Module in Ethics

Prepared by Joseph G. Balaoing, Ph.D.

Ad Usum Privatum
Course Description:
Ethics deals with principles of ethical behavior in modern society at the level of the person,
society and in interaction with the other shared resources.
Morality pertains to the standards of right and wrong that an individual originally picks up
from the community. The course discusses the context and principles of ethical behavior in
modern society at the level of individual, society and in interaction with the environment and
other shared resources. The course also teaches students to make moral decisions by using
dominant moral frameworks and by applying a seven-step moral reasoning model to analyze
and solve moral dilemmas.
The course is organized according to the three main elements of the moral experience
(a)agent, including context- cultural communal, and environmental (b) the act (c) reason or
framework (for the act).
Student Outcomes:
1. (Political Science) Communicator
2. Critical Thinker
3. Ethical Leaders
Course Intended Learning Outcomes:
1. Define important concepts and principles in the study of ethics
2. Describe human experiences and contexts as they happen in different levels of human
existence
3. Describe the elements of moral development and moral experiences
4. Explain the role of culture in assessing experiences that are morally important.
5. Analyze ethical systems in terms of their tenets and claims.
6. Use ethical frameworks or principles to analyze moral experiences in various levels-
personal and communal.
7. Make sound ethical judgements based on principles, facts and the stakeholders affected.
8. Develop sensitivity to the common good.
Instructional Resources:
1. Ethics Module
2. Links to Internet Sources
3. Blackboard Learn
4. Google Meets
Modes of Delivery (Legends)
1. Traditional = Trad
2. Synchronous = Sync
3. Asynchronous = Async
 WEEK 1 LESSON
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. define the meaning of ethics
2. differentiate ethics and morality
3. discuss ethics as a philosophical discipline
4. give practical examples for the three branches of ethics

ACTIVATE
Discuss the expectations and classroom policies for the class in ethics
Process Questions:
a. When do you say that an act is ethical or moral?
b. What do you need to have or do to be able to determine if an act is ethical or moral?
c. Name three instances in your life which you think you have made an ethical decision.

ACQUIRE
I. What is Ethics?
• Ethics comes from the Greek word “ethos” which means custom or character or a way of
acting.
• It is otherwise known as moral philosophy.
• It refers to rules or guidelines that establishes what conduct is regarded right or wrong for
a certain group or class or a customary way to behave in society.
• It determines the rightness and wrongness of act through reason.

II. Morality and Ethics

Ethics Morality
Greek word: ethikos or ethos Latin word mos, moralis, moralitas
These are rules of conduct recognized and These are principles or habits with respect to
accepted by a class or group or culture. It right or wrong conduct. It defines how things
describes and defines how things are should be according to an individual’s ideas
according to the rules. The rules are dictated and principles. The principles are personal,
by a system or external to the person individual and internal.
The “right thing to do” is determined and An act is done due to one’s personal belief
defined by the class or group or society. of it being right.
It is theoretical or the process of It is practical or the actual content of what is
determining what is right and wrong right and wrong

III. Ethics as a Philosophical Discipline a. Nature of Philosophical

Inquiry “The task of philosophy is to examine the relationship between
consciousness and Being. Being is only accessible through consciousness. The
goal is to discover the essential structures Being and the objective entities that
correspond to it.
-Edmund Husserl
 b. Manner of Philosophical Inquiry
“The object of philosophy is the clarification of thoughts. It makes clear and delimit sharply
the thoughts. It is not a theory but an activity.”
- Ludwig Wittgenstein
c. Purpose of Philosophical Inquiry
“Philosophy is a view of life. It gives direction to life, offers a design for living. It is meant
to order life and guide action.”
- Dr. Sarvepalli Radhakrishnan

- Ethics is a rationalization of human action. Its objectivity, coherence, validity and credibility
are grounded within a universal framework.

IV. Branches of Ethics

a. Meta-Ethics- an effort to answer fundamental philosophical question about theories in ethics
b. Normative Ethics- it determines what makes an act right or wrong; or what makes a situation
good or bad.
c. Applied Ethics- it addresses ethical questions encountered in life.

Process Questions
a. If you were to translate the meaning of ethics based on Dr. Radhakrishnan’s understanding of
philosophy, what would it be?
b. What aspects of your life do you think ethics is most relevant? Why?

Links:
Difference between ethics and morality
https://7esl.com/ethics-vs-morals/ Branches
of ethics
https://people.umass.edu/klement/160/intro-et.pdf

ACTIVITY
1. Difference between Morality and Ethics.
Provide 5 concrete samples of situations or issues that are regarded to be moral issues or
ethical issues. Choose one from each and explain why the situation is ethical or moral issue.

Moral Issues Ethical Issues

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

2. Video Learning as a supplement. Watch the video individually.

Link
https://www.youtube.com/watch?v=Rr7U49RPpTs

ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Activity (Difference between Morality and Ethics)- Refer to the activity for the detailed
instruction.
• Enumeration- Give practical or concrete examples of the three branches of ethics. Write
your answers to the questions and submit it via BB learn.

WEEKS 2 AND 3 LESSON

LEARNING OBJECTIVES
At the end of the lesson, students will
1. recognize situations that demand careful analysis and personal judgement
2. analyze situations that require rational and ethical judgement
3. explain the importance of voluntary, free and responsible action
4. do a case analysis that involves moral dilemma

ACTIVATE
Process Questions
a. Name 5 school rules that you need to follow each time you enter the premises of AdU.
b. Which among the 5 do you have difficulty with? Why?
c. If you were to add 1 or 2 more policies or rules to AdU, what would it be? Kindly provide
your rationale for your suggested policy or rule.
ACQUIRE
I. Moral and Non-Moral Standards (Rules, Policies, Regulations)
a. Moral standards are measures that deal with matter that can either seriously harm or seriously
benefit human beings. This is to protect what is held as value in a society. Characteristics:
i. involves serious wrong and significant benefits
ii. it is preferred to other others values. It is always given priority
iii. they are not established by authority figures
iv. they are invested with emotions and vocabularies
v. it has universal appeal and based on impartiality

b. Non-moral standards are norms that do not touch on moral or ethical concerns. Included are
rules of etiquette, fashion standards, rules in games and various house rules, religious rules,
traditions and legal statutes are non-moral.
Process Questions
a. Which do you think has greater bearing to our being a person, moral standards or non-moral
standards? Why?
b. What values are often downplayed in modern Philippine society? What moral standards are
compromised?

II. Moral Dilemma

a. Meaning of moral dilemma-
Dilemma in rhetoric, it is an argument that coerces a person to choose between two
undesirable alternatives.
In logic, two conditions that imply the same conclusion that has unfavorable nature. In the same
manner moral dilemma or ethical dilemma is a situation where one must choose between two
imperatives or moral options but neither of which is ethically acceptable. It is a scenario where
one is made to choose the lesser evil/ “damned if you do, damned if you don’t”.

b. Types of moral dilemma

1. Epistemic moral dilemma- The moral agent does not know which option is morally
right or wrong. It requires more knowledge about the situation.
2. Ontological moral dilemma- The moral agent does not know which option is of
greater value.
3. Self-imposed moral dilemma- It is born out of agent’s wrong doing where two
conflicting options are created and impossible to discharge.
4. World imposed moral dilemma- Certain events in the world where the agent is
placed in a situation of moral conflict.
 5. Obligation dilemma- A situation where more than one feasible action is obligatory.
6. Prohibition dilemma- A situation where all feasible actions are forbidden.
7. Single agent dilemma- A situation where an agent ought to do each of two acts but
can’t do or choose both.
8. Multi-person dilemma- A situation where a group ought to come up with a
consensual decision on a moral issue at hand. Eg. A group is deciding to prolong or
not the life of a sick family member.
c. Levels of moral dilemma- the conflict may happen in the following:
1. personal- In the life of an individual
2. organizational- In the life of a group like company, family, etc.
3. systemic/ structural- In a society or culture

Process Questions
a. What moral dilemma have you encountered so far? How did you manage it?
b. Based on your experiences, what is the common cause of moral dilemma?
c. What good can come out of moral dilemma?

III. Voluntariness, Freedom and Responsibility

a. Voluntariness
i. Meaning of voluntariness
From the world voluntas, the will. The act proceeds from free will acting in the light of
knowledge. Voluntary action springs from knowledge and freedom.
ii. Kinds of voluntary actions
1. Absolute good- Act directed towards an irresistible good. Something is good
absolutely when it is what it should be. Its goodness is without condition.
2. Non-voluntary- Acts that are beyond control like instincts, metabolic processes, dream,
coercion, etc.
b. Freedom
i. Meaning of Freedom- It is the absence of necessity, coercion, or constraint in choice
or action. It is the basis for moral choice or the capacity to choose between good and
evil (Kant)
ii. Types of Freedom
1. Freedom of Exercise- when there are two options to take or not to take.
2. Freedom of Specification- when there are two or more alternatives 3.
Moral Freedom- the ability to do what is morally correct. c. Responsibility
i. Meaning of Responsibility- it means accountability.
ii. Essential elements of a responsible action
1. Knowledge- Knowledge is needed for an act to be responsible. This includes intention and
consent.
2. Freedom- the person must be in complete control for the act to be responsible.
3. Voluntariness- the act must be willed by the agent or the person. The will to act comes from
liking the good.

Process Questions
a.How would you qualify most of the decisions and actions that you have done so far? Are they
done out of voluntariness, freedom, and sense of responsibility?
b.How important are knowledge, freedom and voluntariness to any decision and action that we
do?

Links Moral dilemma

https://plato.stanford.edu/entries/moral-dilemmas/#TypMorDil Voluntariness
http://www.catholictheology.info/summa-theologica/summa-part2A.php?q=438 Freedom
https://www.coursera.org/lecture/luther-and-the-west/kant-and-freedom-hhoBW
ACTIVITIES
Case Analysis and Case Presentation-

• Form a group of five

• Relate a case of moral dilemma in any level- personal, organizational or systemic and
answer the following questions:
a. What is the case about?
b. Why do you think the case is an example of a moral dilemma?
c. What type of moral dilemma is the case?
d. What will the concepts of voluntariness, freedom and responsibility contribute to resolve
the moral dilemma?
• Put your case analysis on a PowerPoint presentation
• Present your case in the class

ASSESSMENT
Formative Assessment
• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Case Analysis and Case Presentation- refer to the case analysis in the ACTIVITIES
for the detailed instruction.
Summative Assessment

• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given only
one chance to answer the test.

WEEK 4 LESSON
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. describe how culture develops moral sense in people
2. explain how cultural relativism affects moral sense
3. analyze the effects of cultural relativism to moral sense in a situation

ACTIVATE
Process Questions
a. What would you consider to be the most important learning from your parents about right and
wrong?
b. Why is it important to listen to your parents’ advise with regards to right and wrong?
c. Is your moral sense different from your parents? Does generation gap between you and your
parents contribute to the clash of the concept of right and wrong?

ACQUIRE
I. Culture and Moral Behavior
a. Meaning of Culture- It is the totality of the social environment into which a human
being is born and in which he/she lives. It includes the community's institutional
arrangements (social, political, and economic), forms of art and knowledge, the
assumptions and values embedded in its practices and organization, its images of
heroism and villainy, it various systems of ideas, its forms of work and recreation, etc.
(Pekarsky, 1998)

b. Sense of morality in culture

1. Norms- These are the defined ways on how members of a group or community are
expected to behave and conduct their daily activities.
2. Values- These are the things regarded necessary and indispensable to lead a productive,
peaceful, happy and progressive personal and community life. Values can personal, social,
cultural and religious values.
3. Filipino Sense of Morality-
i. Filipino Virtue ethics- It is built on the concepts of loob and kapwa. Loob
means relational will while kapwa refers to ‘other person” or better yet “together
with the person” (Reyes, 2015). These concepts bring forth the virtues like
kagandahangloob, utang na loob, pakiramdam, hiya, lakas ng loob/ bahala na.
These virtues are meant to preserve and strengthen human relationships.
ii. Fear and shame moral sense- Shame or Hiya gives emphasis to the community
more than to self (“more of what would others say” and not “I am not worthy”).
Fear comes from possible repercussions of an action that upsets the natural order/
standard.
iii. Intrinsic and Extrensic moral sense- Intrinsic sense refers to the natural
tendency of the Filipino to be in harmony with the other members of the
community. Extrensic refers to the idea that morally good and evil are
determined by inter-subjective harmony and social order.
iv. Community oriented vs. individual- Filipino moral sense is largely oriented
towards kapwa or inter-relatedness. The individual moral sense matters only in
the context of the community.
v. Inclusivity vs. exclusivity- Exclusivist moral sense is applying the socially
harmonizing tendency within a certain group or kin-based community. Inclusivist
moral sense is applying the socially harmonizing tendency to include all.

Process Questions
a. What values do you consider important or most relevant in your life?
b. Name a personal circumstance about lakas ng loob.
c. How does kagandahang loob work in a context where people are in dire need?

II. Cultural Relativism

a. Meaning of Cultural relativism- This to point out the importance of
judging a culture by its own standards and not by other cultural standards.
In morality, it can mean that each culture has its own moral codes which
are different from the rest.
b. Types of Cultural relativism
1. Descriptive relativism- (how things are/seem) This refers to the variability of
culture. Beliefs and behavior are determined by culture. This accounts the differences
of beliefs and behaviors across cultures.
2. Normative relativism-(how things ought to be) There is no universal standard to
judge a culture. All judgements on culture is ethnocentric, or a judgement is
dependent on the viewpoint of who is making it.
3. Epistemological relativism- it starts from the idea that everybody starts with tabula
rasa or blank slate. Anything found since the blank slate is cultural. Everything is
cultural determined. The factuality of an account is dependent or relative to the one
justifying or falsifying it.

c. Claims of cultural relativism (Rachels,1999)

1. Different societies have different moral codes.

2. There is no objective standard that can be used to judge one societal code better than
another.
3. The moral code of our own society has no special status; it is merely one among
many.
4. There is no "universal truth" in ethics; that is, there are no moral truths that hold for
all peoples at all times.
5. The moral code of a society determines what is right within that society; that is, if the
moral code of a society says that a certain action is right, then that action is right, at
least within that society.
6. It is mere arrogance for us to try to judge the conduct of other peoples. We should
adopt an attitude of tolerance toward the practices of other cultures.

d. Implications of cultural relativism to moral behavior

Positively
1. No customs of any society are morally inferior
2. Right and wrong are based on what is culturally defined in a society
3. Cultures are preserved
4. It promotes cooperation, equality, and respect
Negatively
1.It cast doubts on moral progress. Society may revert to the sins of the past systems
2.It can foster conflict fueled by personal/ social bias
3.It discourages diversity. As each society promotes its own without recognizing the
importance of the others.
Process Questions
a. Do you agree to the claims of cultural relativism? Explain your answer.
b. Do you think it is necessary to have universal standards? Why?
c. Give an example of the negative impact of cultural relativism?

Links
Meaning of Culture
https://www.sagepub.com/sites/default/files/upm-binaries/48150_ch_1.pdf Cultural
Relativism
https://faculty.uca.edu/rnovy/Rachels--Cultural%20Relativism.htm Moral
Relativism
https://www.youtube.com/watch?v=518FR6SbY_k
ACTIVITIES

• Situational Analysis
a. Give an example of a situation that shows cultural relativism in Filipino context. You
may use pictures of the situation.
b. Determine the type of cultural relativism
c. What are the implications of the situation?
i. 3 positive implications
ii. 3 negative implications
d. Prepare a PowerPoint presentation.

ASSESSMENT

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Situational Analysis and Presentation of analysis- refer to the ACTIVITIES for the
detailed instruction.

WEEK 5 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. analyze the nature of human being
2. describe the stages in the development of moral character
3. analyze the role of conscience in moral decisions
4. reflect on the personal development of moral character

ACTIVATE
Process Questions
a. How do you describe yourself as a decision maker?
b. What is the best way to develop your character?
c. Have you ever bothered by your conscience? Describe your experience.

ACQUIRE
The Moral Agent
I. Understanding the nature of the decision maker
a. Homo socialis- To be human is be in a situation. In the words of Martin Heidegger, to be is
to be thrown into the world.
b. Homo Intellectus- To be is to be able to think. Every person is capable of understanding and
direct the same towards action.
c. Homo Libertus- To be is to be free. Everyone is endowed with free will and therefore
capable of making free choices.
d. Homo Existo- To be is to have the capability to become fully human. Everyone is capable
of growth.
e. Homo Moralis- To be is to become morally intelligent and responsible. Everyone is capable
to be compassionate.
II. Moral Character
a. Meaning of moral Character- Character comes from a Greek word which means
engraved. It is the disposition to direct one’s habits, actions and emotional responses toward the
moral and the good. It is also the mark of human authenticity. b. Developing moral
character
i. Acts forming character- The act of good character is virtue. Virtues are attitudes,
dispositions, or character traits that enable us to be and to act in ways that develop this
potential. Eg. Honesty, courage, compassion, generosity, fidelity, integrity, fairness,
selfcontrol, and prudence.
ii. Acts emanating from character- Every action is a reflection of one’s character but not
necessarily leading towards the good and moral.

Process Questions
a. What actions or activities that you have done where you felt that you are doing the right thing?
b. What do other people say about you? Do you think that the comments reflect you as a person?

III. Moral Development

a. Stages of Moral Development
i. Piaget- Moral development is tied with cognitive development
ii. Kohlberg
 Process Questions
a. If you were to make a profile of yourself based on Piaget’s and Kohlberg’s theory of moral
development what would it be?
b. What are the similarities and differences of the theories of Piaget and Kohlberg

b. Conscience
i. Meaning of conscience- Conscientia in Latin which means with knowledge or a person who
tries to order his or her choices according to the demands of the laws of human nature. It is not
a justification for any behavior rather, the application of lasting truths to choices about human
behavior. In Greek, it is called Suneidesis which means joint knowing. It is the sense or
consciousness of the moral goodness or blameworthiness of one’s own conduct, intentions, or
character together with a feeling of obligation to do right or be good.

ii. Conscience-based decision making- It is a judgement about how an action conforms or does
not conform to natural law. Natural law is the participation of humans to the Divine law which
is the standard of what is right and wrong.

Process Questions
a. If you were to assess how the current make decisions, do you think they are conscientious?
b. Is the concept of conscience still works in the current generation?

Links

Piaget’s theory of Moral development

https://www.simplypsychology.org/piaget-moral.html

Kohlberg’s theory of Moral Development https://www.simplypsychology.org/kohlberg.html

Conscience
https://plato.stanford.edu/entries/conscience/

ACTIVITIES

• Personal Reflection- Write a page of reflection paper on how you gained your sense of
what is right or wrong. Make sure to include at least three concepts from the discussion.

ASSESSMENT
Formative Assessment
• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Reflection Paper- Refer to the ACTIVITIES for the instruction. Summative
Assessment
• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given only
one chance to answer the test.
 WEEK 6 PRELIM EXAM

Written Exam (Multiple Choice) - You take the exam via BBLearn.
You are given only one chance to answer the test.

WEEK 7 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. describe the dynamics of feelings in a person’s life
2. explore the role of feelings in decision making
3. discover how to make moral decisions with various feelings

ACTIVATE
Process Questions
a. List down at least ten feelings.
b. Why are there feelings? What is the purpose of having feelings?
c. Does feeling good necessarily means you have made the right decision?
d. Can feelings affect one’s capacity to make decisions

ACQUIRE
Feelings and Moral Decision Making
a. Decisions making
1. Meaning- It is the process of making a choice between a number of options and
committing to a future course of actions.
2. Elements/ Factors considered in making decisions
i. Disposition
ii. Experiences (Achievements/ Failures)
iii. Principles in life
iv. Values
v. Self-image/Self-worth
vi. Emotional state

Process Questions
a. What do you usually consider whenever you make an important decision?
b. If you were to understand the decision of another person, what are those things that come to
mind?

b. Meaning of Feelings and Emotions 1. What are feelings?

i. Feelings are mental experiences of body state. When these feelings move a person to
action, they become emotions.
ii. A feeling is the representation of that transient change in organism state in terms of
neural patterns and ensuing images. When those images are accompanied, one instant
later, by a sense of self in the act of knowing, and when they are enhanced, they
become conscious. They are, in the true sense, feelings of feelings (Damasio
1999:282).

2. Types of feelings/Emotions
i. Self-assertive- Feeling directed toward self-reservation eg. Fear, anger, joy, guilt,
shame, embarrassment, etc. ii. Self-transcending- Feeling directed toward others
eg. sympathy, compassion, care, empathy, kindness, etc.
c. Effect of feelings to moral decision making- There is no point in
one’s life when there is no feeling.
i. Feelings as obstacle- Feelings that prevent any action to occur
ii. Feelings as enabler- Feelings that push or encourage action.

PROBLEM EMOTION JUDGMENT

REASON

Process Questions
a. Cite an experience where you were overwhelmed by a feeling that prevented you to come up
with a good decision.
b. Do you think that feeling is a good indicator whether the decision you made is good or not?
c. What sort of feeling that encourages you to act?

Links
Decision making
https://philosophynow.org/issues/1/Making_Decisions

Moral Emotions
https://ethicsunwrapped.utexas.edu/glossary/moral-emotions

ACTIVITIES
Exercise in making moral decisions
Cite a situation in your life where you must make a moral decision. The situation must involve
two options. Consider the given emotions below in the situation. With the given situation and
emotion, make a decision.
 Situation Emotion Decision
Anger

Elation

Disgust

Sympathy

ASSESSMENT

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.

WEEK 8 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. explain the importance of reasoning in making moral decisions
2. examine the nature of human act
3. apply the models in making moral decisions in real life context

ACTIVATE
Process Questions
a. How much thinking do you need before making a decision?
b. How do you manage your emotions especially when you are to make a moral decision?
c. What are the steps that you follow when you make a decision?
ACQUIRE
I. Reason and Impartiality
a. Importance of reason in making decisions- All experiences are feeling-laden. Yet, feelings
are irrational and fleeting. They must be supported and guided by rational and logical
 arguments. To make good moral decision, it must be based on facts and guided by moral
principles.

• Be Attentive- Gather all relevant data.

• Be Intelligent- Organize and contextualize the data. Identify the values in tension.
• Be Reasonable- Analyze the data using ethical lenses or principles (virtue, justice,
rights and results)
• Be Responsible- Act with courage and seek the highest good
• Return to Awareness- Reflect on the process and your core values.

b. Impartiality- Everyone is given equal importance regardless of status, context and

circumstances. All interests are equal. Each moral decision strikes the balance of promoting
self and others’ interest.

Process Questions
a. Is it possible to be impartial at all when you are personally involved?
b. Sometime people decide from their gut feel. Do you think that gut feel still needs to be guided
by reason?

II. Moral reasoning model

a. Human act- St. Thomas Aquinas made a difference between Actus humanus and
Actus hominis.
1. Actus hominis (act of a human being)- An act that is done without knowledge,
consent and it is involuntary. The act is considered amoral (without morality) or not
based on the concept of right or wrong.
2. Actus humanus (a human act) – An act that is done voluntarily, consciously and
freely. It entails responsibility. The person is fully aware or mindful of the act and yet
freely chose to do it without any coercion. This entails performing the act out of one’s
intellect and will and therefore carries with it moral consequences.
b. Circumstances of an act
1. circumstance of a person
2. circumstance of quality of the act
3. circumstance of helps or influences
4. circumstance of place
5. circumstance of mode or manner
6. circumstance of intention
7. circumstance of time
c. Voluntariness of an act 1. Direct vs
Indirect-
i. Direct- (voluntary in itself) the act is willed as an end in itself eg. I intend to go to
bed
ii. Indirect- Voluntary in cause) the effect is foreseen as a necessary consequence of
an act. It is an indirect effect of what is directly intended.
2. Perfect vs. Imperfect
i. Perfect – there is full knowledge and consent ii. Imperfect- the person is ignorant and
does not consent the act
3. Pure vs. Mixed
 i. Pure – the act is done without any feeling of dislike ii. Mixed- the act is done with a
feeling of dislike
4. Natural vs. Supernatural
i. Natural- act done within the natural power of humans
ii. Supernatural – act that is done with the aid of other powers greater that what humans are
capable of .
5. Valid vs. Invalid
i. Valid- act that meets the requirements to become moral
ii. Invalid- act that does not meet the requirements to become moral
6. Good vs. Bad vs. Indifferent
i. Good- act that conforms with the norm ii. Bad- act that does not conform with the
norm iii. Indifferent- act that is neither good nor bad
7. Intention vs. action
i. actual- act is done with intentions
ii. virtual- the intention is not present when the act is done eg. Planned action. It unfolds
as part of the plan
iii.Habitual- the intention is forgotten but can come out when the stimulus reappears eg.
Revenge. It can happen spontaneously iv.Interpretative- one is incapable of
making his or her decision eg. Decisions made for young children
d. Acts with two effects
1. The principle of indirect voluntariness- a person is responsible for the evil effect of a
cause directly willed when
i.One foresees the evil effect
ii.One is free from doing what causes the evil effect
iii.One is bound to refrain from doing what causes the evil effect

2. Principle of double-effect- A person may lawfully perform an act which has two effects:
one good and one is evil when
i.The act is in itself good/ indifferent
ii. The evil effect comes after the good effect; or good and bad effect come
simultaneously
iii.The evil is proportionately equal with the good effect; greater good is attained in
allowing evil to happen
iv.The intention is solely for the good effect and treat the evil effect as a side-effect. Evil
effect is not intended
b. Steps in Moral Decision making
1. 5 Step Model

i. Know the facts- information must be adequate enough to make a decision. Cover as
many perspectives as possible (reality is multi-faceted)
ii. Know the issue- narrow down the perspectives to the actual issues (issues are values
compromised)
iii. Know the good side of the issues
iv. Know the adverse side of the issues
v. Make a moral judgement (this judgement is of value as it puts weight on what is
held important by the person.
2. 7 Step Model

Process Questions
a. Give a concrete example of the Principle of Double Effect
b. Use the same example in (a) and provide the circumstances of the act.
c. Choose a model in moral decision making and it in the example in (a).

Links
Impartiality
https://plato.stanford.edu/entries/impartiality/ Circumstances
of an act
http://www.catholictheology.info/summa-theologica/summa-part2A.php?q=439
7 step decision making
https://www.umassd.edu/fycm/decision-making/process/ Doctrine
of Double Effect
https://plato.stanford.edu/entries/double-effect/

ACTIVITIES

• Applying a model in decision making-

1. Think of a situation in your life that requires you to make a decision. Describe the
account in details.
2. Choose 1 from the two models in decision making discussed in the class and apply
it to the situation.
3. Plot the steps that you will do following your chosen model in a graphic organizer.
4. Submit your answer via BBLearn.
ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Graphic Organizer- Refer to the ACTIVITIES for the detailed instruction. Summative
Assessment
• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given
only one chance to answer the test.

WEEK 9 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. discuss the importance of moral courage amid moral dilemma
2. examine the factors that foster moral courage
3. analyze a short film that shows moral courage
4. write an essay on moral courage

ACTIVATE
Process Questions
a. What was the bravest or most courageous decision or action that you did in life?
b. What were the factors that enabled you to be courageous?
c. Would you stand up for what you believe in? Why?

ACQUIRE
I. Moral Courage
a. Moral courage and social constructs
1. Definition of Moral Courage-
i. Moral courage is defined as brave behavior accompanied by anger and indignation
which intends to enforce societal and ethical norms without considering one’s own
social costs. Especially social costs (i.e., negative social consequences) distinguish
moral courage from other prosocial behaviors like helping behavior. (Oswald, et.al.,
2012) ii. It presupposes a conflict with one or more perpetrators; thus, it can be
defined as an expression of personal views and values in the face of dissension and
rejection (Lopez, et.al,2003)

2. Social Constructs
i. Role of Anger- It is a moral outrage provoked by the perception that a moral
standard has been violated. It can also be an emphatic anger where anger serves as
an impetus to act in behalf of somebody whose rights are violated.
 ii. Role of Norms- Knowledge and understanding of a difficult situation can trigger
sense of responsibility. Member feel responsible to help others despite the negative
consequence the action entails. iii. Role of Values- Sensitivity to what are regarded
important in society is a good starting point of moral courage.
b. Factors that foster moral courage 1. Availability of
reaction options
2. Self-efficacy and high self-esteem
3. Salience of prosocial norms
4. Empathy
5. Moral outrage

c. Factors that inhibit moral courage

1. Diffusion of responsibility- Responsibility resulting from a morally courageous can be
overwhelming.
2. Pluralistic ignorance- Not creative enough to come up with variety of options
3. Fear of negative social consequences- Possible result is the loss of privileges and
4. fear of being evaluated and judged by others- Morally courageous people are labeled
and tagged in society
5. Self-perception of not having enough intervention skills.

Process Questions
a. What situations do you think is moral courage necessary?
b. Would you say that you are morally courageous? Explain your answer.

II. Free Will and Moral Responsibility

a. Conditions of moral responsibility- Free will is necessary to perform free actions.
Such actions are regarded as responsible as they are born out of one’s free will and
knowledge.
b. Modifiers of Responsibility
1. Ignorance- It minimizes responsibility
i. Vincible ignorance- it can be overcome. One is unaware that the action was
wrong.
ii. Affected ignorance- it is a willed ignorance. The person is culpable. It can be
overcome by sufficient diligence to know.
iii. Invincible ignorance- one has no way of knowing due to circumstances.
2. Passion- Emotions can be overwhelm reason and impairs the capacity to know and
decide.
3. Fear- a reaction directed towards the apprehension of an impending danger or evil.
An action done because of fear is less voluntary while an action done with fear is
voluntary.
4. Violence- Force can compel a person to do what he/she does not want to do. This
results to involuntary action and thus destroy responsibility.
5. Unconscious- Past experiences can impede acquisition knowledge and blunts good
judgement.

Process Questions
a. If you were to characterize your generation, do you think you are morally responsible?
b. Which among the modifiers of responsibility are observable in your generation? Elaborate
your answers.

Links
Moral Courage
https://www.researchgate.net/publication/227241630_Moral_Courage#:~:text=Moral%20courag
e%20is%20defined%20as,prosocial%20behaviors%20like%20helping%20behavior.

Free will and Moral Responsibility https://iep.utm.edu/freewill/#H1

ACTIVITIES
Video viewing- Follow the link below and watch the suggested video. Infer from the video the
idea of moral courage. Write an essay recounting how moral courage is observed in the given
film. Submit your essay via BBLearn. Links
https://www.youtube.com/watch?v=entA4Ub_WuM
ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Essay- Refer to the ACTIVITIES for the detailed instruction.

WEEKS 10-11 Lesson

LEARNING OBJECTIVES
At the end of the lesson, the students will
1. discuss the concepts related to virtue ethics according to Aristotle and St. Thomas Aquinas
2. discuss virtue ethics in Filipino context
3. conduct an interview on happiness
4. infer from the data of the interview on happiness

ACTIVATE
Process Questions
a. What virtues do you practice? How do these virtues help shape your being a person?
b. What makes you happy? Explain you answer.

ACQUIRE
I. Frameworks in Ethics
a. Virtue Ethics- Character based. It started by Aristotle. The focus is the cultivation of virtues
and practicing good.
b. Deontology- Duty based. The main proponent was Kant. Its focus are the binding rules and
one’s obligation and duty to family, country, community, etc. Motivation for actions is
likewise emphasized.
c. Utilitarian Ethics- Consequence based. It was founded by Jeremy Bentham. The focus are
the consequences and results and the pursuit of the common good. The goal is to maximize
happiness and minimize suffering for most people.
d. Rights Ethics- Contract based- The focus are the rights and agreement between people.

II. Virtue Ethics a. Aristotle

1. Telos- It mean end, purpose, fulfilment, completion, goal or aim. All actions are directed
towards a certain goal. The goal in one’s life is the highest goof (summum bonum) which
for Aristotle is eudaimonia or happiness. Happiness can be achieved through excellence
in action or called virtue.
For other schools of thought the telos of human being is pleasure (Epicureanism);
life according to nature (Stoicism).
2. Virtue as habit- Doing well is not a one-time act to be a virtue. It must be done always
in all circumstances. Virtue is a habit of acting excellently . Further, a virtue is a mean
or the balance between pleasure and pain.

i. Courage – bravery
ii. Temperance – moderation
iii. Liberality – spending
iv. Magnificence – charisma, style
v. Magnanimity – generosity
vi. Ambition – pride
vii. Patience – temper, calm
viii. Friendliness – social IQ
ix. Truthfulness – honesty, candidness
x. Wit – humor, joy
xi. Modesty – ego
xii. Justice – sense of right / wrong, indignation
iii. Eudaimonia- idea of happiness- It comes from two Greek words, eu (good) and daimon
(spirit) or the state of having a good indwelling spirit. It can also mean human flourishing or
simply happiness. Eudamonia is a rational activity and not possession of wealth and power.
It is the highest human good, the only human good that is desirable for its own sake (as an
end in itself) rather than for the sake of something else (as a means toward some other end).
Human flourishing involves fulfilling one's human potential in ways that are admirable,
sustainable, and personally satisfying.

• Human Flourishing
 • Difference between Hedonism and Eudaimonia

1.Hedonistic tradition – The focus is the experience of happiness that is the presence
of positive effect and the absence of negative effect. Happiness is external. One can
gain happiness which is often culture bound.

2. Eudemonic tradition – The focus is living life in a full and satisfying way.
Happiness comes from within. The work is to uncover the potential to be happy.

Process Questions
a. How can a virtuous life make you happy?
b. What is the equivalent saying of the “mean” in Filipino culture? Make sure to explain your
answer.
c. How do you characterize the current generation in terms of their source of happiness?

b. St. Thomas Aquinas

1. Natural Law
i. Meaning of Natural law Law comes from the word lex that is derived from ligare
which means to bind. Law then binds one to act. Natural law is a system of right or
justice common to all. It is derived from nature and not from statutes of humans
(conventional laws). In the mind of Aquinas, natural law is the participation in the
eternal law that can only exists in the mind of God.

“The law of nature, which is “nothing else than the participation of the eternal law
in the rational creature,” thus comprises those precepts that humankind is able to
formulate—namely, the preservation of one’s own good, the fulfillment of “those
inclinations which nature has taught to all animals,” and the pursuit of the knowledge
of God.”

ii. Synderesis-The natural capacity of everyone using practical reason to apprehend

intuitively the universal first principles of human action.

iii. Key features of Natural Law (Aquinas)

• God is the giver of Natural Law- this is Divine providence
• Humans as recipient of Natural Law- forms the principles of practical
rationality, or the principles in and through which human actions are judged. iv.
Tenets of Natural law
• Law is a measure of human acts- It evaluates human acts against relevant law
using reason
• Natural law springs from Eternal law which is how God orders things to their
proper end.
• Everyone participates in the Divine order in terms of our desire and ability to
discern what is good using reason. The result of such is the Natural law.
 • Natural law is a fundamental principle weaved into the fabric of our nature as
rational beings and enable us to seek for good that bring about flourishing
appropriate to human beings.
• The principle is a guide to practical reasoning: Good is to be done and evil is to be
avoided. It is not something that can avoided. It is part of human’s natural
inclination like life, procreation, education of offspring, knowledge and civil
social order.
iv. Precepts (teachings) of Natural law
• The Golden rule
• Do good and avoid evil
• (Ten Commandments)
• Respect for life

2. Cardinal Virtues
i. Prudence- right reason with respect to action. It is an important virtue for variety
of excellences occur like memory, intelligence, docility, shrewdness, reason,
foresight, circumspection and caution.
ii. Temperance- moderation of physical pleasures like eating, drinking and sex.
iii. Fortitude or courage- it moderates those desires that prevent a daunting
undertaking or difficult to attain or avoid.
iv. Justice- pertains to relationship with others where one is willing to give what is due
to others.
Types of justice
• Legal justice- governs what is common good
• Commutative justice- it is about mutual dealings. The amount of goods or
service should be equal to the amount of effort/ of what one pays for.
• Distributive justice- collective goods and responsibility are apportioned among
those who belong to a social community. What is due is measured according to
one’s need. It spells out the moral obligation to help those who are less
fortunate.
• Restorative justice- a meaningful engagement and accountability and provides
space for healing, reparation and re-integration.
3. Happiness
i. Aquinas distinguished between perfect happiness (beatitude) and imperfect
happiness (Felicitas). To attain complete happiness, living a virtuous life is not
enough.
ii. Complete happiness can only be given as grace. To facilitate perfect happiness
are the following virtues: Faith, hope and charity.

Process Questions
a. What is the importance of the idea of natural law in the fight for human rights and sustainable
environment?
b. Give one concrete example for each of the cardinal virtues.
c. Which idea of happiness is more appealing to you, Aristotle’s or Aquinas’? Explain your
answer
Links
Virtue Ethics
https://iep.utm.edu/virtue/#:~:text=Virtue%20ethics%20is%20a%20broad,to%20bring%20about
%20good%20consequences. Telos
https://philosophyterms.com/telos/ Eudaimonia
http://www.drjulieecoethics.com/438505415 Thomas
Aquinas
https://iep.utm.edu/aq-moral/

ACTIVITIES

• Interview- Conduct an interview to at least 5 people. Formulate at least three questions

based on: “What makes you happy”? Make sure to record your interview either digitally
or by writing. Put together the answers. Classify their answers according to similarity.
Prepare a written report of the result of the interview. Submit the output via BBLearn.

ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Interview- Refer to the activity for the detailed instruction. Summative Assessment
• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given only
one chance to answer the test.

WEEK 12 MIDTERM EXAM

Written Exam (Multiple Choice)- You take the exam via BBLearn.
You are given only one chance to answer the test.

WEEK 13 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. explain the meaning of absolute goodwill, duty and categorical imperatives
2. identify examples of categorical imperatives
3. differentiate between legal right and moral right
4. analyze social issues using categorical imperatives
ACTIVATE
Process Questions
a. What do you think are your primary duties as a member of your family?
b. How do you regard your duties?

ACQUIRE
I. Deontology- comes from the word deon which means duty.
II. Kant’s ethical theory
a. Main focus- The main concern of deontology is what people do or the act and not the
consequence of the act. The rightness of an act is not dependent on the result nor on the
context or personal reaction to it like feelings or emotions but on principles established
through reason.
b. Freedom and the use of reason- It is possible to build a consistent moral system using
reason. Two reasoning in the mind of Kant: Pure reason or theoretical reasoning and Practical
reason or practical reasoning. Theoretical reason is the reason to decide what to follow while
practical reason is reason how to act.
With practical reason it is possible to arrive at the principles of morality. Respect is given not
because it is natural endowment but because humans are capable of reasoning, autonomous,
capable of acting and choosing freely. Despite being sentient, having feelings that could get
in the way of moral decisions, with reason it is possible to govern our will past the feelings.
To act freely is to act autonomously and free from any external conditions.
c. Motive- The most important thing to consider in determining the moral worth of an act is not
the outcome but the motive. The rightness or wrongness of an act is measured against formal
moral criteria like rules or principles. The principles are obeyed because they are right. All
other motives are conditional like pleasure and happiness. The only thing that is without
qualification is Goodwill. With goodwill all actions must always be good no matter the
outcomes.
“It is not enough that it (act) should conform to the moral law- it must also be done for
the sake of the moral law”

The motive that makes the act right is the motive of Duty, this is doing the right thing for
the right reason. Outside duty, the motive is promoting self-interest and lacks moral worth.
This kind of motive is called Motives of Inclination.

d. Absolute Goodwill
Goodwill is a good without conditions nor limitations. This is the ultimate motive for an act.
Goodwill is entirely good and in no respect bad. It is not even affected by the consequences
of the act. Failures may happen in the manner of carrying the act but the goodwill remains to
be good. Other motives like pleasure, wealth, honor, power or happiness can diminish with
failure but not goodwill. The content of the goodwill is to act for the sake of duty.

e. Duty
The starting point of Kant is the troubled state where each person struggles with his/her
imperfection and not coming from a serene state and with troubles tries to regain it by
attaining higher harmony. To do moral action is not referenced to the context but to duty.
 Two kinds of duties
i. acting for the sake of duty- Acting out of reverence for the moral law. Respecting the law
irrespective of the outcome. This is regarded of moral worth. Doing an act because it is the
right thing to do and this is done out of goodwill.
ii. acting according to duty- Acting in the light of fulfilling one’s interest or natural inclination.
This duty has no moral worth. Acting with due consideration of who is affected or the possible
consequences.

f. Principle and Maxim

Principles are fundamental objective moral laws founded in the practical reason which
obliges all purely rational moral agents.
Maxim is a principle which are the basis of subjective decision and action or a concise
expression of a moral rule or principle. This is the principle behind the thought process in
doing a rational action. The contents of the thought process
1. Action
2. Conditions where the action is done
3. Motive
The action done out of a maxim has moral worth when it conforms with the moral
requirement: it is done out of duty or doing the right thing for the right reason.

g. Categorical Imperative (Direct Command)

This is the measure of right and wrong and the principle of universalization of morals.

1. Two types of imperatives

i. hypothetical- an action is regarded as a means to an end, hence conditional
ii. categorical- action that is objectively necessary without any conditions. It is the end
itself.
 2. Three kinds of imperatives
i. Imperative of skill- action is a means to an end
ii. Imperative of prudence- action done for the desired end or purpose like happiness
iii. Categorical imperative- it is unconditional or without conditions. It is not depended
on how the action is done nor consequence or purpose but with the form and
principle it follows.

3. Categorical imperative as measure of right and wrong

i. Formulation. There is just one categorical imperative but will have a lot of
maxims or individual or concrete formulations. The maxims must measure up with
the imperatives called universalization for the act to become moral.
“Act as if the maxim of your action were to become by your will a universal law of
nature”
ii. Sample. Eg. Golden rule may have a lot of concrete formulations but every action
should be able to measure up to the golden rule to be morally worthy or morally
right.
iii. As a yardstick
The moral worth of an agent and rightness of an action is measured on the same
criteria and not on any inclinations. What is measured as morally right against the
categorical imperative is binding to all rational beings.

Process Question
 Give an example of a decision that you acted upon as a response of a moral dilemma you
encountered. What would make your action right or wrong if you were to measure it against
Kantian ethics?

Links
Motive, Reason and Freedom https://courses.edx.org/c4x/HarvardX/ER22.1x/asset/Chapter_5_-
_Immanuel_Kant__103116_.pdf
Goodwill, Categorical Imperative
https://www.researchgate.net/publication/335571779_Kant's_Absolute_Good_Will_And_Its_Im
plications_For_Some_Current_Ethical_Issues_Like_Suicide_War_And_Abortion
ACTIVITIES
Analysis of a social issue- Refer to the process question under ACQUIRE.
Give an example of a decision that you acted upon as a response of a moral dilemma you
encountered. What would make your action right or wrong if you were to measure it against
Kantian ethics?
Write a one-page answer to the given question and submit it via BBLearn.

ASSESSMENT
Formative Assessment

• Oral response/ written response to the process questions- Answer all the
process questions. For those in Sync and Async modes, write your answers using
default format of Word (Microsoft Office) and submit it via BB Learn.
• Analysis of a social issue- Refer to the ACTIVITIES for the details. WEEK 14
Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. explain the meaning of utilitarianism
2. evaluate utilitarianism in terms of its claims and practical applications
3. formulate a position paper on social issues applying the concepts in utilitarianism

ACTIVATE
Process Questions
a. What do you wish to accomplish in life? What are the good things that you envision to
enjoy when you accomplish your goals?
b. Who do you often think of when you talk about your goals in life?

ACQUIRE
Utilitarianism- the goal is to promote well-being or acting to produce the best consequences. a.
Basic tenets of Utilitarianism
1. Pleasure or happiness is the only thing that truly has intrinsic value- The word utility is
not about use but of pleasure and happiness- the ones that are good in themselves.
Two types of values
a. intrinsic value- These are good in themselves eg. happiness is intrinsically good
while pain is intrinsically bad.
b. Instrumental value- These are means to an end.
2. Actions are right in so far as they promote happiness, and wrong in so far as they
produce unhappiness. Actions are measured by their results or consequences. More
happiness produced the better. More lives saved is better than saving only one life.
3. Everyone’s happiness counts equally- “Everyone to count for one; no-one for more than
one”. It is an inclusive happiness. Well being is for all and not just for a section of society. It is
not just for humans but for animals as well (Bentham). No unnecessary suffering for all
including animals.
b. Theses of Utilitarianism
1. Consequentialism- the rightness and wrongness of actions is determined by their
consequences.
2. Hedonism- the goal is pleasure and happiness. This is the original meaning of utility.
3. Maximalism- an act to be moral should produce more good more than bad consequences
4. Universalism- the consequence of an act should be equally beneficial to everyone

c. Moral judgements in Utilitarianism

1. Actual consequences of actions vs foreseeable consequences-
i. Actual consequences-Makes the consequences as measure of right and wrong. A
good action now may turn out to be a wrong is later it results to bad consequences.
ii. Foreseeable consequences- the act is part of the decision process. In a given
moment considering all possible consequences with the current knowledge and
available options, the action is right as it promotes well-being. Whatever happens
later is another concern.
2. Rule utilitarianism vs. Act Utilitarianism
i. Act Utilitarianism- the act to be right should produce the action that produces the greatest net
utility or creates more well-being over any available options. It produces greatest good for the
greatest number of people.
ii. Rule Utilitarianism- an act to be right must conform with moral rules that will result in the
greatest good for the greatest number of people.
• Specific act must conform to a justified moral rule
• Moral rule is evaluated if it produces greater utility. The acceptability of the action is
dependent on whether the moral rule produces greater utility.

d. Applications
a. Results driven business- producing the best results or best product for greater
customer satisfaction
b. Customer satisfaction- producing greater well-being among the customers
c. Efficiency in the work place- balancing the well-being of the employees for
greater productivity.
d. Equity- Everyone should be given equal opportunity according to what each can do
Process Questions
a. Name two ways on how utilitarianism can be applied in whatever you are
interested in.
b. What do you think are the limits of utilitarian framework? Links
Utilitarianism
https://press.rebus.community/intro-to-
philethics/chapter/utilitarianism/#:~:text=Utilitarians'%20concern%20is%20how%20to,reducti
on %20of%20the%20maximum%20good. Act and Rule
https://iep.utm.edu/util-a-r/

ACTIVITIES
Debate/ Position paper- Choose one from the following statements. Take side and make an
exposition using what you have learned from the discussion on utilitarianism. Submit your
answer via BBLearn.
a. Is it right to sacrifice the few for the sake of the many?
b. Is it right to give preference to those who are paying more than those who are paying less?
c. Is it right to justifiable to give minimum salary to blue-collar jobs and greater salary to white
collar jobs?

ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Position paper- refer to the ACTIVITIES for the instructions Summative Assessment
• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given only
one chance to answer the test.

WEEK 15 Lesson
LEARNING OBJECTIVES
At the end of the lesson, the students will
1. show concrete examples on how the concept of common good is observed
2. discuss the ramifications of justice as fairness by Rawls
3. infer from a picture the idea of justice

ACTIVATE
Process Questions
a. What is your idea of rights?
b. Enumerate some of your rights?
c. How important are your human rights?

ACQUIRE
I. Rights Based Ethics-
a. Definition of rights- It is justified claim that individuals and groups can make upon
other individuals or upon society; to have a right is to be in a position to determine by
one’s choices, what others should do or need not do” (Beauchamp and Childress).
Rights can be legal or moral in nature.
b. Kinds of rights
1. Legal right- these are rights bestowed upon a person by a given legal system. This is related
to positive law. E.g. rights provided in the Bill of Rights of the Phil. Constitution
2. Moral right- these are rights that naturally belongs to a human being. It is universal,
fundamental and inalienable. These are rights based on justice and fairness. E.g. right to free
consent, right to privacy, right to freedom of conscience, right of free speech, right to due
process and right to life and safety.

II. Justice as Fairness

a. Basic assumptions of Rawls
1. Social cooperation is possible and it is working to everyone’s advantage 2. There is a
moderate surplus of available resources to be distributed
b. Goal of the theory, Justice as fairness
1. Provides a framework for the legitimate use of political power- The basic structure of society
is where power is exercised particularly in the distribution of goods and burdens. This is where
justice should be practiced.
2. Highlight the idea that citizens are free and equal and that society should be fair.
c. Principles of Justice as Fairness
1. All citizens should have the familiar basic rights and liberties. All these rights and liberties are
accorded to everyone equally. Their rights can’t be traded with anything.
2. Social and economic inequalities are to satisfy two conditions:
i. They are to be attached to offices and positions open to all under conditions of fair
equality of opportunity; ii. They are to be to the greatest benefit of the least-
advantaged members of society (the difference principle).

d. Veil of ignorance and original position- This is an exercise where everyone

consciously disregards personal circumstances in the way they treat others just
like when they were born. It is a point where everyone possesses a concept of
good and are capable of a sense of justice.

III. Distributive justice – This is governed by principles that allocate goods in limited supply
relative to the demand.

a. Egalitarian- Everyone has a say in decisions and no person feels they will be injured by
choices made by the group.
b. Capitalist- indibiduals are free to work for their self intereset for their own benefit.
c. Socialist- in a utopian socialist structure- the decision is with the community while in a state
socialist, distribution is decided by the central authority.

Process Questions
a. How much of what you enjoy are you willing to give to charity?
b. Are there instances in your life where you think you were treated unjustly? How did you deal
with those instances?
c. Looking at the illustration above, what do you think is fair?

Links
Justice as Fairness
https://plato.stanford.edu/entries/rawls/ Distributive
justice
https://oregonstate.edu/instruct/anth484/wpdjp.html

ACTIVITIES
Picture analysis- Look at the picture below. Use the concept of justice as fairness as your
framework. Analyze the picture and infer what is fair in this context. Submit your answer via
BBLearn.

ASSESSMENT
Formative Assessment

• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Picture Analysis- Refer to the ACTIVITIES for the details.

WEEKS 16 AND 17 LESSON

LEARNING OBJECTIVES
At the end of the lesson, the students will
1. assess the impact of the 21st ideologies to moral sense
2. describe the moral tendencies of Gen y and Z
3. make a comparative analysis on how different religions respond to social issues

ACTIVATE
Process Questions
a. What was the greatest moral challenge you have encountered so far in your life?
b. How does your religion help you address the challenges you encounter in your life?

ACQUIRE
I. Ethical and Moral Challenges
a. Ethical Pluralism- It is the idea that there are many theories about what is right and wrong
which may be incompatible with personal norms. There are more than one moral perspective
and reasonable outlook with regards to moral dilemma.
b. Fundamentalism- Movement or attitude stressing strict and literal adherence to a set of basic
principles. The movement started as religious in character. It is often observed during radical
political, social , and economic upheavals. The presence of such can be a threat to personal
and cultural identities and respected moral values.
Basic characteristics
i. Return to fundamental principles or the principles at the time of the founding.
ii. Strict and rigid observance of the principles iii. Intolerance of the
views of others

c. Globalization- The movement and exchanges of people, goods, services, capital, technologies
all over the planet. It is a framework of collaboration among nations in political, cultural,
social and economic areas.
i. Domination of powerful nations ii. Unfair trade deals between a major
economy and small economy nations iii. Spread of cultural influences by
the powerful nations.
iv. heightened awareness of differences than can foster racism
d. New Generation- Growing up in a technological environment brings about a great challenge.

Traditionalists Boomers Gen X Millennials Gen Z

 Conformers Self-centered Lazy, skeptical Lack basic Financially
who resist with sense of and cynical, literacy focused,
change, are entitlement, question fundamentals, entrepreneurial,
disciplined and workaholics, authority very short Tech savvy,
pragmatic, work self-motivated, figures, desire attention spans, enjoys other
not loyal to
and family lives don't appreciate for a work-life people,
organization,
never coincide, feedback. balance and competitive,
demand
dress formally flexible immediate open to change,
schedule, work feedback and independent,
dress is at low recognition, live in diverse
end of business integrate world.
casual technology into
the workplace,
expect to have
many employers
and multiple
careers, work
dress is
whatever feels
comfortable

II. Ethics and Religion

Ethical elements in religious teachings
1. Ethics is major branch of Philosophy that deals with life as worth living. This is done thru
cultivation of virtues that bring about the wholeness of a person or integrity.
2. For believers, God is the basic requirement of ethics. Doing good for a greater purpose.
Teachings in religion are interpreted using religious language eg. sin, grace, ten
commandments, etc.
3. Moral decision making is almost impossible without mentioning God.
4. Basic moral sentiments are made part of religious teachings eg. Murder, adultery, stealing,
etc.
5. Golden rule can be found in many religions as part of their teaching
6. Revelations in both oral and written traditions admonish people to live in a certain way.
Process Questions
a. What do you consider as the greatest thing that your religion has done in your effort to
become a better person?
b. What do you consider as the greatest challenge of your generation?
c. How do you think this class in ethics has helped you face these challenges?

Links Pluralism
https://www.youtube.com/watch?v=0TUHIco4O54
Fundamentalism
https://www.youtube.com/watch?v=7qS1yztfKP8 Globalization
https://www.youtube.com/watch?v=VdO5L5uSBP4

Ethics and religion

https://www.ethicssage.com/2012/09/the-role-of-ethics-in-religion.html

ACTIVITIES
Comparative analysis- Compare how different religions address global or national issues.
Choose three religions to compare. Choose one global or national issue to analyze.

Religion Issue Religion response to the Issue

ASSESSMENT
Formative Assessment
• Oral Response/ written response to the process questions- Answer all the process
questions. For those in Sync and Async modes, write your answers using default format
of Word (Microsoft Office) and submit it via BB Learn.
• Comparative analysis- Refer to the ACTIVITIES for the instruction

Summative Assessment
• Concept Check (Multiple Choice Quiz)- Take the test via BBLearn. You are given only
one chance to answer the test.
 WEEK 18 FINAL EXAM

Written Exam (Multiple Choice) - You take the exam via BBLearn.
You are given only one chance to answer the test.

Argumentative Paper
Choose any two ethical frameworks to create an argumentative paper on your chosen national issue.
Each side of the argument represen t the frameworks chosen. Rubrics will be given to guide you in
writing the paper. Submit your paper 1 week before the final exams via BBLearn.