deals with the emotional ideal
of Beauty. They are normative or regulative
sciences which seek to determine the
nature of the norms or ideals which regulate
our life.
● Thus, sciences give us a sectional view of
the world. But philosophy harmonizes the
highest conclusions of the different
sciences, co-ordinates them with one
another, and gives a rational conception of
the whole world.
● It investigates the nature of the fundamental
concepts of matter, time, space, life, mind,
and the like and interrelates them to one
another. It enquires into the nature of the
universe, its stuff or material, its creator or
God, its purpose, and its relation to man
and his soul.
● Philosophy seeks to answer these
questions by logical thought and rational
reflection. Philosophy is the criticism of life.
It enquires into the nature, meaning,
purpose, origin, and destiny of human life. It
is the interpretation of life, its value, and
meaning.
● It is an inquiry into its source and destiny. It
investigates the nature of the supreme
norms, ideals, or values of life. It
investigates the relation of values to reality.
In this sense, philosophy is the
interpretation of life.
● The humanistic aspect of philosophy is
emphasized in recent years. Philosophy is
regarded now more as an interpretation of
human life, its source, value, meaning, and
destiny, than as an inquiry into the nature of
the world, soul, and God. It tries to
understand the universe in relation to man.
● It seeks to give a rational conception of the
reality as a whole, which satisfies man’s
deepest intellectual, moral, aesthetic, and
religious aspirations.
● Man is a rational being. He lives in the
physical and social environment. He reacts
upon his environment and adjusts himself to
it. He is a free centre of activity. He is
moulded by the environment, and moulds it
according to his ideal. He reflects upon the
environment and himself, and their relation
to each other.
● He reflects upon the meaning, value, and
purpose of his life. He reflects upon the
nature, value, and purpose of the world and
society in which he lives. He reflects upon
the deepest mystery of the universe, the
real nature of his own soul, the innermost
core of reality, the nature and meaning of
God in relation to human experience.
● Man, as a rational being, cannot but
philosophize. Philosophy is a rational
reflection on life it is a criticism of life and
experience.
● Man is a rational animal. He lives and
reflects upon his life. He thinks how he lives
and why he lives. He reflects upon the
nature, meaning and destiny of life. He
unconsciously forms a world-view. This
unconscious world-view is the germ of
philosophy.
● When man consciously reflects upon his life
and experience, and makes an intellectual
effort to harmonize the various aspects of
his experience, intellectual, aesthetic, moral
and religious, with one another by a rational
conception of the reality as whole, he
philosophizes.
● His very life and existence presuppose an
unconscious world-view. To make it
conscious is to philosophize. Thinking is a
hard job. Rational thinking is harder still.
Rational speculation on the whole of human
life and experience, the totality of the
various aspects of human have a synoptic
view of the universe, is the task, of a
philosopher.
● Philosophy seeks to have a complete view,
a vision of the whole. It cannot be satisfied
with a partial, fragmentary, sectional view.
Philosophy is a synoptic view of the
universe.
● Life and philosophy react upon each other.
A superficial life of mere pursuit of sensual
pleasures and material comforts yields a
superficial philosophy of materialism. A
deeper life of sense restraint, control of
emotions and passions, and pursuit of
human good, truth, beauty, and the Holy
yields a deeper philosophy of idealism.
● Life is never complete, perfect, and
harmonious. So philosophy also, which is a
reflection upon life, can never be complete
and all-embracing.
● Different facets of reality influence the
human mind in different ages in the history
of mankind. They are emphasized by the
philosophical systems which are formulated
at the time. Different systems emphasize
different aspects of reality, and
underestimate the importance of its other
aspects.
● Thus arises a conflict among the various
types of philosophy. Some are materialistic;
others are idealistic, some are monistic;
some are dualistic; others are pluralistic;
some are atheistic; some are theistic; others
are agnostic. But all types of philosophy
seek to explain the reality as a whole by
their fundamental concepts. They are
various types of world-views.
B. Why is Philosophy important?
● Many people today would say that
philosophy is useless in our scientific world,
yet nothing can be further from the truth. If
anything, we need philosophy now more
than ever.
★ Philosophy can give us wisdom;
★ Philosophy can also help people makes
important decisions about the use of new
technology such as bioengineering, stem
cells, etc. Philosophy may prove to be a
more helpful guide since philosophy grows
organically with new knowledge while
religion tends to be more tied to the past.
★ Philosophy is also a strong foundation on
which to build important personal things
such as career, faith, and relationships.
★ Philosophy can help people live more
purposeful and fulfilled lives.
Logic – is the study of reasoning. Logic is often
divided into two parts,
★ inductive reasoning and
★ deductive reasoning. The first is drawing
general conclusions from specific examples,
the second is drawing logical conclusions
from definitions and axioms.
● Metaphysics – is concerned with explaining
the fundamental nature of being and the
world.
● Cosmology and ontology are the two
traditional branches of metaphysics.
 ● Cosmology seeks to understand the origin,
evolution, structure, and ultimate fate of the
universe at large, as well as the natural laws
that keep it in order.
● Ontology is the investigation into what
types of things there are in the world and
what relations these things bear to one
another.
● Ontology deals with questions concerning
what entities exist or can be said to exist,
and how such entities can be grouped,
related within a hierarchy, and subdivided
according to similarities and differences.
Before the development of modern science,
scientific questions were addressed as a
part of metaphysics known as "natural
philosophy." The scientific method,
however, made natural philosophy an
empirical and experimental activity unlike
the rest of philosophy, and by the end of the
eighteenth century it had begun to be called
"science" in order to distinguish it from
philosophy. Thereafter, metaphysics
became the philosophical enquiry of a
non-empirical character into the nature of
existence.
● Ethics – also known as moral philosophy, is
a branch of philosophy which seeks to
address questions about morality; that is,
about concepts like good and bad, right and
wrong, justice, virtue, etc.
● Aesthetics – is the branch of philosophy
dealing with the nature of beauty, art, taste,
and the creation and appreciation of beauty.
It is more scientifically defined as the study
of sensory or sensori-emotional values,
sometimes called judgments of sentiment
and taste.
● Political Philosophy – is the study of
concepts such as liberty, justice, property,
rights, law, and the enforcement of a legal
code by authority: what they are, why (or
even if) they are needed, what makes a
government legitimate, what rights and
freedoms it should protect and why, what
form it should take and why, what the law is,
and what duties citizens owe to a legitimate
government, if any, and when it may be
legitimately overthrown, if ever. Three
central concerns of political philosophy have
been the political economy by which
property rights are defined and access to
capital is regulated, the demands of justice
in distribution and punishment, and the rules
of truth and evidence that determine
judgments in the law.
Introduction: Key Concepts in Ethics
What is Ethics?
● Ethics - Derived from the Greek word
ethos, which means “character”, or, in
plural, “manners.
● is the branch of philosophy that studies
morality or the rightness or wrongness
of human conduct.
● Morality speaks of a code system of
behavior in regards to standards of right or
wrong behavior.
● Stands to queries about what there is
reason to do. Dealing with human actions,
ethics is also concerned with character
● Also called ‘moral philosophy’, ethics
evaluates moral concepts, values,
principles, and standards. Because it is
concerned with norms of human conduct,
ethics is considered a normative study of
human actions.
The Importance of Rules to Social Beings
Rules – refer to explicitor or understood regulations
or principles governing conduct within a specific
activity or sphere. (“Rule,” n.d.). Rules tell us what
is dor not allowed in a particular context or
situation. It also serves as a foundation for any
healthy society.
Rules benefit social beings in various manners:
a) Rules protect social beings by regulating
behavior. Rules build boundaries that place limits
on behavior. One of the reasons people follow
accepted rules is to avoid negative consequences.
b) Rules help to guarantee each person
certain rights and freedom. Each person is
guaranteed certain rights as the government is
limited in its power to ensure that it does not
become powerful enough to suppress liberty. Rules
on divisions of power and checks and balances
further protect individual liberty.
c) Rules produce a sense of justice among
social beings. Rules are needed in order to keep
the strong from dominating the weak, that is, , to
prevent exploitation and domination. In effect, rules
generate a stable system that provide justice, in
which even the riches and most powerful have
limitations ion what they can do. If they transgress
rules and such laws and ordinances and take
advantage of people, there are consequences both
socially and criminally.
d) Rules are essential for a healthy economic
system.Without rules regulating business, power
would centralize around monopolies and threaten
the strength and competitiveness of the system.
Rules are needed to ensure product safety,
employee safety, and product quality.
In short, society could not soundly function without
rules and regulations. Rules are necessary to
protect the greater goods. Even the freest societies
ougth to have rules in order to avoid exploitations
and tyranny while upholding the common welfare.
2. Moral vs. Non-moral Standards
Morality – refers to the standards that a person or
a group has about what is right and wrong, or good
and evil.
Moral Standards - are those concerned with or
relating to human behavior, especially the
distinction between good and bad (or right and
wrong) behavior. It involves the rules people have
about the kind of actions they believe are morally
right and wrong, as w ell as the values they place
on the kinds of objects they believe are morally
good and morally bad.
Non-moral standards – refer to rules that are
unrelated to moral or ethical considerations. Either
these standards are not necessarily linked to
morality or by nature lack ethical sense. Basic
examples of non-moral standards include rules of
etiquette, fashion standards, rules in games, and
various house rules. Technically, religious rules,
some traditions, and legal statutes (i.e. laws and
ordinances) are non-moral principles, though they
can be ethically relevant depending on some
factors and contexts.
The following characteristics of moral
standards further differentiate them from
non-moral standards:
a. Moral standards involve serious wrongs
or significant benefits. Moral standards deal with
matters which can seriously impact, that is, injure or
benefit human beings. For instance, following or
violating some basketball rules may matter ion
basketball games but does not necessarily affect
one’s life or wellbeing.
b. Moral standards ought to be preferred to
other values. Moral standards have overriding
character or hegemonic authority. Moral standards
are not the only rules or principles in society, but
they take precedence over other considerations,
including aesthetic, prudential, and even legal
ones. A person may be aesthetically justified in
leaving behind his family in order to devote his life
to painting, but morally, all things considered,
he/she probably was not justified. It may be prudent
to lie to save one’s dignity, but it probably is morally
wrong to do so. There is a general moral duty to
obey the law, but there may come a time when the
injustice of an evil law is unbearable and thus calls
for illegal but moral noncooperation (such as the
antebellum laws calling for citizens to return slaves
to their owners).
c. Moral standards are not established by
authority figures. Moral standards are not
invented, formed, or generated by authoritative
bodies or persons such as nations’ legislative
bodies. In principle therefore, moral standards
cannot be changed or nullified by the decisions or
particular authoritative body. One thing about these
standards, nonetheless, is that its validity lies on
the soundness or adequacy of the reasons that are
considered to support and justify them.
d. Moral standards have the trait of
universalizability – it means that everyone should
live up to moral standards. It entails that moral
principles must apply to all who are in the relevantly
similar situation. If one judges that Act A is morally
right for a certain person P, then it is morally right
for anybody relevantly similar to P.
This characteristic is exemplified in the Gold Rule,
“Do unto others what you would them do unto you
(if you were in their shoes)” and in the formal
Principle of Justice,” It cannot be right for A to treat
B in a manner in which it would be wrong for B to
treat A, merely on the ground that they are two
different individuals, and without there being any
difference between the natures or circumstances of
the two which can be stated as a reasonable
ground for difference of treatment.
Universalizability is an extension of the principle of
consistency that is, one ought to be consistent
about one’s value judgments.
e. Moral standards are based on impartial
considerations. Moral standards does not
evaluate standards on the basis of the interests of a
certain person or group, but one that goes beyond
personal interests to a universal standpoint in which
each person’s interests are impartially counted as
equal.
● Impartiality is usually depicted as being
free of bias or prejudice. Impartiality in
morality requires that we give equal and/or
adequate consideration to the interests of all
concerned parties.
● Moral standards are associated with special
emotions and vocabulary. These moral
standards are generally put forth as
injunction or imperatives (such as, ‘Do not
kill,’ ‘Do no unnecessary harm,’ and ‘Love
your neighbor’).
● These principles are proposed for use, to
advise and to influence to action.This
feature is used to evaluate behavior, to
assign praise and blame, and to produce
feelings of satisfaction or of guilt.
3. Dilemma and Moral Dilemma
● Dilemma – refers to a situation in which a
tough choice has to be made between two
or more options, especially more or less
equally undesirable ones. Not all dilemmas
are moral dilemmas.
● Also called ‘ethical dilemmas,’moral
dilemmas are situations in which a difficult
choice has to be made between two
courses of action, either of which entails
transgressing a moral principle. At the very
least, a moral dilemma involves conflicts
between moral requirements.
● Example of moral dilemmas from the Book I
of Plato’s Republic:
● “…Cephalus defines justice as speaking the
truth and paying one’s debts. Socrates
quickly refutes the account by suggesting
that it would be wrong to repay certain debts
 – for example, to return a borrowed weapon
to a friend who is not in his right mind.
● Socrates' point is not that repaying debts is
without moral import; rather, he wants to
show that it is not always right to pay one’s
debts, at least not exactly when the one to
whom the debt is owed demands
repayment. What we have here is a conflict
between two moral norms: repaying one’s
debts and protecting others from harm…”
(“Moral Dilemmas,” n.d.)
Key Features of a moral dilemma
a.The agent is required to do each of two (or
more) actions;
b.The agent can do each of the actions; but the
agent cannot do both (or all) of the actions.
In the case given by Plato, many would say that it is
more important to protect people from harm than to
return a borrowed weapon. Or, some would
suggest that the borrowed item can be returned
later, when the owner no longer poses a threat to
others. It can be submitted therefore that the moral
requirement to protect others form serious harm
overrides the ethical requirement to repay one’s
debts by returning a borrowed item even when its
owner so demands.
4. Three Levels of Moral Dilemmas
Moral dilemmas can be categorized according
to these levels:
a) personal, (b) organizational, and (c)
structural.
a.Personal Dilemmas – are those experienced
and resolved on the personal level. Since may
ethical decisions are personally made, many, if not
most of, moral dilemmas fall under, or boil down to,
this level.
● In 1957, the philosopher Jean-Paul Sartre
provided a case that could exemplify a
personal moral dilemma:
● “Sartre tells a student whose brother had
been killed in the German offensive of 1940.
The student wanted to avenge his brother
and to fight forces that he regarded as evil.
But the student’s mother was living with
him, and he was her one consolation in life.
The student believed that he had conflicting
obligations. Sartre describes him as being
torn between two kinds of morality: one of
limited scope but certain efficacy, personal
devotion to his mother, the other of much
wider scope but uncertain efficacy,
attempting to contribute to the defeat of an
unjust aggressor.”
● There are many other personal dilemmas. If
a person makes conflicting promises, he
faced a moral conflict. When an individual
has to choose between the life of a child
who is about to be delivered and the child’s
mother, he faces an ethical dilemma.
b. Organizational Dilemmas – refer to ethical
cases encountered and resolved by social
organizations. This category includes moral
dilemmas oin business, medical field, and public
sector.
● A medical institution which believes that
human life should not be deliberately
shortened and that unpreventable pain
should not be tolerates encounters a conflict
in resolving whether to withdraw life support
from a dying patient. This is a common
moral dilemma faced by healthcare
organizations.
● Moral dilemmas in business involve issues
about corporate practices, policies,
business behaviors, and the conducts and
relationships of individuals in the
organizations. Other business-related
harassment, labor unions, misleading
advertising, job discrimination, and whistle
blowing.
● In a public sector, government leaders and
employees have a moral duty to act in a
manner that is fair and unbiased, that is
loyal to the public by putting public interest
before personal gain, and that fulfills duties
of competency, integrity, accountability, and
transparency.
c. Structural Dilemmas – refer to cases involving
network of institutions and operative theoretical
paradigms.
● Case in point is the price if medicine in the
Philippines which are higher compared to
other countries in Asia and in countries of
similar economic status. Another case
which is structural in nature is that of
Universal Health Care (UHC). Locally
applied, it is called “Kalusugan
Pangkalahatan” (KP). It is the provision to
every Filipino of the highest possible quality
of health care that is accessible, efficient,
equitably distributed, adequately funded,
fairly financed, and appropriately used by an
informed and empowered public.
● Moral standards are based on impartial
considerations. Moral standards does not
evaluate standards on the basis of the
interests of a certain person or group, but
one that goes beyond personal interests to
a universal standpoint in which each
person’s interests are impartially counted as
equal.
● Impartiality is usually depicted as being
free of bias or prejudice. Impartiality in
morality requires that we give equal and/or
adequate consideration to the interests of all
concerned parties
5. ‘Only human beings can be ethical’
● Another basic tenet in ethics is the belief
that only human beings can be truly ethical.
Most philosophers hold that unlike animals,
human beings possess some traits that
make it possible for them to be moral:
a. Only human beings are rational, autonomous,
ad self-conscious.
The qualities of rationality, autonomy, and
self-consciousness are believed to confer a full and
equal moral status to those that possess them as
these beings are the only ones capable of
achieving certain values and goods.
● Many ethicists thus believe that only
rational, autonomous, and self-conscious
beings deserve full and equal moral status.
Because only human beings are rational,
autonomous, and self-conscious, it then
follows that only human beings deserve full
and equal moral status.
b. Only human beings can act morally or
immorally. Only human beings can act morally or
immorally. This is important in ethics because only
beings that can act morally can be required to
sacrifice their interests for the sake of others.
c. Only human beings are part of the moral
community. The so-called moral community is
not defined in terms of the intrinsic properties that
beings have, but rather in terms of the essential
social relations that exist between or among
beings. Distinctively, only human beings can
possess or practice values such as love, honor,
social relationship
● Moreover, only human beings can
communicate with each other in truly
meaningful ways, can engage in economic,
political, and familial relationships with each
other, and can also form deep personal
relationships with each other. Another thing
human being have that no animal has is the
ability to participate in a collective cognition.
That is, we, as individuals, are able to draw
on the collective knowledge of humanity in a
way no animal can.
6. Freedom as a Foundation of Morality
● Basically, morality is a question of choice.
Morality, practically, is choosing ethical
codes, values, or standards to guide us in
our daily lives. Philosophically, choosing is
impossible without freedom.
● Morality requires and allows choice, which
means the right to choose even differently
from our fellows. In their daily lives, people
make the choice to give to charities, donate
time and money to schools, mentor children,
open businesses, or protest against animal
cruelty.
7. Minimum Requirements for Morality: Reason
and Impartiality
● Reasonas a requirement for morality entails
that human feelings may be important in
ethical decisions, but they ought t be guided
by reason.
● Impartiality, on the other hand, involves the
idea that each individual’s interests and
point of view are equally important. Also
called evenhandedness or fair-mindedness,
impartiality is a principle of justice holding
that decisions ought to be based on
objective criteria, rather than on the basis of
bias, prejudice, or preferring the benefit to
one person over another for improper
reasons.
5. ‘Only human beings can be ethical’
● Another basic tenet in ethics is the belief
that only human beings can be truly ethical.
Most philosophers hold that unlike animals,
human beings possess some traits that
make it possible for them to be moral:
a. Only human beings are rational, autonomous,
and self-conscious. The qualities of rationality,
autonomy, and self-consciousness are believed to
confer a full and equal moral status to those that
possess them as these beings are the only ones
capable of achieving certain values and goods.
Many ethicists thus believe that only rational,
autonomous, and self-conscious beings deserve
full and equal moral status. Because only human
beings are rational, autonomous, and
self-conscious, it then follows that only human
beings deserve full and equal moral status.
b. Only human beings can act morally or
immorally. Only human beings can act morally or
immorally. This is important in ethics because only
beings that can act morally can be required to
sacrifice their interests for the sake of others.
● . Only human beings are part of the moral
community. The so-called moral
community is not defined in terms of the
intrinsic properties that beings have, but
rather in terms of the essential social
relations that exist between or among
beings. Distinctively, only human beings
can possess or practice values such as
love, honor, social relationship
6. Freedom as a Foundation of Morality
● Basically, morality is a question of choice.
Morality, practically, is choosing ethical
codes, values, or standards to guide us in
our daily lives. Philosophically, choosing is
impossible without freedom.
● Morality requires and allows choice, which
means the right to choose even differently
from our fellows. In their daily lives, people
make the choice to give to charities, donate
time and money to schools, mentor children,
open businesses, or protest against animal
cruelty.
7. Minimum Requirements for Morality: Reason
and Impartiality
Reasonas a requirement for morality entails that
human feelings may be important in ethical
decisions, but they ought t be guided by reason.
Impartiality, on the other hand, involves the idea
that each individual’s interests and point of view are
equally important.
● Also called evenhandedness or
fair-mindedness,
● impartiality is a principle of justice holding
that decisions ought to be based on
objective criteria, rather than on the basis of
 bias, prejudice, or preferring the benefit to
one person over another for improper
reasons.
THE MORAL AGENT
Group1
Moral Agent
● is a person who has the ability to discern
right from wrong and to be held accountable
for his or her own actions.
● Moral agents have a moral responsibility
not to cause unjustified harm
Different sociologists have differently defined
the term culture:
Taylor:
● "Culture is the complex whole which
includes knowledge, belief, art, morals, law,
customs and habits and any capabilities
acquired by man as a member of society".
Linton:
● "Culture is social heredity, which is
transmitted from one generation to another
with the accumulation of individual
experiences".
John Beattee:
● Culture is the way of life which is
transmitted from generation to generation"
CULTURE SHAPES OUR MORAL
BEHAVIOR
● Culture plays a big role in determining how
an individual behaves in any given environment.
CULTURE INFLUENCE OUR PERCEPTION
OF WHAT IS RIGHT AND WRONG
● Some schools of thought believe that
everyone has their own ethics. This means
what is considered right or wrong depends
on the time, place, and even particular
preferences or practices of a group of
people or individual person
Cultural Relativism
● is the idea that a person’s beliefs, values,
and practices should be understood based
on that person’s own culture, rather than be
judged against the criteria of another
The ten Filipino core values:
1. pakikiramdam (sensitivity)
2. pakikisama (smooth interpersonal
relationship).
3. pakikipagkapwa-tao (camaraderie),
4. hiya (shame or selfcontrol),
5. kagandahang-loob (benevolence or
kindness),
6. utang na loob (indebtedness).
7. lakas ng loob (moral courage) o bahala
na
8. pagkamaasikaso (hospitability),
9. paggalang sa nakatatanda (respect for
the elderly), and
10. pagmamahal sa pamilya (filial love)
Moral
● It is associated withm or characterized by
right behavior
Character
● It is the distinctive feature by which one
thing is distinguished from others.
MORAL CHARACTER
● It is about the habits and actions of being a
good and trustworthy person
FACTORS AFFECTING MORAL DEVELOPMENT:
1. Family
2. Biological Constitution
3. Peer Groups
4. School
5. Community
A. REPETITION OF ACTION AND
IT'S EFFECT ON THE PERSON
● Habit - Actions is constantly repeated over
time.
● Education - Actions becomes a skills
through repetition and experience.
● Habitus - It is inclination, a willingness to
respond charitably to anyone is need as the
situation arises
B. TYPE OF ACTION
1. Acts of human being (Actus humanus)
/ acts of man
2. Human acts (Actus Humanis)
C. INTENTION AND RESPONSIBILITY
- Action is always intended and responsible in
consequences
Moral Development is a theory that focuses on
how children develop morality and moral reasoning
Kohlberg
● developed his six-stage theory on moral
development while working on his doctorate
degree.
● His theory changed the way sociologists
and psychologist
Kohlberg’s theory includes three levels of moral
reasoning:
Level 1: Pre-Conventional morality
1. Punishment
2. Mutual Benefits
Level 2: Conventional Morality
3. Social Approval
4. Law and Order
Level 3: Post-Conventional morality.
 5. Social Contract
6. Universal Principle
LEVEL 1 PRECONVENTIONAL
● Moral reasoning is based on the
consequence/result of the act, not on the
whether the act itself is good or bad
STAGE 1 PUNISHMENT/OBEDIENCE
● One is motivated by fear of punishment He
will act in order to avoid punishment
STAGE 2 MUTUAL BENEFITS
● One is motivated to act by the benefit that
one may obtain later. You scratch my back, I
scratch yours
LEVEL 2 CONVENTIONAL
● Moral reasoning is based on the
conventions or "norms" of society. This may
include approval of others, law and order
STAGE 3 SOCIAL APPROVAL
● One is motivated by what others expect in
behavior: good boy, good girl. The person
acts because he/she values how he she will
appear to others. He/she gives importance
on what people will think or say
STAGE 4 LAW AND ORDER
● The child/individual becomes aware of the
wider rules of society, so judgments concern
obeying the rules to uphold the law and
avoid guilt
LEVEL 3 POST-CONVENTIONAL
● Moral reasoning is based on en-during or
consistent principles. It is not just
recognizing the law, but the principle behind
the law
STAGE 5 SOCIAL CONTRACT
● The child/individual becomes aware that
while rules/laws might exist for the good of
the greatest number, there are times when
they will work against the interest of
particular individuals
STAGE 6 UNIVERSAL PRINCIPLE
● People at this stage have developed their
own set of moral guidelines, which may or
may not fit the law. The principles apply to
everyone
★ To get to the highest level of
conscience-based moral decisions, we need
to develop our ability to reason about
ethical principles and to apply them to
our lives in a consistent way. This
requires a combination of self-reflection,
open mindedness, empathy, and a
commitment to ethical values
Steps:
1. Develop your moral compass
2. Educate yourself about ethical theories.
3. Cultivate empathy and
perspective-taking.
4. Engage in open dialogue
5. Apply universal ethical Principles.
1. Develop your moral compass
● Take time to reflect on your own values,
beliefs and personal biases. What is
important to you? What do you believe is
right and wrong?
2. Educate yourself about
ethical theories
● There are many different ethical theories
and perspectives, each with its own
strengths and weaknesses.
3. Cultivate empathy and perspective-taking
● When we make moral decisions, it is
important to consider the impact of our
decisions on others.
4. Engage in open dialogue
● Discussing moral dilemmas and ethical
issues with others who may have different
perspectives can help us to challenge our
own beliefs and to learn from others
5. Apply Universal Ethical Principles
● When making moral decisions, it is
important to consider universal ethical
principles such as respect for autonomy,
beneficence, nonmaleficence, and justice
The Act Group 2
Feelings and Moral Decision Making
Feelings
● An emotional reaction
● Via physical as well as mental states
Emotions vs Feelings
EMOTIONS FEELINGS
Physical reaction Can be hidden
General More Specific
Moral Decision Making
● Having the ability to decide which is the
right course of action once we have spotted
the ethical issues.
Feelings as instinctive and Trained Response
To Moral Dilemmas
● Some ethicist is also matter of emotion.
● Necessary in ethical judgment
Feelings as obstacles to Making The Right
Decisions
● Feelings and emotions, however can
become obstacles or impediments to
becoming ethical.
Feelings and institutions or what we call as ‘’moral
emotions’’ play a major role in most of the ethical
decisions people make.
Ethical Subjectivism
 ● Holds that the truth or falsity of ethical The Seven Step Moral Reasoning;
propositions is dependent on the feelings, Step 1. Gather the Facts
attitudes or standards of people or group of Step 2. Determine the Ethical Issues
persons. Step 3. Identify the Principles that have
● This theory states that moral judgements bearing on the case
simply describe our personal feelings. Step 4. List the Alternatives
Step 5. Compare the Alternatives with
Emotivism the Principles
● Claim that statements about good or bad Step 6. Weigh the Consequences
evil are just expressing a subjects approval Step 7. Make a Decision
or disapproval of a particular thing
● ‘’Boo-yay’’ theory of ethics.
Feelings can help in Making the Right Decisions
● These are the situations in which our
feelings and linkings are relevant to the
rightness of our decisions and actions.
● Example: selecting a course to take, a lob to
assume, a person to marry, love
● Moral compassess are also influenced by
the feeling forces of: disgust, fondness,
fear

Reason and Impartially as minimum

requirements for morality

Aristotle:
● ‘’Regarded that human beings have a
rational soul that make us different with
that of animals and plants’’
● Plants and Animals Incapable of complex
reasoning and introspection
● A person is called ‘’rational or
reasonable’’
● Humans have a ‘’free will to strive for
perfection’’
Reason
● Basis or motive for an action, decision,
or conviction
● Helps us to evaluate whether our feelings
and institutions about moral cases are
correct and defensible
● Moral judgment require backing by
reasons
Impartiality
● Equal treatment for all
● All individual point of view are equally
important
● A principle of justice
● Decisions must be based on objective
criteria
● Ethicist suggest that some clarification is
required.

The Seven (7) Step in Moral Reasoning:

Scott Rae
● Purposes a model for making ethical
decisions
● He suggested the seven step in moral
reasoning
● Introduces the use of of reason and
impartiality in deciding moral matters
Teaching Social Studies
Group 1: THE CHANGING EARTH
★ Changing earth means that the Earth, as a
planet, is never static. It undergoes
continuous changes in the form of changes
in the landscape on earth
★ The lithosphere is broken into a number of
plates known as the Lithospheric plates
The earth movements are divided on the
basis of the forces which cause them;
★ Endogenic forces- which act in the interior
of the earth.
★ Exogenic forces- that work on the surface
of the earth
★ The earth's crust is cracked and the pieces
of the Earth's crust formed by the cracks are
called tectonic plates
★ Volcano is an opening, or rapture, in a
planet's surface, which allows hot, molten
rock, ash and gasses to escape from below
the surface.
★ When the Lithospheric plates move,the
surface of the earth vibrates
The forces which derive their strength from the
earth's exterior or originate within the earth's
atmosphere are called as exogenic forces or
external forces.
Examples:
★ River
★ Wind
★ sea waves
★ glaciers
Types of Exogenic Forces
1. Weathering
★ It can happen physically by the rocks
breaking down owing to pressure release,
abrasion, animals, and plant development
as well as chemically by the rocks finally
being broken by water, carbon dioxide,
living things, and acid rain
2. Erosion
★ is the action surface processes (such as
water flow or wind) that removes soil, rock
or dissolved material from one location on
the Earth's crust, and then transports it
away to another location (not to be
confused with weathering which involves no
movement).
How can we save the earth from changing?
1. Conserve Water
2. Reuse, Reduce, Recycle
3. Plant a tree
4. Eat sustainable food
5. Give up plastics
EXTERNAL FORCES THAT CHANGE THE
EARTH'S SURFACE:
1. Mechanical weathering
★ Also called physical weathering and
disaggregation, causes rocks to crumble
2. Chemical weathering
★ changes the molecular structure of rock
sand soil
3. Glacial erosion
★ is primarily driven by abrasion of the
underlying rocks by rock fragments
embedded within the ice
4. Wind Erosion
★ is a natural process that moves soil from
one location to another by wind power
5. Water erosion is
★ When water moves soil and other natural
materials from one spot to another.
6. Human activities
★ such as mining, deforestation, and
construction can also change the Earth's
surface
WEATHER AND CLIMATE
Weather
★ It refers to the atmospheric condition in a
specific area and time.
IMPORTANCE OF WEATHER
★ Weather determines the kind of clothing to
be worn by people in an area
★ Knowledge of the weather of a place
enables people to carry out economic
activities that can be sustained by the
weather in that place. E.g. dairy cattle do
well in a cool and wet place.
Weather
★ refers to short-term changes in the
atmosphere, while
Climate
★ refers to atmospheric changes over longer
periods of time
4 TYPES OF WEATHER
1. SUNNY
★ It is described as the sun shining and giving
warmth to the land
2. CLOUDY
★ In this weather, the clouds form up a barrier
to block the rays of the sun
3. WINDY
★ You can tell it’s windy due to the trees
swaying in one direction
4. RAINY
★ When the clouds are heavy enough, they
cannot hold the water so they fall in the form
of raindrop
THE FIVE ELEMENTS OF WEATHER
1. Wind
★ the movement of air in the atmosphere, we
measure it with the WEATHER VANE and
ANEMOMETER
2. Atmospheric Pressure
 ★ It's the weight of air in the
atmosphere, we measure it with the
Barometer in millibar
3. Temperature
★ the degree or intensity of heat present in a
substance or object, especially as
expressed according to a comparative scale
and shown by a thermometer
4. Precipitation
★ is any liquid or frozen water that forms in
the atmosphere and falls back to the earth,
we measure it with a Rain Gauge.
5. Humidity
★ the concentration of water vapor present in
the air, we measure it with the
HYGROMETER.
Climate
★ is the long-term pattern of weather in a
particular area
Wladimir Koppen
★ German climate scientist divided the world's
climates into categories
FIVE MAIN TYPES OF CLIMATES
1. Tropical
★ In this hot and humid zone, the average
temperatures are greater than 64°F (18°C)
year round and there is more than 5 inches
of precipitation each year.
2. Dry
★ These climate zones are so dry because
moisture is rapidly evaporated from the air
and there is very little precipitation
3. Temperate
★ there are typically warm and humid
summers with thunderstorms and mild
winters
4. Continental
★ These regions have warm to cool summers
and very cold winters. In the winter, this
zone can experience snowstorms, strong
winds, and very cold temperatures
—sometimes falling below -22°F (-30°C)!
5. Polar
★ It’s extremely cold. Even in summer, the
temperatures here never go higher than
50°F (10°C)!
of cold temperatures. Tundras are covered with
mostly shrubs, grasses, and mosses. There are
no trees in a tundra and in general there are fewer
types of vegetation than
forests and grasslands
Grassland
★ is a flat and open area where grass is the
predominant type of vegetation. As its name
suggests, grasslands are full of grass!
Desert
★ a barren area of landscape where little
precipitation occurs and, consequently,
living conditions are hostile for plant and
animal life.
★ About one-third of the land surface of the
Earth is arid or semi-arid.
Ice Sheet
★ is a mass of glacial ice more than 50,000
square kilometers (19,000 square miles)
contain about 99% of the fresh water on
Earth, and are sometimes called
continental glaciers. As ice sheets extend
to the coast andover the ocean, they
become ice shelves.
Group 2 POPULATION AND CULTURE
★ Population is the term typically used to
refer to the number of people in a single
area. Governments conduct a census to
quantify the size of a resident population
within a given jurisdiction. The term is also
applied to animals, microorganisms, and
plants, and has specific uses within such
fields as ecology and genetics.

★ Scientists divide the Earth' s land into what

are called vegetation regions. These areas have
distinct types of plants, soil, and weather
patterns. Vegetation regions can be divided into
five major types: forest, grassland, tundra,
desert, and ice sheet

Forest
★ An area with trees grouped so that their
leaves shade the ground is called a forest
Tundra
★ is an area where tree growth is difficult
because