VED2 Phi. Ethical Foundation of Values Education

Ref. No.
: COE – CS –VED 2– 001

Status : Rev. 01
Date Issued: August 2024
COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:
_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
College President
Course Code: VED 2 Course Title: Philosophical & Ethical Foundations of Values Education
Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
References:
Aquinas, T. (1996). On law, eternal law, and natural law. In Gilby, T. (Ed.) Summa theologiae (vol. 28, pp. 5-97). Cambridge: Blackfriars in coordination with
New York:
Bauzon, P. (1994). Essentials of values education. Manila: National Book Store.
Brown, H., Kennedy, L, & Snyder, J. (1995). Images of the human: The philosophy of the human person in a religious context. Illinois: Loyola Press
Heidegger, M. (1996). Being and time: A translation of dein and zeit. Trans. Joan Stambaugh. New York: State University of New York Press
Muega, M. (2008). Values and moral education: Aims, content and pedagogy. Unitas 81 (1), 181 -200. University of Santo Tomas.
Oakley, J. (1996). Varieties of virtue ethics. Ratio 9
Rachel, J. (2004). What is morality. In Elements of moral philosophy (4th ed.). New York: McGraw-Hill.
Ross, D. (2013). Foundations of ethics. US: Read Books Smart,J.J.C & Williams,B. (1973). Utilitarianism: For and against. Cambridge: Cambridge
University Press
College of Teachers Education 1 of 21 | P a g e

Course Syllabus in Philosophical & Ethical Foundations of Values Education (VED 2)
SPECIFIC COURSE INFORMATION
This course prepares the students to become well-grounded on the philosophical underpinnings of values education and lead them towards their search for life’s meaning. It
further aims at equipping them with an understanding of the nature, origin and destiny of the human person anchored on various philosophical thoughts. It endeavors to
highlight the ethical bases of sociocultural values while enabling the students to form and articulate their sound personal philosophy for values/personhood education and apply
critical and/or higher order thinking skills in evaluating human experiences and their impact on human values formation.
Pre-requisite(s): NONE Co-requisite(s): NONE
GGCAST Vision, Mission, Goals, Specific Goals and Core Values
VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.
MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life
SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement
CORE VALUES:
1. Accountability
2. Commitment
3. Compassion

4. Diversity
5. Empowerment
6. Environment-Friendly
7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement
PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to better equip
them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.
PROGRAM
From CMO No.
OUTCOMES
75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of K to 12
2. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching Values Education
3. Demonstrate understanding how psychological, moral, spiritual, socio-cultural shape human values
4. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect for human rights
5. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as a values education teacher
Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Week 1 Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
(Day 1) outline syllabus  Presentation of output of
 Group dynamics the group
Explain the GGCAST VMG & College
Objectives
Apply GGCAST VMG and College

Objectives in the course of their study
Internalize the classroom policies and

apply it in the course of the classes
Share to the whole class their expectations to

the course and to the instruction.
Week 1 At the end of the lesson/s, the student should  Interactive discussion  Concept map
be able to: focusing on the relationship presentation to
of philosophy and paideia; discuss how
 Discuss how philosophy as paideia A. Philosophy and the Personhood
the EsP as a course in philosophy as paidea
relate to Edukasyon sa Pagpapakatao Education (Ang Pilosopiya at
DepEd; and how philosophy relate to EsP
(EsP) in schools Edukasyon sa Pagpapakatao -EsP)
as paideia relate to EsP  Reflection Paper
 Explore the relationship between  Main guide questions:  Recitation
philosophy and personhood 1. What is the relationship of
education, understanding how  Written Quiz
paideia and philosophy?
philosophical perspectives, such as 2. Describe overview of
ethics, metaphysics, and EsP?(objectives, method and
epistemology, contribute to the content)
development of individuals' self-
 3. How is philosophy as
awareness, values, and ethical
paideia related to EsP?
reasoning in the pursuit of becoming
well-rounded and responsible
individuals.
 Develop a heightened sense of
empathy and social responsibility
through the exploration of philosophy
and personhood education, fostering
a deeper appreciation for diverse
perspectives, ethical values, and the
interconnectedness of individuals
within society.
Week 2-3  Synthesize the arguments about the B. The nature, origin, and destiny  Panel Discussion:  Invented Dialogues
nature, origin, and destiny of the of the human person 1. Students will be grouped (Students weave
human person and how goodness was and will be assigned to together real quotes
emphasized in their views based on 1. Ancient Greeks Philosophy do readings about one from primary sources,
the ancient Greek philosophy ancient Greek or invent ones to fit
perspective a. Socrates philosopher’s arguments the speaker and
 Investigate the nature, origin, and about the nature, origin context) to show
destiny of the human person, delving b. Plato and the destiny of the students’ synthesis of
into philosophical and theological human person. Guide their understanding of
perspectives to gain a deeper questions should be the nature, origin, and
understanding of the essence of c. Aristotle given to students. destiny of the human
humanity, its origins, and the person from the
potential directions of individual and d. St. Thomas Aquinas 2. The students synthesize ancient Greek
collective human existence. their understanding of their philosophers
 Analyze the philosophical e. Descartes Dualism answers to the questions.  Reflection Paper
contributions of Socrates, focusing on
f. Hegel’s Dialectics and Marx’s  Recitation
his Socratic method of inquiry and his 3. Discuss inputs in a panel
role in stimulating critical thinking Reaction discussion facilitated by the  Written Quiz
and moral self-examination in teacher.
individuals.
 Examine the philosophy of Plato,
particularly his Theory of Forms and
his ideas about justice and the ideal
state, to understand their impact on
ethical thought and political
philosophy.
 Explore Aristotle's ethical and moral
philosophy, including his concepts of
virtue ethics and the Golden Mean,
and assess their relevance to
contemporary discussions on ethics
and human flourishing.
 Investigate the moral and theological
philosophy of St. Thomas Aquinas,
focusing on his synthesis of Christian
theology and Aristotelian philosophy
and its influence on ethical thought
within the Catholic tradition.
 Understand René Descartes' mind-
body dualism, its impact on the
philosophy of consciousness, and the
contemporary relevance and
criticisms of this dualistic
perspective.
 Examine Hegel's dialectical
philosophy and its influence on Karl
Marx's thought, and assess how these
philosophical ideas contributed to the
development of Marxist theory and its
application in socio-political
contexts.
At the end of the lesson/s, the student should  Assigned reading on the  Poster slogan showing
be able to: 2. Ethical Schools different ethical schools’ students understanding of
views about the nature, origin the views of different
 Summarize the different perspectives a. Stoicism and the destiny of the human ethical schools about
of the different ethical schools about person and how goodness was goodness in the human
Week 4
the nature, origin and the destiny of b. Epicureanism emphasized in their views. person
the human person and how goodness  Question and Answer using  Reflection Paper
was emphasized in their views c. Early Church Fathers teacher made guide questions.
 Recitation
 Explore the principles of Stoicism,  Students work in groups to
including its emphasis on virtue, d. Ethics During Reformation  Written Quiz
rationality, and resilience in the face Period summarize the different views
of adversity, and analyze how Stoic
philosophy can be applied to modern e. Secular Philosophies
life for personal well-being and
ethical decision-making. f. Utilitarianism
 Investigate Epicurean philosophy,
focusing on the pursuit of pleasure,
tranquility, and the avoidance of pain
as central values, and evaluate the
ethical implications of Epicurean
principles in contemporary contexts.
 Examine the ethical teachings of the
Early Church Fathers within the
context of early Christian thought,
and understand their contributions to
the development of Christian ethics
and morality.
 Explore the ethical debates and
developments during the Reformation
period, including the theological and
ethical perspectives of key figures like
Martin Luther and John Calvin, and
their impact on religious and social
ethics.
 Analyze secular philosophical
perspectives on ethics, such as
existentialism, nihilism, and
humanism, and evaluate their
influence on contemporary ethical
discourse and individual worldviews.
 Investigate the principles of
utilitarianism, with a focus on the
maximization of overall happiness
and its implications for ethical
decision-making, and critically assess
its strengths and weaknesses as an
ethical theory.
Week 5 At the end of the lesson/s, the student should 3. Modern Ethical Thoughts  Situational Analysis:  Categorial Grid (rectangles
be able to: 1. Reading assignment prior divided into cells containing
 Analyze how current research-based a. Soren Kierkegaard to the meeting on modern list of items categorized
societal practices are reflective of ethical thoughts of the nature after organizing jumbled
their adherence to the modern ethical b. Immanuel Kant of the human person listing of terms on current
thoughts about the nature, origin and issues and philosophers) to
destiny of the human person c. Bertrand Russell 2. Citing current research- show students
 Examine Immanuel Kant's based societal practices/ understanding and analysis
deontological ethics, including his d. Emmanuel Levinas issues reflective of adherence of the nature, origin and
categorical imperative, and to the modern ethical destiny of the human person
understand how Kant's moral thoughts. in relation to current
philosophy emphasizes principles, societal situations/issues
duty, and the rationality of moral 3. Review arguments of these  Reflection Paper
decision-making, and its impact on practices if they are reflective  Recitation
modern ethical theories. of the arguments of each  Written Quiz
 Study the existential philosophy of philosopher
Soren Kierkegaard, with a focus on
concepts such as existentialism,
individualism, and the importance of
personal faith and passion, and
assess how these ideas contribute to
contemporary discussions on the
human experience and existential
dilemmas.
 Investigate the philosophical
contributions of Bertrand Russell,
emphasizing his views on logic,
empiricism, and the relationship
between philosophy and science, and
assess their relevance to
contemporary philosophy and critical
thinking.
 Explore Emmanuel Levinas' ethical
philosophy, particularly his ideas
about the Other, responsibility, and
ethics as first philosophy, and analyze
their implications for the
understanding of ethics, morality, and
human relationships in today's world.
Week 6-7 At the end of the lesson/s, the student should  Group assignment: Readings,  Defining Features Matrix:
be able to: 4. Eastern Perspective brainstorming and role play students categorize
 Identify examples of current 1. Students summarize concepts according to
practices/ statements of personal a. Confucius Readings on the Eastern presence or absence of
philosophies and beliefs that were philosophies brainstorm important defining features
influenced by Eastern philosophy b. Lao-Tze on its manifestation on of each of the Eastern
 Understand the ethical and current beliefs and Philosopher views
philosophical teachings of Confucius, c. Hinduism practices. Students  Reflection Paper
including concepts like filial piety, the synthesize their output
d. Buddhism into a role play to show its
 Recitation
importance of moral character, and
the role of ethics in society, and manifestation of the  Written Quiz
assess their impact on Chinese e. Taoism Eastern philosophy.
culture and contemporary ethical 2. After each role play, other
thought. f. Islam groups would be asked to
 Examine the fundamental principles identify how Eastern
of Taoism as articulated by Lao-Tze, views have influenced the
including the concept of the Tao, wu portrayed situation
wei (non-action), and the pursuit of
harmony with nature, and analyze
how these ideas have influenced
Chinese philosophy, spirituality, and
holistic living.
 Explore the ethical and moral
teachings within Hinduism, including
concepts like dharma (duty), karma
(action and its consequences), and
the pursuit of moksha (spiritual
liberation), and assess their
significance in shaping Hindu ethics
and values.
 Investigate the ethical and
philosophical foundations of
Buddhism, focusing on the Four
Noble Truths, the Eightfold Path, and
concepts of mindfulness and
compassion, and analyze how
Buddhist principles guide ethical
behavior and spiritual growth.
 Study the core tenets of Taoism,
emphasizing simplicity, balance, and
harmony with the Tao, and evaluate
the practical applications of Taoist
philosophy in daily life, health, and
well-being.
 Explore the ethical teachings of
Islam, including the Five Pillars of
Islam, the Quranic guidance on
morality, and the importance of
social justice and compassion, and
understand how Islamic ethics inform
the lives of Muslims and contribute to
intercultural dialogue.
Week 8 At the end of the lesson/s, the student should C. Ethics and Human Act  Given an enumeration of  One Minute Paper stating
be able to: “acts” students classify personal description of
1. Human Acts whether they are “human act” “human act”
 Construct a synthesized description of or “act of man”.  Reflection Paper
“human act” based on the discussions 2. Characteristics of Human Acts
on the characteristics and elements of  This activity can use picture
 Recitation
human acts 3. Essential Elements of Human prompts (of acts) through a  Written Quiz
 Understand the concept of human Acts PowerPoint presentation or
acts as deliberate actions performed a. Knowledge illustration boards.
by individuals with intention and
consciousness, and recognize the b. Freedom of the Will  Guide Questions to create a
significance of human agency in concept map with the
ethical decision-making and c. Voluntariness students: which of the pictures
responsibility. reflect a human act? From the
 Identify and analyze the key 4. Types of Human Acts given examples and
characteristics of human acts, such as categorization, how do you
freedom, knowledge, voluntariness, a. Elicited Acts describe a human act? From
and morality, and evaluate how these the inputs you have given,
characteristics influence the ethical b. Commanded Acts state your own definition of a
quality of actions and decisions. human act.
 Explore the essential elements that
constitute human acts, including the
object, intention, circumstances, and
consequences, and analyze how these
elements interact to shape the moral
dimension of human behavior and
choices.
At the end of the lesson/s, the student should  Using a concept map, teacher  Word cloud to
be able to: D. Nature of Morality discusses definition of the represent a working
terms related to morality definition of
 State a working definition of morality 1. Etymological Definition of and its applications. morality.
based on the concepts related to it Morality Students formulate a
 Explain the argument that “human definition of “morality.”  Short quiz for students to
act is the bases of ethical 2. Definition of Key Terms:
 Definition line to present their explanation
responsibility” Ethics, Ethical, Moral,
represent a working of the argument that
 Investigate the etymology of the term Unethical, Immoral;
definition of “Human act is the basis of
"morality," tracing its linguistic roots Characteristics of Good, Bad,
morality. ethical responsibility.”
Week 9 and historical development, and Right, Wrong, Happiness, or
Pleasure; Amoral and Nonmoral
(definition line  Reflection Paper
understand how its origins contribute consists of limited
to its contemporary meaning and  Recitation
number of words
usage in ethical discourse. 3. A Working Definition of
e.g. 40-50 words)  Written Quiz
 Define and differentiate key terms Morality
 Think-pair-share:
related to ethics and morality, such as
E. Morality of Human Acts Ask students to
ethics, ethical, moral, unethical,
write down their
immoral, and related terms that
1. Sources of Morality thoughts about the
describe moral qualities (good, bad,
topic prior to class
right, wrong, happiness, pleasure), as
2. Good Acts and Evil Acts meeting remind
well as concepts like amoral and
them to take note of
nonmoral, to facilitate clear
philosophers’
communication and ethical
important quotes to
reasoning.
stress on an
 Develop a comprehensive working important concept;
definition of morality, incorporating Pair up and share
the key elements and concepts their ideas with a
discussed in the course, and apply partner and/or to
this definition to analyze and evaluate
ethical dilemmas and issues in the whole class
various contexts.  Fish bowl: Students
 Investigate the diverse sources of lift quotations by
morality, including cultural, philosophers used
religious, philosophical, and during the sharing.
individual influences, and analyze Quotations should
how these sources shape an reflect on the
individual's ethical values, beliefs, argument that
and decision-making processes. human act is the
 Examine the concepts of good acts basis of ethical
and evil acts, exploring different responsibility (ex.
ethical frameworks and moral “Be sure you are
theories that determine what right, then go
constitutes morally right and wrong ahead” by David
actions, and evaluate the implications Crocket; “It is not
of these definitions for personal and an easy task to do
societal ethical judgments. good” by Aristotle;
“Do not talk about
what a good man is,
but be one” by
Marcus Aurelius)
and write them on a
piece of paper with
their name. All
papers will be
collected and
placed in a box.
Week 10 At the end of the lesson/s, the student should  Small group discussion:  Minute Papers to
be able to: Students study the “Universal demonstrate how
F. Teleological; Deontological Declaration of Human Rights students apply their
 Apply the framework of teleological Ethics and Situation Ethics (UDHR)” and lift at least 4 understanding of
ethics in evaluating/ resolving moral universal values reflected on it teleological ethics as a
dilemmas a. Teleological Ethics then discuss why universal framework in
 Illustrate how the application of values are important for evaluating/resolving
deontological ethical framework is 1) Consequentialist Theories human survival moral dilemmas. (ex.
important in confronting life issues (egoism, altruism, utilitarianism)  Other activities: Students Do you prefer buying
and problems resolve life-issues based on one T-shirt worth
 Explore consequentialist ethical 2) Pragmatism Kantian Ethics. P500 (quality) or 10
theories, including egoism (self-  Interactive Discussion on the T-shirts worth P500
interest), altruism (other- 3) Practical Ethics theories and application (quantity)? Explain
orientedness), and utilitarianism (the teleological ethics in resolving your preference.)
greatest good for the greatest G. Deontological Ethics: Kantian moral dilemmas.  Comic strips to illustrate
number), and understand how these Ethics and the Principle of  In small groups, students situations where the
theories assess the morality of actions Universality asses and resolve real-life importance of confronting
based on their outcomes, and analyze issues/moral dilemmas life issues and problems
their strengths and weaknesses in applying teleological ethics. using Kantian Ethics and
addressing ethical dilemmas. They discuss their stand as a Principle of Universality is
 Study the pragmatic approach to group and share it to class. applied
ethics, which emphasizes practicality,  Reflection Paper
adaptability, and problem-solving in  Recitation
ethical decision-making, and evaluate  Written Quiz
how pragmatism can be applied to
navigate complex ethical challenges
in real-world contexts.
 Examine practical ethics as a subfield
of ethics that addresses ethical issues
and dilemmas encountered in
everyday life, and develop skills to
apply ethical reasoning and
principles to make sound moral
decisions and resolve ethical conflicts
in practical scenarios.
Week 11 At the end of the lesson/s, the student should  Situational analysis (ex. A  Oral presentation of
be able to: fifteen-year-old girl was arguments in applying
driven to prostitution due to situation ethics in
 Prove the importance of the poverty. For you, does analyzing moral
interrelatedness of the different H. Situation Ethics situation of poverty justify experiences
ethical frameworks in coming up with prostitution? An affluent  Position paper to
a holistic decision in confronting a. Meaning of Situation Ethics mother addicted to gambling demonstrate students
everyday issues is justifying her addition as understanding on the
 Apply situation ethics as a framework b. Fletcher’s Six Fundamental leisure or pass time. Can we importance of the
in analyzing moral experiences Principles admit her plight?”) interrelatedness of the
 Understand the concept of situation  A review of the different different ethical frameworks
ethics, which asserts that ethical c. Four Working Principles of ethical theories using a by using them in coming up
decisions should be based on the Situation Ethics (Pragmatism; concept map. Brainstorming with a holistic decision in
specific circumstances of each Relativism, Positivism, on the important application confronting everyday
situation rather than rigid moral Personalism) of the use of each ethical issues)
rules, and evaluate how this framework by citing real-life  Written Quiz
approach differs from other ethical I. Review of the ethical theories situations can be included.
theories and systems. (teleological, deontological, virtue  Given a moral issue (ex. Do
 Explore Joseph Fletcher's six ethics, divine command theory, "drug suspects" deserve
fundamental principles of situation natural law) summary execution?);
ethics, which include the primacy of Students create their
love, the relativism of norms, and the arguments to defend their
centrality of the person, and analyze stand based on the different
how these principles guide ethical ethical frameworks.
decision-making in situation ethics.
 Examine the four working principles
of situation ethics, which encompass
pragmatism (practicality), relativism
(contextual ethics), positivism
(personal responsibility), and
personalism (the value of
individuals), and understand how
these principles inform moral
judgments and ethical choices within
the framework of situation ethics.
Week 12 At the end of the lesson/s, the student should  Use short moral stories to  Reflection paper
be able to: J. Ethical Responsibility for the illustrate the concepts on articulating one’s
Self Heidegger’s concept of philosophy as future
 Reflect how one should arrive at Dasein and ethical values educator
one’s authentic self to be a good a. Martin Heidegger: A Call to responsibility for the self. reflective of one’s
Values/personhood Educator based Authentic Self  Think pair share to monitor understanding of
on Heidegger’s concept of Dasein understanding of each concept ethical principles
 Explore Martin Heidegger's b. Be at Peace with your Past before proceeding to the next.  Recitation
philosophy of authenticity and  Written Quiz
selfhood, and understand the concept c. Reflection on Commitment
of "Dasein" (being-in-the-world) and
its implications for personal d. Loving Your Self/Self
authenticity and ethical choices. enhancement (Og Mandinno)
 Reflect on the idea of finding peace
with one's past experiences and
mistakes, and examine how this
concept can contribute to personal
growth, self-acceptance, and ethical
development.
 Engage in a reflective exploration of
the concept of commitment,
considering how it influences
personal values, choices, and ethical
responsibilities, and assess the
importance of commitment in various
aspects of life.

 Analyze the principles of self-love and
self-enhancement as presented by Og
Mandino, and consider how these
principles relate to personal
development, self-esteem, and ethical
decision-making in one's life.
Week 13 At the end of the lesson/s, the student should K. Ethics and Social Responsibility  Lecture Discussion on the  Reflection paper
be able to: meaning and relationships of articulating one’s
a. Moral Act and Human Will moral act and human will; philosophy as future
 Prove how social responsibility free will and moral values educator
relates to ethics by citing its b. Free Will and Freedom responsibility. reflective of one’s
application to real life situations  Situation Analysis and understanding of
 Understand the relationship between c. Human Act and Moral discussion of real-life ethical principles
moral acts and the human will, Responsibility experiences where man’s  showing real life
examining how personal intentions, freedom of the will and the situations proving the
choices, and volition influence the 1. Definition of social responsibility element of responsibility is strong relationship of
moral quality of an action, and assess illustrated. (citing of an ethics and social
the role of human will in ethical 2. Relationship between ethics and institution and evidences of responsibility
decision-making. social responsibility social responsibility) Or  Recitation
 Explore the concepts of free will and Students share their  Written Quiz
freedom in the context of moral 3. Ethics of Being experiences where freedom of
philosophy, considering how personal the will and the element of
autonomy, choices, and moral agency 4. Ethics of Doing responsibility are considered
contribute to an individual's capacity
to act ethically, and analyze the
philosophical perspectives on L. Social Responsibility and Its
determinism and freedom. Relation to Ethics
 Examine the concept of a human act
and its implications for moral
responsibility, evaluating how
individual actions and decisions are
linked to moral accountability and
ethical judgment, and analyze how
moral responsibility applies in
various ethical contexts.
COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Students are grouped and will be assigned to research on the profile of Rubrics for Research Project
Creative and different institutions and companies (classified into different
Critical Thinker Research-based real evidences disciplines like education, engineering, media etc.) and identify  Analysis & Critical Thinking
that illustrate the relevance of researched-based evidences of social responsibility. Present these (40pts.)
ethics in society and its evidences creatively labelled with appropriate quotations based from  Research and Sources (25
implications to social one’s study of ethical principles (ex. “The duty of media is to observe pts.)
responsibility truth and social responsibility”; “Every social ethic is doomed to  Presentation & Clarity (25 pts.)
failure if it is blind to personal responsibility.”) through an organized  Language & Mechanics (20 pts.)
exhibit
The Blog explores the philosophical foundations of values
education delving into the fundamental concepts, theories and Rubrics for Blog
Collaborator and ethical frameworks that underpin the teaching of values. It  Content Relevance (20%),
Effective Blog discusses how different philosophical perspectives shape the  quality analysis (20%),
Communicator understanding of values, ethics and moral reasoning within an  Ethical Considerations (20%),
educational context, offering insights into fostering character  Engagement and Interactions
development and ethical decision-making in students. (20 %)
 Visual Presentation (20%).
GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4

Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)
Total – 100%
CLASSROOMPOLICIES
1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

RUBRICS

RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION
Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)
Rubrics for Historical Fiction Writing Assignment

Rubrics for Research Project
 Thematic Relevance (30 pts.)
 Analysis & Critical Thinking (40 pts.)
 Historical Accuracy (25 pts.)
 Research and Sources (25 pts.)
 Presentation & Clarity (25 pts.)  Creativity and Storytelling (25 pts.)
 Language & Mechanics (20 pts.)  Overall Presentation (20 pts.)


VED2 Phi. Ethical Foundation of Values Education

Uploaded by

Copyright:

Available Formats

VED2 Phi. Ethical Foundation of Values Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

VED2 Phi. Ethical Foundation of Values Education

Uploaded by

Copyright:

Available Formats

Ref. No.

: COE – CS –VED 2– 001

_ __________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

College of Teachers Education 1 of 21 | P a g e

College of Teachers Education 2 of 21 | P a g e

Apply GGCAST VMG and College

College of Teachers Education 3 of 21 | P a g e

Internalize the classroom policies and

Share to the whole class their expectations to

College of Teachers Education 16 of 21 | P a g e

College of Teachers Education 18 of 21 | P a g e

College of Teachers Education 19 of 21 | P a g e

College of Teachers Education 20 of 21 | P a g e

Rubrics for Historical Fiction Writing Assignment

College of Teachers Education 21 of 21 | P a g e

You might also like