Republic of the Philippines

CAVITE STATE UNIVERSITY NAIC

(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 1
INTRODUCTION TO THE COURSE

Course Professor: MARIA PILAR N CORREO

FB Group/Messenger/Youtube: Mam Pil
Correo [email protected]

 Welcome to our class.

 I am your course professor for this subject.
 You can call me “MA’AM PIL” or “MA’AM CORREO”.
 I am a graduate of Bachelor of Arts major in Communication Arts from University
of Santo Tomas.
 I took units in Master of Arts in Mass Communication at Pamantasan ng Maynila.
 I obtained my Master of Arts in Education major in Secondary Education degree
from Cavite State University Main Campus.
 Please read all the learning materials that I’ll send and understand them fully.
 Hang in there and stay safe.

University Vision
The premier university in historic Cavite globally recognized for excellence in character
development, academics, research, innovation and sustainable community engagement.

University Mission
Cavite State University shall provide excellent, equitable, and relevant educational
opportunities in the arts, sciences and technology through quality instruction and
responsive research and development activities.
It shall produce professional, skilled and morally upright individuals for global
competitiveness.
Quality Policy
We Commit to the highest standards of education, value our stakeholders, Strive for
continual improvement of our products and services, and Uphold the University’s tenets of
Truth, Excellence, and Service to produce globally competitive and morally upright
individuals.
Core Values
TRUTH is demonstrated by the student’s objectivity and honesty during examinations, class
activities and in the development of projects.

EXCELLENCE is exhibited by the students’ self-confidence, punctuality, diligence and

commitment in the assigned tasks, class performance and other course requirements.

SERVICE is manifested by the students’ respect, rapport, fairness and cooperation in

dealing with their peers and members of the community.
In addition, they should exhibit love and respect for nature and support for the cause of
humanity.
 Goals of the Campus
The Campus shall endeavor to achieve the following goals:
1. Ensure that all academic programs and activities contribute in
producing good leaders and technically superior professionals;
2. Realign the existing resources, identify new ones and explore
partnership to continue the momentum of its academic programs;
3. Strengthen its research and extension programs that correspond to the
thrusts of the University;
4. Establish income generating projects to augment the meager income
of the campus; and
5. Build the infrastructure that will help provide a sustainable
growth and development of the campus.

Goals of the department

The Teacher Education Department intends to accomplish the following objectives:
1. provide relevant and quality course offering in the graduate and undergraduate
levels to improve student performance;
2. conduct relevant researches in the different areas in education to enrich the
learning process;
3. conduct relevant community services to disseminate information and
technologies to target clienteles to improve their well-being;
4. publish research journals and other related publications to disseminate
relevant information; and
5. produce instructional materials to improve student performance

Our Course Code is: GNED 02

The course title is: ETHICS Course
Description:
Principles of ethical behavior in modern society at the level of the person,
society and in interaction with the environment and other shared resources in support
to the fulfillment of UN’s SGD 4 (Quality Education), SGD 10 (Reduce Inequalities),
SGD 16 (Peace, Justice, and Strong Institution) as well as the promotion of gender
and development concerns.

Course Outcomes:
At the end of the course, you should be able to:
1. accept the VMGO of the university, the campus and the department
2. View Ethics as part of everyday life and society
3. Analyze self and other’s actions in line of ethical theories
4. Analyze concepts of right and wrong in cultural, natural and human laws
5. Synthesize patterns in moral and ethical experiences
6. Distinguish the significance of Ethics in society
7. Evaluate Philippine and other countries’ culture based on ethical theories
8. Internalize ethical behavior in other concepts of society
Grade Basis:
Midterm examinations 20%
Final examination 20%
Outputs 25%
Quizzes/Long Exams 15%
Attendance 10%
Class participation 10%
Total 100%
 GNED 05
ETHICS
LEARNING GUIDE
PERIOD COURSE CONTENT COURSE EXPECTED DEADLINE
/ DATE MATERIAL OUTPUT
Week 1 ORIENTATION AND Module 1: End of
COURSE INTRODUCTION Setting of week 8
OVERVIEW TO THE COURSE expectations
Honor Code
Contract
Week 2 INTRODUCTION: Module 2: Activity 1. End of
KEY CONCEPTS IN KEY CONCEPTS House Rules week 3
Week 3 ETHICS IN ETHICS That Are Ok
A. The and Not Ok
importance with Me
of rules to Activity 2.
social beings Differentiatin
B. Moral vs. g Moral from
non-moral Non-moral
standards standards
C. Dilemma and Activity 3.
moral Deciding in a
dilemma morally
D. Three levels upright way
of moral Activity 4.
dilemmas Reason and
E. Only human Impartiality
beings can Activity 5.
be ethical Limits of
F. Freedom as a freedom
foundation of
morality
G. Minimum
requirement
for morality:
reason and
impartiality
Week 4 THE MORAL AGENT Module 3: Activity 1: Is End of
Culture in moral THE MORAL your action week 5
Week 5 behavior AGENT moral?
A. Culture: Role of culture (Individual)
some and habits in
definitions attaining a Activity 2: The
 B. Culture’ role virtuous and Trolley Problem
in moral moral behavior (Individual)
behavior
C. Moral Activity 3: Hello,
standards as this is your
social conscience,
convention thank you for
and the calling… (Group)
social
conditioning
theory
D. Cultural
relativism
E. Asian moral
understandin
g
F. Filipino moral
character
G. Universal
values
H. Developing
virtue as
habit
Developing Virtue
as a Habit
A. Moral
characters or
virtues
B. The circular
relation of
acts and
characters
C. Moral
characters as
dispositions
D. Six stages of
moral
development
E. Getting the
highest level,
conscience
based
decisions
F. Kohlberg’s
Theory
Week 6 THE ACT Module 4: Activity 1. A End of
Feelings and The ACT Tough week 8
Moral Decision to
Week 7 Decision- Make
Making
Week 8 A. Reason and Activity 2:
Impartiality Ethical
as Minimum guidance
Requirement
 for Morality
B. Moral
Courage
C. Conscience
Week
9 MIDTERM EXAM

Week
10 ACADEMIC BREAK

Week FRAMEWORKS AND Module 5. Activity 1. Is It End of

11 PRINCIPLES BEHIND FRAMEWORKS Really Right week 13
OUR MORAL AND PRINCIPLES or Wrong?
DISPOSITION BEHIND OUR
Week (Individual
A. Basic MORAL
12 work)
theories as DISPOSITION
frameworks Activity 2. The
Week
13 in ethics Decision of
B. Virtue ethics the Judge Is
C. Socrates and Not Final
Plato’s moral (Group
philosophy
work)
D. Aristotle’s
ethics
E. Thomas
Aquinas’
ethics
F. Kant’s and
Right’s
theories
G. Utilitarianism
H. Justice as
fairness
Week ETHICS THROUGH Module 6 Activity 1. A End of
14 THICK AND THIN, ETHICS Gen Z’s week 17
AND ETHICS AND THROUGH Speech
Week RELIGION THICK AND Activity 2. Am I
15
A. Globalization THIN, AND a Morally
Week and Pluralism ETHICS AND Upright
16 B. Challenges of RELIGION Person?
the present
Week generation
17 C. The Role of
Religion in
Ethics
D. GAD issues

Week
18 FINAL EXAM

Course Materials / Readings / References Availability

Please do note:
1. All modules, handouts/PPTs, and other reading materials will be made
available before discussion.
2. Instructions are specified in the modules.
3. Turn in your output before or at the end of the prescribed period for grading.
4. Submission of Expected Output has to be done as indicated in the deadline.

REQUIREMENTS
 For this course, you will perform activities specified in each learning guide
number. These activities will be a combination of written and spoken/oral
activities.
 You will also take two major exams (Midterm and Final Exams

Important reminders
1. Submit your outputs on time.
2. By Week 17, no output will be accepted.
3. After Week 18 (Final Exam week), grades will be submitted to
the Registrar’s Office.
4. Follow CvSU rules and regulations as stipulated in the Student Handbook.

Grading system
Major examinations - 60% (Midterm: 30%
Final:30%) Student’s portfolio / activities - 30%
Class participation - 10%
Total - 100%
The passing score is 70% and that is equivalent to 3.0.
96.7 – 100.0 1.00
93.4 – 96.6 1.25
90.1 - 93.30 1.50
86.7 – 90.0 1.75
83.4 – 86.6 2.00
80.1 – 83.3 2.25
76.7 – 80.0 2.50
73.4 – 76.6 2.75
70.00 – 73.3 3.00
50.0-69.9 4.00
Below 50 5.00
INC Passed the course but some requirements.
Detailed Instructions on Requirements
The detailed instructions on how to go about the activities are given at the end part of
each module.
Course Policies
1. All students shall sign the CvSU Honor Pledge at the start of the semester as
an oath of their honest commitment and participation during this semester.
2. Students shall wear school uniform and shall observe proper etiquette
throughout the session.
 3. Students shall work diligently on assigned tasks and submit outputs on
time.
4. Students may contact the course professor within school hours only.
Respect for one another’s personal time should be observed and respected.
5. Observe Data Privacy Law and Student Code of Conduct.
6. All major exams, particularly Mid-term and Finals Examination shall be
administered as scheduled in the University calendar.
7. Students who will miss a major examination or any class activity may be
excused and shall be allowed to make up for it only when the reasons are
acceptable as assessed by the professor.
8. Any form of cheating and dishonesty shall not be tolerated. Once students are
found guilty of such, their chance to earn points or grades for the specific
output shall be automatically forfeited. The cheating students will
automatically get a grade of “5.0” in that exam.
9. The University’ Grading system shall be followed.

Additional Instructions
1. Carefully read all the instructions for each task before working on the requirements.
2. All questions may be coursed during office hours.
Private and personal messages will not be entertained unless extremely
confidential or important.
3. Observe all the other rules that may be given later.

ACTIVITY 1. HONOR PLEGE AND CODE

Instructions:
1. Accomplish the honor pledge and honor code.
Cavite State University HONOR PLEDGE

As a bona fide student of Cavite State University, I pledge to adhere to the

University’s tenets of Truth, Excellence, and Service.

I pledge Truth by upholding the highest standards of integrity and honesty in all
of my academic requirements, by acknowledging properly the sources and
references that I consult, and by avoiding plagiarism and cheating.

I vow to seal all my academic outputs with Excellence by working on course activities
and tasks to the best of my knowledge and abilities and by attending all my
residential and remote classes.

I promise to be of Service to the members of the CvSU community by establishing

rapport and by extending respect and cooperation with everyone.

I commit to honor this Oath and to take full responsibility for whatever consequences
it may have if I fail to fulfill it.

So help me God.

Name over printed

name: Program:
 Subject:
Student Number:

HONOR CODE for the Course

I pledge on my honor that I shall not give or receive any unauthorized

assistance on this course’s activities, assignments, quizzes, examinations, and others.
I am fully aware that violation of this has specific sanctions as stated in the
Student Handbook.
So help me God.

Name over printed name:

Program:
Subject:
Student Number:

ACTIVITY 2. BECOMING AN EXCELLENT AND ETHICAL CVSU STUDENT

Instruction:
1. Make a short and simple video of yourself (face on) reciting the CvSU Mission, Vision, and
Core Values. Introduce yourself at the beginning.
2. No fancy editing needed.
3. Rubrics:
Clarity of delivery 50%
Sincerity in delivery 50%
Total 100%

References:
University
Code Course
Syllabus
Bandalaria, M. dP. 25 June 2020. Teaching and Learning in Distance elearning
Mode of CHED Technical Panel for GE Courses. CHED CMO No. 20, S2013:
CvSU CAS DLMC. August 2020. Revised GNED 05 Course Syllabus.
Instruction: Course Guide and Study Guides (Redesigning your Course Syllabus).
 Republic of the Philippines
CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 2
KEY CONCEPTS IN ETHICS

Course GNED 02 (ETHICS)

Course Principles of ethical behavior in modern society at the level of the person,
Description society and in interaction with the environment and other shared resources
MARIA PILAR N CORREO
GC/YT: Mam Pil Correo
Course [email protected]
Professor

EXPECTED
DUE DATE
PERIOD / COURSE OUTPUT
COURSE CONTENT OF
DATE MATERIAL (WRITTEN/ORAL
SUBMISSION
ACTIVITIES)
 Week 2 I. Introduction: key Module 1: 1. House Rules On or before
concepts in ethics KEY That Are Ok The end of
Week 3 A. The importance CONCEPTS and Not Ok Week 3
of rules to social IN ETHICS with Me
beings 2. Differentiating
B. Moral vs. non- Moral from
moral standards Non-moral
C. Dilemma and standards
moral dilemma 3. Deciding in a
D. Three levels of morally upright
moral dilemmas way
E. Only human 4. Reason and
beings can be Impartiality
ethical 5. Limits of
F. Freedom as a freedom
foundation of
morality
G. Minimum
requirement for
morality: reason
and impartiality

OBJECTIVES:
After the completion of the chapter, you will be able to:
1. Appraise the importance of rules
2. Differentiate moral and non-moral standards
3. Explain why only human beings can be ethical.
4. Choose a decision when faced with moral dilemma
5. Criticize the limits of freedom
6. Assess the impact of morality to reason and impartiality

LET’S LEARN
INTRODUCTION: KEY CONCEPTS IN ETHICS
ETHICS
 Branch of philosophy that studies morality
 Studies the rightness and wrongness of human conduct
 Derived from the Greek word “ETHOS’ – meaning: CHARACTER/manners
 Also called moral philosophy
 It evaluates moral concepts, values, principles and standards
MORALITY
 Code or system of behavior in regards to standards of right or wrong behavior
 Ethical and moral may be used interchangeably in this subject

Watch: https://www.youtube.com/watch?v=u399XmkjeXo

WHY RULES ARE IMPORTANT TO SOCIAL BEINGS

1. The importance of rules to social beings

Rules refer to explicit or understood regulations or principles governing conduct
within a specific activity or scope.
Benefits of rules:
o They protect social beings by regulating behavior.
o Help guarantee each person certain rights and freedom.
 o They produce a sense of justice of justice among social beings.
o Rules are essential to a healthy for a healthy economic system.
Watch: https://www.youtube.com/watch?v=KsIyQj1L9eA

2. Moral vs. Non-moral standards

o Not all rules are moral rules i.e. not all standards are moral standards
o Moral standards involve the rule of people have about the kind of actions
they believe are morally right and wrong as well as what they value.
Ex. 10 Commandments of God
o Non-moral standards refer to the rules that are unrelated to moral or ethical
considerations
Ex. Rules of fashion, rules of basketball game

Features of moral standards:

1. involve serious wrongs or significant benefits.
2. ought to be preferred to other values.
3. not established by authority figures,
4. have the trait of universality.
5. are based on impartial considerations.
6. are associated with emotions and vocabulary.

3. Dilemma and Moral dilemma

Watch: The Trolley Problem. Would you sacrifice one person to save five? - Eleanor
Nelsen
https://www.youtube.com/watch?v=yg16u_bzjPE

Dilemma refers to a situation where tough choice has to be made between two or
more options esp. undesirable ones.
Ex. Should I shift course (it will take me more time to graduate) or finish the one I am
taking (I do not like my course but I will graduate next year)?
Moral dilemmas – a difficult choice has to be made between two courses of action
either which way disobeys a moral principle.
Ex. An actress who has a wholesome image is soon to be launched to stardom. She
found out that she is pregnant. Would she abort her baby or sacrifice her career?
Key features:
1. The agent is required to do each of two (or more) actions.
2. The agent can do each of the actions but the agent cannot do both.
3. Neither of the conflicting requirements is rejected.

4. Three levels of moral dilemmas

o Personal dilemmas – concerns self
Ex. Should I cheat or not?
o Organizational dilemmas – concerns business, medical field, and public
sector
Ex. Should CvSU accept all first year college applicants or not?
o Structural dilemmas – involves networks and institution
Ex. Should the President declare war against the countries claiming the
West Philippines Sea?
5. Only human beings can be ethical
 Only human beings are rational (have logical and reasoning power)
 Only human beings can act morally or immorally.
 Only human beings are part of the moral community.

6. Freedom as a foundation of morality

  Morality is a matter of choice
 Philosophically choosing is impossible without freedom.
 Morality requires and allows choice.
 People can have different choices depending on what they think is moral.
 The sum of our choices can be said to define our specific “morality”.
7. Minimum requirements for morality: reason and impartiality
 Reason- sound reasoning helps us to evaluate whether our feelings and
intuitions about moral cases are correct and defensible.
The moral agent has feelings but feelings should be backed up by
correct reasoning when making ethical decisions.
 Impartiality (also called evenhandedness or fair-mindedness) is a principle of
justice holding that decisions should be based on objective criteria, rather
than on the basis of bias, prejudice, or preferring the benefit to one person
over another for improper reasons. An ethical decision should be fair.
It is unfair for an “ate” to be the sole breadwinner when her parents
are still able bodied and her siblings are lazy.

ACTIVITIES
Activity 1. My ethical standard
A. House Rules That Are Ok and Not Ok with Me
1. List 3 rules in your house that you easily follow. Explain why it is easy for you to
follow them.
2. List 3 rules in your house that you find constricting to follow. Explain why it is difficult
for you to follow them.
B. Moral and Non-moral standards
1. Give 3 examples of moral standards
2. Give 3 examples of non-moral standards.
3. Explain why it is important for a human being to follow standards.
4. Deviant behavior is defined as actions that violate social norms, which may include
both informal social rules or more formal societal expectations and laws.
 In a school setting, why is it important that students should follow policies.
 Can you call school deviants immoral?
 Why is imposing disciplinary action important?

Activity 2. Humans Should Be Moral

A. My Moral Dilemma
Briefly relate any life experience when you were faced by a moral dilemma yet you
were able to decide in a morally upright way.

B. Reason and Impartiality

A man and his well-trained dog, who are very hungry and moneyless, went to the park.
They saw a neatly packed chicken fast-food.
1. What would the man do? Based on what you have learned from our lesson, deduce
the reason for his action?
2. What would the dog do? Based on what you have learned from our lesson, deduce
the reason for its action?

C. Limits of freedom
Often, our decisions and action are restricted by the rules set by our family,
employers, society, etc.
If given a chance, which of these two would you choose and why? (choose one)
 To have absolute freedom in decision making and action free from the
dictates of family, employers, society, etc.
  Be limited by the rules set by our family, employers, society, etc. when
making a decision or action
Rubrics:
30% Story/Incident
70% Justification based on the lecture
100% Total

References:
Agdalpen, R. T., Francisco, J. (2019). Ethics Ako at ang kagandahang asal
bilang Filipino, Mindshapers Co. Inc.

What is Ethics? https://www.youtube.com/watch?v=u399XmkjeXo&t=12s

Why Rules Are Important.

https://www.youtube.com/watch?v=KsIyQj1L9eA

Would you sacrifice one person to save five? - Eleanor Nelsen.

https://www.youtube.com/watch?v=yg16u_bzjPE

Republic of the Philippines

CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 3
THE MORAL AGENT
ROLE OF CULTURE AND HABITS IN ATTAINING
A VIRTUOUS AND MORAL BEHAVIOR

Course GNED 02 (ETHICS)

Course Principles of ethical behavior in modern society at the level of the person,
Description society and in interaction with the environment and other shared resources
 MARIA PILAR N CORREO
Course
YT/GC: Mam Pil Correo
Professor
[email protected]

PERIOD / COURSE CONTENT COURSE EXPECTED DUE DATE

DATE MATERIAL OUTPUT OF
SUBMISSION
THE MORAL AGENT Module 2: ACTIVITY 1: An On or before
Week 4 Culture in moral behavior THE MORAL Interview with an The end of
A. Culture: some AGENT OFW Week 6
Week 5 definitions Role of culture
B. Culture’ role in moral and habits in ACTIVITY 2:
Week 6 behavior attaining a The Agent and
C. Moral standards as virtuous and The Morality of
social convention and moral behavior His/her Actions
the social conditioning
theory ACTIVITY 3:
D. Cultural relativism Culture and The
E. Asian moral Moral Act
understanding
F. Filipino moral
character
G. Universal values
H. Developing virtue as
habit
Developing Virtue as a
Habit
A. Moral characters or
virtues
B. The circular relation of
acts and characters
C. Moral characters as
dispositions
D. Six stages of moral
development
E. Getting the highest
level, conscience
based decisions
F. Kohlberg’s Theory

OBJECTIVES
After the completion of this module chapter, you should be able to:
1. Interpret the significance of moral behavior and culture in social conventions
2. Interpret how cultural differences affect one’s morality
3. Discover the positive values of developing and having a virtuous character

LET’S LEARN

THE MORAL AGENT

CULTURE IN MORAL BEHAVIOR
Preliminary Activity:
Imagine you are standing beside some tram tracks. In the distance, you spot a
runaway trolley hurtling down the tracks towards five workers who cannot hear it coming.
Even if they do spot it, they won’t be able to move out of the way in time.
As this disaster looms, you glance down and see a lever connected to the tracks.
You realize that if you pull the lever, the tram will be diverted down a second set of tracks
away from the five unsuspecting workers.
However, down this side track is one lone worker, just as oblivious as his colleagues.
So, would you pull the lever, leading to one death but saving five? From:
https://theconversation.com/the-trolley-dilemma-would-you-kill-one-person-to-save-five-
57111

The trolley dilemma demonstrates that most people approve of some actions that
cause harm, yet other actions with the same outcome are not considered permissible. Not
everyone answers the dilemmas in the same way, and even when people agree, they may
vary in their justification of the action they defend.

Watch: https://www.youtube.com/watch?v=bOpf6KcWYyw

CULTURE
 Denotes the practice beliefs, and perceptions in a given society
 Depends on: status, class, education, tastes, speech habits, etc.
 is a way of life of a group of people-- generally without thinking about them
(language, beliefs, customs, rituals, behavior, faith/religion/food,
art/drama/music/ and attitudes: components of culture) are passed along by
communication and imitation from one generation to the next.

CULTURE’S ROLE IN MORAL BEHAVIOR

 is a “way of life” that includes moral values and behaviors
 Learned by children as they grow up in a society
 Many aspects of morality are taught.
 Right or wrong are learned from transmitters of
culture by teaching implicitly or explicitly.
  It is impossible to live in a society without being affected by culture.
“Ang masama kapag ginagawa ng matanda, sa paningin ng isang bata ay nagiging
tama.”

MORAL STANDARDS AND THEORIES

1. Social learning - is the process by which individuals acquire knowledge from others
in the groups to which they belong.
Example: When an OFW goes to Saudi Arabia to work, that OFW has to do some
social learning which may come naturally or may be studies in advance. He/She learns
to adapt to the culture.
2. Enculturation or socialization – the process by which infants/children socially learn
culture including morality around them
Example: Filipino children are expected to “mano” to greet/ask blessing from the
elders.

MORAL CONVENTIONS

SOCIAL CONDITIONING THEORY

 the process by which people of a certain society are trained to think, believe, feel,
want, and react in a way that is approved by the society or the groups within it.
 begins when we are just babies, and it becomes more apparent in childhood and
adolescence. However, it goes on our entire lives.
 The agents of social conditioning can be parents, teachers, our peers, teachers,
popular culture, mainstream media, novels and movies, the church, etc.
Example: Generations before you, pre-marital sex was considered taboo (offensive and
forbidden) but because of cultural influences such as the ones mentioned above, somehow,
it has become a common issue. This is due to social condition.

Watch: https://www.youtube.com/watch?v=AoGWq1_t1LA

SOCIAL CONVENTION THEORY

 it is about peer influence, and the role it plays in individual decision-making around
behaviors.

Peer influences are affected by NORMS.

Social norms are shared standards of acceptable behavior by groups.

Norms may be internalized—i.e., incorporated within the individual so that there is conformity
without external rewards or punishments, or they may be enforced by positive or negative
sanctions from without.

Kinds of norms:
1. Perceived norms - what we view as typical or standard in a group
They are not written; they are informal norms.
Examples:
  Among Filipinos, it is not acceptable for children to answer back to their parents. That
is perceived as rude (but it is the opposite Western Countries, children are always
vocal in expressing their thoughts, they can negate their parents verbally).
 Because colored hair is in fashion, it’s ok to color mine, ano ba’ng masama doon?
Wala. (You are a student of CvSU but in distant learning mode so there is no need
for you to physically be present in the real campus.)

2. Actual norms- the real beliefs and actions of the group

They are written; thereby legal. They are known as formal norms.
Examples:
Brightly dyed hair is not allowed inside CvSU campuses. It is stated in the policies.
It’s because it is written, everyone should follow the norm.

Explanation:
Often times, perceived norms are personally favored than actual norms that is why many
become deviants. Deviants are ones who break the actual norm. Deviants are labelled as
“pasaway” because they go against the actual norms.

Think about this:

A group of college friends all have boyfriend except for one. It will not be long enough that
she would be influenced to have a romantic relationship due to peer influence.
 Do you think this is true? What about copying or cheating when everyone does it,
would you?
 What about thinking about this: “Birds of the same feather flock together.” Would a
bird of different kind choose to group with birds which is not of his species?

Cultural relativism
 In the Philippines, we do not cease to debate on the moral acceptability of birth
contraceptives. In another country, abortion is perfectly normal and even legal; more
so the use of artificial contraceptive is very normal.

Moral relativism
 This views that moral judgments are true or false only qualified to
some particular standpoint. For a moral relativist, no standpoint is
uniquely privileged over all others.
 This happens when a fully clothed woman walking along the
beach area is not judgmental to a woman wears bikini and vice
versa.

Watch: https://ethicsunwrapped.utexas.edu/glossary/moral-relativism

Moral subjectivism
It states that morality is decided by the individual. The individual is the measuring
stick that decides right and wrong. Under moral subjectivism, morals are subjective. They
are based on personal tastes, feelings, and opinions.
In other words: Kanya-kanyang kultura, kanya-kanyang tama. Maaring tama sa akin di-
katanggap tanggap sa iba dahil hindi kami magkaparehas ng paniniwala at kinasanayan.

Example: For born-again Christians, it is wrong to pray to images. For Catholics, holy
images are
picture representation they venerate and cherish.

Watch: https://ethicsunwrapped.utexas.edu/video/all-is-not-relative
 Asian moral understanding

Buddhism’s 5 moral prohibitions:

1. Refrain from taking life
2. Don’t steal
3. Avoid illicit sexual activity
4. Don’t speak falsely
5. Refrain from consuming inebriating substances
Confucian moral code:
1. Benevolence in terms of sympathy for others (jen)
2. Duty reflected in the same felt after doing something wrong (yi)
3. Manners propriety and feelings of deference (li)
4. Wisdom in terms of discerning right and wrong (chih)
5. Loyalty and good faith (hsih)
Filipino moral character
 As Filipinos we are very much aware of our character and personality. Some of these
are: pakikipagkapwa-tao; strong family ties; joy and humor; flexibility, adaptability,
and creativity; hard work and industry; and faith and religiosity.
 Now, these may be viewed as positive but circumstances might take these Filipino
traits to serve us negatively.
 Example: A panganay who was sponsored by her parents to finish college education
might be imposed on taking the role of being the financial source of the family,
sending younger siblings to school, providing help to pamangkins up to the point of
overworking herself and forgetting to have a life of her own.

Universal values - these are the values that are generally shared by all cultures and no
questions on relativism:
1. Peace
2. Freedom
3. Social progress
4. Equal rights
5. human dignity
DEVELOPING VIRTUE AS HABIT
The Moral Agent

A moral agent is a person who has the ability to discern right from wrong and to be held
accountable for his or her own actions. Moral agents have a moral responsibility not to cause
unjustified harm.
When you commit an act, you are a moral agent. You are answerable to the consequences
of your actions.

Case: A young lady was being forced sexually by a drug addict, to defend herself, she
stabbed the rapist to death. Do you think her action was moral? Was her action justifiable?

Discussion: Her action was justifiable because she just defended herself. If she did not
defend herself, she would be the one who will be harmed. The harm she caused the culprit
was justifiable because there was valid reason. To say if it moral or not that she killed a
human being, that is subjective to which ever point of view it would come from. That is why
we have the criminal court to decide on her case. For some moralist, she still a murderer.

Watch: https://ethicsunwrapped.utexas.edu/glossary/moral-agent
 Moral character and virtues
1. Moral character or character
 It is an evaluation of an individual's stable moral qualities.
 It is what one sets apart from others an is mixed with personality.
 The concept of character can imply a variety of attributes including the existence or
lack of virtues such as empathy, courage, fortitude, honesty, and loyalty, or of good
behaviors or habits.
 refers to the existence or lack of virtues (positive traits)
 It involves normative judgement.
 The agent is morally responsible for having the moral character trait or for the
outcome of that trait
Example:
CvSU students are expected to be morally upright, therefore, you should develop your moral
character during your stay at the institution which you can and have to sustain even after
your graduation. (yan ang tatak CvSU. A CvSUnian is a morally upright individual)

According to Aristotle, there are 2 kinds of human excellences:

1. excellence of thought
2. excellence of character

Think about this:

 There are people who were to receive awards and recognition because of their
intelligences but it does not guarantee that they possess an excellence of character.
 On the other hand, there are people who did not achieve so much in life financially or
in popularity but they possess an excellence of character.
 There are people who are blessed with both in varying degrees.

Watch: https://www.youtube.com/watch?v=Uaza5yRzqQI

2. The circular relations of acts and character

 A person’s actions determine his/her moral character but moral character itself
generates acts that help in developing either virtue or vice.
 It takes time to develop moral character.
 Aristotle said that it is not easy to define in
rules which acts deserve moral praise and
blame

Think about this: When can you say that a

ACT CHARACTER
person has good moral character? Would a paper
certification suffice?

Remember: A moral agent person has to keep on

practicing ethical and moral acts to be called a
person of good moral character. If a person has
good moral character then, all his/her actions should be ethical and moral. It is circular isn’t
it?

3. Moral characters as dispositions

  Among human beings, moral character traits – either virtues (positive) or vices
(negative)- are considered dispositions
 Moral character traits hold agents morally responsible.
 A good moral character is practically a disposition to do virtuous act.
 A bad moral character is a disposition to do vicious act.

4. Six stages of moral development

Kohlberg’s stages of moral development combined with Jean Piaget’s theory
Stage 1: Respect for power and punishment. Motto: "Might makes right."
 A young child (age 1-5) decides what to do--what is right--according to what he/she
wants to do and can do without getting into trouble.
 To be right, you must be obedient to the people in power and, thus, avoid
punishment.

Stage 2: Looking out for #1. Motto: "What's in it for me?"

 Children (age 5-10) tend to be self-serving.
 They lack respect for the rights of others but may give to others on the assumption
that they will get as much or more in return.
 It is more a matter of "you scratch my back and I'll scratch yours," instead of loyalty,
gratitude, or justice.

Stage 3: Being a "Good Boy" or "Nice Girl". Motto: "I want to be nice."
 People at this stage (age 8-16) have shifted from pleasing themselves to pleasing
important others, often parents, teachers, or friends.
 They seek approval and conform to someone else's expectations.
 When they are accused of doing something wrong, their behavior is likely to be
justified by saying "everyone else is doing it" or "I didn't intend to hurt anyone."

Stage 4: Law and order thinking. Motto: "I'll do my duty."

 The majority of people 16 years old and older have internalized society's rules about
how to behave.
 They feel obligated to conform, not any longer to just family and friends, but also to
society's laws and customs.
 People at this stage believe that anyone breaking the rules deserves to be punished
and "pay their debt to society."

Stage 5: Justice through democracy. Motto: "I'll live by the rules or try to
change them."
 People at this stage recognize the underlying moral purposes that are supposed to
be served by laws and social customs; thus, if a law ceases to serve a good purpose,
they feel the people in a democracy should get active and change the law.
 There is respect for the law and a sense of obligation to live by the rules, as long as
they were established in a fair manner and fulfill an ethical purpose.
  Only about 20-25% of today's adults ever reach this stage and most of those that do
supposedly only get there after their mid-twenties.

Stage 6: Deciding on basic moral principles by which you will live your life and
relate to everyone fairly. Motto: "I'm true to my values."
 People carefully choose basic principles to follow, such as caring for and respecting
every living thing, feeling that we are all equal and deserve equal opportunities, or,
stated differently, the Golden Rule. They are strong enough to act on their values
even if others may think they are odd or if their beliefs are against the law, such as
refusing to fight in a war.

Watch: https://www.youtube.com/watch?v=bounwXLkme4
https://www.youtube.com/watch?v=sBop4yfH4pg

5. Getting to the highest level, conscience based moral decisions

The moral conscience is considered the proximate norm of conduct because:
 it is the immediate source of information guiding human actions.
 it directs human actions so that a person can transcend his animal instincts and
human inclinations.
 a person’s conscience is rightly considered sacred because conscience allows man
to exercise reason, which is a spark of divine intelligence.

Watch: https://www.youtube.com/watch?v=WCp4njifuc4

ACTIVITIES

ACTIVITY 1. AN INTERVIEW WITH AN OFW

Instructions:
1. Conduct an online interview with an OFW from any country and ask the following:
a. Name/Alias of the OFW
b. Your relationship with the OFW
c. Country
d. Length of stay in the country
e. Nature of work
f. Name 3 noticeable cultural differences of the Philippines and your adoptive
country.
g. Describe your adjustment experience in adapting to those practices.
h. Ask for a permission to include his/her picture at work/abroad.
2. Answer this:
Cavite State University’s mission is to produce professional, skilled and morally upright
individuals for global competitiveness.
 As a student of the University how well do you think it is preparing you to be ready in
the global competition?

60% Substance and content (analysis, basis, perspective, position, etc.)

30% Reflection
10% Proof of activity
100% Total

ACTIVITY 2. THE AGENT AND THE MORALITY OF HIS/HER ACTIONS

Instructions:
1. Read this case:

 Suppose that we are still able to socialize without COVID19.

 You and your parents agreed that they would send you to school provided
that you will not enter into a romantic relationship until you graduate.
 Now, all of your college friends have boyfriend. Some of your friends are also
into pre-marital sex.
 You met someone who is an ideal “boyfriend/girlfriend material” and had
fallen deeply for him/her.
 What would you do?

2. Bear in mind your original position to this case.

3. Connect with 3-4 classmates and form a GC/conduct a Google Meet. Have an active
interaction about one another’s answers. Use terms discussed in this module as
point of reference.
4. You may have the convo in casual conversational language (pwede Taglish).
5. Take a screenshot/recording of your group interaction.
6. In your own answer sheet/copy, answer these questions:
 What was your viewpoint about the given case?
 After the group work, has your viewpoint changed?
 How did the opinions of your classmates give you a deeper and wider
understanding?
 Did your belief change after hearing their opinion?
 Can you give ways how you can make other people understand your own
point of view?
 Include a screenshot/recording of your group activity
Rubrics:
60% Substance and argument (analysis, basis, perspective, position, etc)
30% reflection on culture and morality
10% Proof
100% Total

ACTIVITY 3. CULTURE and the MORAL ACT

Assess the following pictures and tell if they are right or wrong from:
1. The people in the pictures’ point of view
2. Your own point of view
3. Be able to defend your answer by citing take-away topics from the module.

Rubrics:
70% Substance and argument (analysis, basis, perspective, position, etc)
30% Reflection on culture and morality
100% Total
References
Agdalpen, R. T., Francisco, J. (2019). Ethics Ako at ang kagandahang
asal bilang Filipino, Mindshapers Co. Inc.
Bulaong, O. G. Jr. et.al (2018). Ethics: Foundations of Moral Valuation.
Rex Bookstore
Pasco, MO. D., Suarez, V. F. and Rodriguez, AG. M. (2018). Ethics. C.
& E. Publishing, Inc.
https://tinyurl.com/y4t7hy6g
https://tinyurl.com/y3cg8yog
https://tinyurl.com/y37ef6q9
https://tinyurl.com/y37ef6q9
https://www.youtube.com/watch?v=AoGWq1_t1LA
https://ethicsunwrapped.utexas.edu/glossary/moral-agent
https://www.youtube.com/watch?v=bounwXLkme4
https://www.youtube.com/watch?v=sBop4yfH4pg
https://www.youtube.com/watch?v=Uaza5yRzqQI
https://www.youtube.com/watch?v=WCp4njifuc4
https://www.youtube.com/watch?v=bOpf6KcWYyw

Republic of the Philippines

CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 4
THE ACT

Course GNED 02 (ETHICS)

 Principles of ethical behavior in modern society at the level of the
Course
person, society and in interaction with the environment and other
Description
shared resources

MARIA PILAR N. CORREO

MA’AM PIL
FB/GC:Mam Pil Correo
Course Gmail: [email protected]
Professor

PERIOD / COURSE CONTENT COURSE EXPECTED DUE DATE

DATE MATERIAL OUTPUT OF
SUBMISSION

Week 7 III. The Act Module 3: Activity 1: on or before

Week 8 A. Feelings and The ACT A Tough the end of
Moral Decision- Decision to Week 8
Making Make
B. Reason and
Impartiality as Activity 2:
Minimum Moral Courage
Requirement and Will Power
for Morality
C. Moral Courage

OBJECTIVES

After the completion of this module, you should be able to:

1. Differentiate acts based on feelings and morality

2. Explain the ethical requirement of reason and impartiality
3. Demonstrate moral courage

MOTIVATIONAL ACTIVITY

Read this quote and be able to discern whether the act

this young man speaks of a good moral character:
“If you want to change the world, start off by making
your bed. If you make your bed every morning, you will have
accomplished the first task of the day. It will give you a small
sense of pride, and it will encourage you to do another task,
and another, and another.
By the end of the day, that one task completed will
have turned into many tasks completed. Making your bed
will also reinforce the fact that little things in life matter. If
you can’t do the little things right, you’ll never be able to do the big things right.
 If, by chance, you have a miserable day, you will come home to a bed that’s made.
That you made. And a made bed gives you encouragement that tomorrow will be better.”

-Admiral McRaven

LET’S LEARN

THE ACT
FEELINGS AND MORAL DECISION-MAKING

1. Feelings are instinctive and trained response to moral dilemmas.

Watch: https://www.youtube.com/watch?v=xNY0AAUtH3g
Remember:
 Ethics is also a matter of emotion.
 Feelings are necessary in moral judgment.
 Reason and emotion are seen to have relative roles in ethical thinking.
 Many times, ethical judgments are highly emotional as people emotionally express
their approval or disapproval of different acts.
 Being good involves both thinking and feeling.

2. Feelings as obstacles to making right decisions.

Feelings and emotions, however, can become obstacles or impediments to becoming
ethical especially when they are exaggerated or misinterpreted.
Watch: https://www.youtube.com/watch?v=w87uqQdfKHg\

Two famous but erroneous feeling-based theories in Ethics

a. Ethical subjectivism
 it says that the truth or falsity of ethical propositions is dependent on the feeling,
attitudes, or standards of a person or a group of persons
 moral judgment simply describes our personal feelings
 subjectivists hold that there is no such thing as objective right or real wrong
Ex. Homosexuality, extra marital affairs, cheating, substance abuse
b. Emotivism
 It says moral judgments express positive or negative feelings
 Moral judgments are not statements of fact but are mere expressions of the
emotions of the speaker
 Speaker based
 They are used as a means of influencing other’s behavior.
 Discards moral truths
 Based heavily on emotion but not so much on reason.
Ex. “Education students possess exceptional intelligence.”
“Do not participate in hazing.”

3. Feelings can help in making the right decision

There are situations which our feelings and likings are relevant to the rightness of our
decisions and actions
Ethics without feelings is unChristian-like which emphasizes on love (liking, desire, emotion)
Sometimes cold, impartial, rational thinking is not the only proper way to arrive at an ethical
decision.
Decision making should also be anchored on careful consideration
Ex. Choosing a course to take a job, the man or woman to marry

REASON AND IMPARTIALITY AS MINIMUM REQUIREMENT FOR MORALITY

 Reason and Impartiality

  Humans have not only feelings but reason.
 Reason plays an important role in Ethics.
 Reason is the basis or motive of action, decision, or conviction.
Reason refers to the capacity for:
 logical, rational, and analytic thought
 for consciously making sense of things
 establishing and verifying facts
 applying common sense and logic
 justifying
 changing practices, institutions and beliefs
based on existing or new information

Points to ponder:
 Moral deliberation is a matter of weighing reasons and being guided by them.
 Truth in Ethics entrails being justified by good reasons.
 The rightful moral decision involves selecting the option that has the power of reason
on its side.
 Moral truths are objective because they are true no matter what we might think.
 Reason commends what it commends regardless of our feeling, attitudes, opinions
and desires.

Impartiality
 fair-mindedness, evenhandedness
 each individual’s interests and point of view are equally important
 the decision should be based on objective criteria not on bias, prejudice or beneficial
to a person
 impartiality in morality requires that we give equal and/or adequate consideration to
the interests of all concerned parties
 all individuals have equal importance
For further understanding, watch this interesting video: https://www.youtube.com/watch?
v=C1Xtjg2GtJw

THE 7 STEPS TO ARRIVE AT MORAL REASONING

1. What are the relevant facts?
2. What are the ethical issues?
3. Who are the primary stakeholders?
4. What are the possible alternatives?
5. What are the ethics of the alternatives?
6. What are the consequences?
7. What actions should be taken?

To learn more about this, watch https://www.youtube.com/watch?v=8rhEHPixPFU

THE IMPORTANCE OF WILL AND MORAL COURAGE

Moral courage
 It means doing the right thing even at the risk of inconvenience, ridicule, punishment,
loss or job or security or socials status.
 It means rising above the apathy, complacency, hatred, cynicism, and fear-
mongering in our political systems, socio-economic divisions, and cultural/religious
difference.
 Over-reliance on feelings is disadvantageous.
 In resolving moral dilemmas, we should be guided with our emotions with reason
BUT Moral courage is also important.
 You can be enlightened better by watching: https://www.youtube.com/watch?
v=zJ2MoRCs0D0

Will
 refers to the capacity to act decisively on one’s desires
 it enables the person to act deliberately

Will power
 Refers to the inner strength to make a decision, take action, and handle and execute
any aim or task until it is accomplished, regardless of inner and outer resistance,
discomfort or difficulties.
 It bestows the ability to overcome laziness, temptations and negative habits and to
carry out our actions even if they require effort, an unpleasant or tedious or are
contrary to one’s habits

“A man with outward courage dares to die; a man with inner courage dares to live.”
― Lao Tzu, Tao Te Ching
What to do:
 Develop will and moral change.
 Develop and practice self-discipline.
 Do mental strength training.
 Draw inspiration from people of great courage.
 Repeatedly do acts that exhibit moral courage and will.
 Avoid deeds that show lack of moral courage and will.

I know that each one of us are into our own difficult situation. Try to think that all of these are
just trials. With moral courage and will power, we will survive. Watch this inspirational
performance of the song “PAGSUBOK” by a blind singer: https://www.youtube.com/watch?
v=wzDNszlbBlw

ACTIVITY

ACTIVITY 1: A Tough Decision to Make

Case:
Marlon is a 2nd year education college student. His parents are in the province and
are poor farmers. He is the eldest of 7 children. He lives with his aunt who sends him to
school while working as a part-time cashier in their construction supplies business.
His cousin, Andrew goes in the same university and a graduating student. One time,
when they were entering the school gate, the guard conducted a random bag check. The
guard found shabu in Andrew’s backpack. He said the bag isn’t his but Marlon’s. There was
nothing in the bag that could point out it was Andrew’s.
Marlon’s aunt requested him to shoulder the shabu possession so that Andrew will
not be kicked out. His aunt told him that she would transfer him to a better university and
shift to engineering, which is his preferred course. She also promised to put up a sari-sari
store for his mother.

1. Given are the 7 steps to arrive at moral reasoning.

2. Help Marlon in taking a moral decision by answering each of them.
3. Be able to discuss each of your answers on the basis of reason and impartiality.
4. Be able write a short paragraph defending that the final action Marlon should take is
a morally correct.
THE 7 STEPS TO ARRIVE AT MORAL REASONING
 a. What are the relevant facts?
b. What are the ethical issues?
c. Who are the primary stakeholders?
d. What are the possible alternatives?
e. What are the ethics of the alternatives?
f. What are the consequences?
g. What actions should be taken?
Rubrics:
Answers to the 7 questions 30
Basis on reason and impartiality 30
Proof that the decision is moral 40
Total 100

ACTIVITY 2: MORAL COURAGE AND WILL POWER

1. Watch this inspirational performance of the song “PAGSUBOK” by a blind singer:
https://www.youtube.com/watch?v=wzDNszlbBlw
2. In a 1.5-minute selfie video (face on), tell a life crisis that you experienced and share
how you were able to use your moral courage and will power to be a moral agent. No
fancy editing required.

Rubrics:
Life crisis 40
Evidence of moral courage and will power 40
Execution 20
Total 100

REFERENCES

Main Reference
De Guzman, J.M. (2017). Ethics: principles of ethical behavior in modern
society. Mutya Publishing House
Other References
Agdalpen, R. T., Francisco, J. (2019). Ethics Ako at ang kagandahang
asal bilang Filipino, Mindshapers Co. Inc.
Bulaong, O. G. Jr. et.al (2018). Ethics: Foundations of Moral Valuation.
Rex Bookstore
Pasco, MO. D., Suarez, V. F. and Rodriguez, AG. M. (2018). Ethics. C.
& E. Publishing, Inc.

Internet:
https://www.youtube.com/watch?v=xNY0AAUtH3g
https://www.youtube.com/watch?v=w87uqQdfKHg\
https://www.youtube.com/watch?v=w87uqQdfKHg\
https://www.youtube.com/watch?v=C1Xtjg2GtJw
https://www.youtube.com/watch?v=8rhEHPixPFU
https://www.youtube.com/watch?v=zJ2MoRCs0D0
https://www.youtube.com/watch?v=wzDNszlbBlw
 Republic of the Philippines
CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 5
FRAMEWORKS AND PRINCIPLES BEHIND OUR MORAL DISPOSITION
Course GNED 02 (ETHICS)

Course Principles of ethical behavior in modern society at the level of the person,
Description society and in interaction with the environment and other shared resources

MARIA PILAR N. CORREO

[email protected]
Course YT/FB: Mam Pil Correo
Professor

PERIOD / COURSE CONTENT COURSE EXPECTED DUE DATE

DATE MATERIAL OUTPUT OF
SUBMISSION
Week 11 Frameworks and Module 5. Activity 1. Is It On or before
principles behind FRAMEWORKS Really Right or end of Week
our moral AND Wrong? 13
Week 12 disposition PRINCIPLES (Individual
A. Basic theories BEHIND OUR work)
as frameworks MORAL
Week 13 in ethics DISPOSITION ACTIVITY 2. My
B. Virtue ethics “Piece” of Mind
C. Socrates and
Plato’s moral
philosophy ACTIVITY 3.
D. Aristotle’s What did I
ethics learn?
E. Thomas
Aquinas’
ethics
F. Kant’s and
Right’s
theories
G. Utilitarianism
H. Justice as
fairness

OBJECTIVES
After the completion of the chapter, you should be able to:
1. Understand the basic theories of virtue ethics according to moral philosophers
2. Relate the learned ethical virtues to practical life situations.
 LET’S LEARN

Basic theories as frameworks in ethics

What is an ethical framework?

 It is a set of codes that an individual makes use to guide his or her behavior.
 Ethics is what people use to distinguish right from wrong in the way they interact with
the world.
 Based on your moral judgment what you think is the best solution for a particular
problem is your moral framework.

Why is it necessary?
 Moral values help in improving behavior, instilling respect and enhancing
relationships with others. Knowing what is right or wrong is an important element in
life that shapes the character on an individual.
 Good moral values allow a person to make the right decisions and improve their
interactions with other people.

4 branches of Ethics

1. Descriptive Ethics
 Descriptive ethics deals with what people actually believe (or made to believe) to be
right or wrong, and accordingly holds up the human actions acceptable or not
acceptable or punishable under a custom or law.

2. Meta-ethics
 it is concerned with questions about what whether or not morality exists, and what it
consists of if it does.
 It asks:
 What is the meaning of moral terms or judgments?
 (What does the value such as good, bad, right or wrong mean?)
 What is the nature of moral judgments?
 (Are these judgments universal or relative, or is it one kind or many
kinds?)
 How may moral judgments be supported or defended?
 (How can we know something is morally right or wrong such as, is it
from the Bible? Is it from a famous educator?

3. Normative ethics
 Normative ethics is the study of what makes actions right or wrong,
 For any act, normative ethics emphasizes on three elements:
a. the agent (the person who perform the act);
b. the act itself; and
c. the consequences of the act

4. Applied ethics
 consists in the attempt to answer difficult moral questions actual people face in their
lives.
 the branch of ethics which consists of the analysis of specific, controversial moral
issues such as abortion, animal rights, or euthanasia.
 In order to determine an applied ethics issue, there are 2 criteria:
  firstly, this issue needs to be controversial in the matter that there will
be specific groups of individuals, both support and against that
particular issue.
 next, this issue must be a distinctly moral issue like moral values to
avoid lying, murdering and not only restrained to individual societies.
 In simple terms, an applied ethics issue is more than a mere social issues, it must be
morally relevant.
Watch: Lectures in Ethics - 4 Types of Ethics - Jove S Aguas
https://www.youtube.com/watch?v=EcZIgj5oFrI

VIRTUE ETHICS

Virtue ethics

Watch: What is Virtue Ethics? - PHILO-notes https://www.youtube.com/watch?

v=yxSoWSc_-40
 a moral philosophy that teaches us that an action is right if it is an action that a virtuous
person would perform in the same situation
 emphasizes on developing good habits of character and avoiding bad characters, traits
or vices
 hold that people develop their faculties (abilities) to the fullest extent:
intellectual, physical, social, moral, etc.

Virtues
 moral characteristics which an individual needs to live well
 are freely chosen traits that people praise in others
Why?
 difficult to develop
 corrective of natural deficiencies (ex/ being industrious instead of being lazy)
 beneficial both to self and the society

4 Greek cardinal virtues:

1. wisdom
2. courage
3. moderation
4. justice

Christian virtues:
1. faith
2. hope
3. love
4. charity

Other virtues associated with humanity:

1. grace
2. mercy
3. forgiveness
4. honor restraint
5. reasonableness
6. solidarity

Socrates Moral Philosophy

 Know thyself
 True knowledge exists in knowing that you know nothing
 A statement can be considered true only if it cannot be proven as wrong
Plato’s Moral Philosophy
 it is only by being virtuous that we can hope to be happy
 every individual should devote his life to what is best fitted for him to do
 poor leadership will lead to wrong decision
 social justice is giving what is due to whom it is due

Aristotle’s Ethics
 believes that the essence or essential nature of being, including humans, lay not
on their cause (beginning) but in their end. those persons with wisdom would
choose because what is good is obvious to such person
 believes that the ultimate human goal is self-realization (development of our
potentials). self-realization produces happiness but non-achievement of it would
produce sadness, frustration, and poor life.
 emphasized that virtue is practical, and that the purpose of ethics is to become
good, not merely to know
4 moral virtues:
1. courage (bravery)
2. temperance (self-control)
3. justice (fairness)
4. prudence (caution)
INTELLECTUAL VIRTUES play an important role in ethics
THINK IF YOU ARE:
 doing what is right
 to the right person
 at the right moment
 in the appropriate time
 in the correct manner
 for the right reason

ST. THOMAS AQUINAS’ ETHICS

 he is known as Angelic Doctor and the Prince of Scholastics
 believed that all actions are directed towards ends and that happiness is the final
end
 but he also believed that happiness obtained in this life is not perfect
 perfect happiness can only be found if the soul is with God
 the natural law is comprised of those teachings of the eternal law that govern the
behavior of beings possessing reason and free will.
 the first rule of the natural law, according to Aquinas, is to do good and avoid evil.
To fully understand his teachings, watch: Virtue (Aquinas 101)
https://www.youtube.com/watch?v=_u3EwK4sy-E&t=62s

4 types of laws according to Aquinas

1. Eternal law- the rational plan of God by which all creation is ordered
2. Natural law- man is also subjected to moral law because by nature, it orders him
to be do good and avoid evil
3. Human law- made by man like those that are contained in the Constitution and
other laws passed in a country. Not all people are obliged to abide those
unjust laws
4. Divine law- law subjected by God towards man’s eternal end so that in the end,
he may attain holiness and salvation
Features of human actions

3 determinants of morality of an act:

 Species
 Accidents
 End
1. Species- refers to its kind; also called the object of an action
2 kinds of human deeds:
a. Good – improving one’s properties
b. Bad- theft
(Indifferent- walking in the park)
Ex. One wants to continue college to be a professional
For an action to be moral: it must be good or least not bad in species
2. Accidents – refers to the circumstances surrounding the action
Sometimes, an act might be flawed due to circumstances
Ex. One wants to continue college but he is very poor.
3. End- stands for the agent’s intention
Ex. A politician gives relief goods to typhoon victims for photo opportunity.

Aquinas’ ethical theory:

The kind it belongs to must not be bad
The circumstances must be appropriate
The intention must be virtuous
Happiness, moral virtues, and theological virtues

Aquinas believed that:

 All actions are directed towards ends and that happiness is the final end.
 Happiness is not equated with pleasure, material possessions, honor or sensual good
but consists in activities in accordance with virtue.
 In order to attain real happiness, one has to have moral character.

Virtues
- “good habit bearing on activity” or a good faculty (function) habit
- “hard to eradicate qualities” that makes us act in a particular manner.
- not all habits are virtue
- lead us towards good or end (completion)

Acquired and infused habits

1. infused habits - are supernatural virtues conferred by God without one's own effort.
Kinds:
a. moral – the object are activities that are less virtuous and inferior to the final end
ex. prudence (carefulness), fortitude (courage), temperance (self-restraint)
and justice (fairness)
b. theological virtues –concerned directly with God
ex. faith, hope, love

2. acquired habits - are good habits that we gain through repeated effort on our part to do
what is right

Ex. the habit of telling the truth (veracity)

the habit of putting up with trying situations (patience)

 the habit of moderation in the taking of food and drink (temperance), etc.

Watch: What is Natural Law Ethics? | PHILO-notes Whiteboard Edition

https://www.youtube.com/watch?v=HoID9FkZATI

KANT AND RIGHTS THEORY

Immanuel Kant (1724-1804)

- German thinker
- most significant philosopher in the modern era
- Works:
The Critique of Practical Reason

Kantian ethics
 rejects that ethical judgments are based on feelings
 feelings even serve as obstructions to our discernment of right and
wrong
 bases moral judgments on reason alone.
 reason deems an action ethical or non-ethical

Watch:

Kant & Categorical Imperatives: Crash Course Philosophy #35

https://www.youtube.com/watch?v=8bIys6JoEDw

Kant's Ethical Theory https://www.youtube.com/watch?v=-UhiRLuSlIU

Goodwill
 If we want to determine the moral status of our action, we consult our reason.
 One capacity of our reason is to produce a will that is good not as a means to some
further end, but good in itself.
 is the highest good and the condition of all other goods.
 has no qualifications
 happiness is not the highest good. It can be corrupting and may be worthless
or even positively evil when not combined with good will.
 Your talents can make you happy but if they are not combined with goodwill such as
helping others, your talents are of no use.
 Who is a good person or a person of goodwill?
- -he acts from a sense of duty
- it means exhibiting good will even in the face of difficulty
 For an act to be moral, it must be of voluntary action, not forced.
 Also, it should be done out of “sense of duty”.

Nature of obligation: when we recognize that we ought to do an act because it is our duty.

Imperatives -command of reason Ex. I will pay my debts because it is right.

Hypothetical imperative
 entails being true only under some conditions and therefore not universal, true or
valid.
 tells us how to act in order to achieve a specific goal and the commandment of
reason applies only conditionally
 Ex. "I must study to get a degree."

“If you want to pass then you should study hard.”

Not on its (studying hard) own merits

Categorical imperative

- No matter what end you desire to attain, act in such and such ways

- a man should act on principle or maxim and not on impulse.

- “If I act, how could this action appear it were to become a universal rule? Can it be
a general rule for others to follow?”

Ex. When borrowing money do not resort to lying. Borrow only if you capable of
paying it on the agreed terms.

It contradicts the Biblical decree: “worship and serve God with a joyful heart”

RIGHTS THEORY
 Kant believed that governments were entrusted with the capacity to create to create
laws by citizens they govern in exchange for protection
 In order for a society to be efficacious, “government must approach the making and
enforcement of laws with the right intentions in respect to the end goals of the society
it governs.”
 Members of the society agree to give up some freedom for the protection enjoyed by
organized society but government cannot overstep the rights of the citizens.

Rights based ethics

 there are some rights, both positive and negative, that all humans have
based only on the fact that they are human.
 can be natural or conventional
 natural rights are those that are moral
 Conventional rights are those created by humans and reflect society's
values

Examples of Rights Based Ethics system

1. The right to life
2. The right to liberty
3. The right to pursue happiness
4. The right to a jury trial
5. The right to a lawyer
6. The right to freely practice a religion of choice
7. The right to express ideas or opinions with freedom as an individual
8. The right of individuals or organizations to express opinions or share information
freely in written medium
9. The right to come together and meet in order to achieve goals
10. The right to be informed of what law has been broken if arrested
11. The right to call witnesses to speak on one's behalf if accused of a crime
12. The right of a person to be treated with respect and dignity even after being found
guilty of a crime
13. The right to freely live and travel within the country
 14. The right to work
15. The right to marry
16. The right to bear children
17. The right to free education
18. The right to join any peaceful parties or groups of choice
19. The right to be free from slavery
20. The right to not be tortured
21. The right to be treated as equal to others
22. The right to be considered to be innocent until proven guilty
23. The right to personal privacy
24. The right to own property

Legal vs Moral rights

What is legal is not always moral;
Not all moral are necessary legal

Legal rights – are rights found within existing legal codes

Moral rights – are rights that exist “prior to and independently from their legal counterparts”

Human rights are moral principles or norms that describe certain standards of human
behavior and are regularly protected as natural and legal rights in municipal and international
law.

Utilitarianism

Jeremy Bentham (1748—1832)

- English philosopher, jurist, and social reformer

-regarded as the founder of modern utilitarianism.

Utilitarianism - "it is the greatest happiness of the greatest number that is the measure of
right and wrong”
Watch: Utilitarianism: Crash Course Philosophy #36
https://www.youtube.com/watch?v=-a739VjqdSI

Consequential ethics – states that the consequences of any action are the only standard of
right and wrong
 not by the intention or the motives of the agents
 what is useful is good and that the moral value of actions is determined by the
usefulness of its consequences.

Rules of Utilitarianism:

1. Act utilitarianism
states that a person's act is morally right if and only if it produces the best possible
results in that specific situation.

2. Rule utilitarianism
says an action is right as it conforms to a rule that leads to the greatest good
or that "the rightness or wrongness of a particular action is a function of the
correctness of the rule of which it is an instance".
o Any action that has favorable results is good.
o Any action that has damaging results is bad.
 o An action is right if it maximizes pleasure and minimizes pain.

For Bentham: nothing else but pleasure in intrinsically good.

4 sanctions or sources of pleasure:

1. Physical
2. Moral
3. Religious
4. Political

Quantitative utilitarianism

-calculates the worth of pleasure or pain of action

7 criteria of worth of pleasure or pain of action

1. Intensity
2. Duration
3. Certainty
4. Remoteness or proximity (propinquity)
5. Fruitfulness or productiveness (fecundity)
6. Purity
7. Extent to which pleasure/pain are shared among the greatest number of people
 The utilitarian theory of punishment seeks to punish offenders to discourage,
or "deter," future wrongdoing.
 The retributive theory seeks to punish offenders because they deserve to be
punished.

Watch: PHILOSOPHY - Ethics: Utilitarianism, Part 1 [HD]

https://www.youtube.com/watch?v=uvmz5E75ZIA

PHILOSOPHY - Ethics: Utilitarianism, Part 2 [HD] https://www.youtube.com/watch?

v=uGDk23Q0S9E

John Stuart Mill

-most famous proponent of utilitarianism after Bentham.

- He also advocated “the greatest happiness principle”

- states that
greatest number of people

Mill distinguished between higher and lower pleasures.

1. physical pleasures/ lower pleasures

- those that are also experienced by animals such as food, drink, and sex

2. higher pleasures

- exclusive to humans like intellectual pleasures which include artistic, political and
even spiritual virtues

Happiness and unhappiness are the basis of good.

Pleasure and pain are only the basic minimum of good.

Analysis:
 Utilitarianism inspires and encourages people to act morally even if one does not
believe in the afterlife.
 Moral actions can be observed to improve life on earth.
 Allows for exceptions to the rule if justified by the consequences
o Ex. Lying to protect oneself from danger
 The total number of outcomes should be considered before an act can be declared
to be right or wrong is problematic because it depends on whoever is calculating
them.

Watch: Mill's Utilitarianism https://www.youtube.com/watch?v=WfiEa6MfoTw

JUSTICE AS FAIRNESS

John Rawls (1921—2002)

-was arguably the most important political philosopher of the 20th

century

-concept of social justice or “justice as fairness”

First Principle of social justice or “The Liberty Principle”

Concerns political institutions
Everybody has the same basic liberties which can never be taken away.
Provides for basis and universal respect for individuals as a minimum standard for all
just institutions

Second principle of social justice

 Consisted of “fair equality of opportunity” and “the Difference Principle”
 Concerned with social and economic institutions
 Recognizes that a society could not avoid inequalities among its people.
 In real world, inequalities result from things such as a person’s inherited
characteristics, social class, personal motivation and even “luck”
 Rawls said that a just society ought to find ways to lessen inequalities in areas
where it can function
 He said that discrimination should be eradicated especially in private and public
employment
 Everybody should have access to education
 He advocated a guarantee to minimum wage/income

According to him, rational human beings would pick 4 things or primary goods:
 Wealth or income
 Rights and liberties
 Opportunities for advancement
 Self-respect

The "veil of ignorance"

- is a method of determining the morality of issues.

- It asks a decision-maker to make a choice about a social or moral issue, and

assumes that they have enough information to know the consequences of their possible
decisions for everyone but would not know, or would not take into account, which person he
or she is.

- The theory contends that not knowing one's ultimate position in society would lead
to the creation of a just system, as the decision-maker would not want to make decisions
which benefit a certain group at the expense of another, because the decision-maker could
theoretically end up in either group.

Watch: Veil of Ignorance | Ethics Defined https://www.youtube.com/watch?v=qWSYpiE54cg

Evaluation of Rawl’s principles

 They do not allow tolerance for religious beliefs that teaches people are unequal
 Others find it unacceptable that the greatest benefit must go to the least advantaged
 It is too idealized
 There is very little support for this line of thinking.

Rawl’s distributive justice

-basically concerns the nature of a socially just allocation of

goods and society

-Includes the quantities of goods, the process by which the

goods are distributed, and the subsequent allocations of the goods
to society members

-Occurs if rewards and costs are allocated according to the designated distributive
norms of the group

Types of distributive norms:

1. Equality: Regardless of their inputs, all group members should be given an equal
share of the rewards/costs. Equality supports that someone who contributes 20% of
the group's resources should receive as much as someone who contributes 60%. .
2. Equity: Members' outcomes should be based upon their inputs. Therefore, an
individual who has invested a large amount of input (e.g. time, money, energy)
should receive more from the group than someone who has contributed very little.
Members of large groups prefer to base allocations of rewards and costs on equity.
3. Power: Those with more authority, status, or control over the group should receive
more than those in lower level positions.
4. Need: Those in greatest needs should be provided with resources needed to meet
those needs. These individuals should be given more resources than those who
already possess them, regardless of their input.
5. Responsibility: Group members who have the most should share their resources
with those who have less.

Veil of Ignorance | Ethics Defined https://www.youtube.com/watch?v=qWSYpiE54cg

Watch: Equity and Equality https://www.youtube.com/watch?v=nCS7Rus4_-Y

ACTIVITIES

ACTIVITY 1: IS IT REALLY RIGHT OR WRONG?

Instructions:
 1. The following 15 questions depict practical incidents that happen in real life.
2. Choose only 5 questions.
3. Point the morality or immorality of each chosen situation by basing on any of the
given ETHICAL PHILOSOPHIES stated in this module.
4. Be concise (short but substantial).
5. Rubrics:
Explanation of the ethical philosophy used 50
Ethical philosophy basis 50
Total 100

QUESTIONS:
(NOTE: synonyms of MORAL: good, righteous, worthy, honorable, moral, upright)
1. It is moral for a Stage 4 cancer patient to poison oneself to end physical and financial
suffering?
2. It is moral for a woman to fire a gun to her assailant?
3. Is it moral to fall in love with another man/woman wrong when you are in a
relationship (not married)?
4. Is it moral to get even and do the same to a lover who cheated with your best friend?
5. Is it moral for a fresh graduate (man) to stay at her girlfriend’s house to save on time
and money since it is near to his workplace? The girl lives with her family.
6. Is it moral for a fresh graduate (woman) to stay at boyfriend’s is house to save on
time and money since it is near to her workplace? The boy lives with his family.
7. Is it moral for a gay man to have an operation in his genitals to be a transwoman?
8. Is it moral for a sari-sari store owner to sell old stocks of canned goods at a higher
price because prices went higher after a typhoon?
9. It is moral for a taekwondo champion to physically get back at his bully classmates?
10. Is it moral to wear sexy outfit during parties? (supposing it is not a quarantine period)
11. Is it moral for Min, a Chinese girl, to marry Li though arranged wedding? (Her parents
think it is good for their business for they think Li will be a good family man. Their
families are friends and business partners.)
12. Is it moral to pull out the respirator of a brain dead person (euthanasia)?
13. Is it moral for farmers to sell their rice fields so that they can be converted to housing
subdivisions?
14. Is it moral for a very poor man to sell his kidney in exchange of his children’s college
education?
15. Is it moral for someone to enter into ‘ORGAN DONOR’ agreement upon death?

ACTIVITY 2. MY “PIECE” OF MIND

Based on your learnings from Module 5, discuss the validity or invalidity of the following.
Choose only 3.
1. Ang ating kapalaran ay hindi itinatakda ng ating kapanganakan kundi ng mga
desisyong ating isinakatuparan.
2. Hindi natin kaiinggitan ang hindi natin alam.
3. Hindi kasalanang ipinanganak kang mahirap. Ang kasalanan ay kung mamatay
kang mahirap.
4. Ang mundong ito ang huhusga kung saan pupunta ang iyong kaluluwa.
5. Minsan ka lang mabuhay sa mundong ito, kaya “YOLO” na lang tayo at gawin
ang mga bagay na magpapaligaya sa yo.
6. Rubrics:
Content 50
Basis of the answer 50
Total 100
ACTIVITY 3. WHAT DID I LEARN?
1. Watch the video lesson and give 3 takeaways.
2. Tell how they can contribute to your development as a morally upright person.

REFERENCES
Agdalpen, R. T., Francisco, J. (2019). Ethics Ako at ang kagandahang asal
bilang Filipino, Mindshapers Co. Inc.
Bulaong, O. G. Jr. et.al (2018). Ethics: Foundations of Moral Valuation. Rex
Bookstore
De Guzman, J.M. (2017). Ethics: principles of ethical behavior in modern
society. Mutya Publishing House
Equity and Equality https://www.youtube.com/watch?v=nCS7Rus4_-Y
https://global.oup.com/us/companion.websites/9780199773558/student/chapter17/quiz/
https://www.youtube.com/watch?v=-a739VjqdSI
https://www.youtube.com/watch?v=EcZIgj5oFrI
Kant & Categorical Imperatives: Crash Course Philosophy #35
https://www.youtube.com/watch?v=8bIys6JoEDw
Kant's Ethical Theory https://www.youtube.com/watch?v=-UhiRLuSlIU
Lectures in Ethics - 4 Types of Ethics - Jove S Aguas
Mill's Utilitarianism https://www.youtube.com/watch?v=WfiEa6MfoTw
Pasco, MO. D., Suarez, V. F. and Rodriguez, AG. M. (2018). Ethics. C. & E.
Publishing,
PHILOSOPHY - Ethics: Utilitarianism, Part 1 [HD] https://www.youtube.com/watch?
v=uvmz5E75ZIA
PHILOSOPHY - Ethics: Utilitarianism, Part 2 [HD] https://www.youtube.com/watch?
v=uGDk23Q0S9E
Utilitarianism: Crash Course Philosophy #36
Veil of Ignorance | Ethics Defined https://www.youtube.com/watch?v=qWSYpiE54cg
Virtue (Aquinas 101) https://www.youtube.com/watch?v=_u3EwK4sy-E&t=62s
What is Natural Law Ethics? | PHILO-notes Whiteboard Edition
https://www.youtube.com/watch?v=HoID9FkZATI
What is Virtue Ethics? - PHILO-notes https://www.youtube.com/watch?v=yxSoWSc_-40

Republic of the Philippines

CAVITE STATE UNIVERSITY NAIC
(Formerly CAVITE COLLEGE OF FISHERIES)
Bucana Malaki, Naic, Cavite
www.cvsu-naic.edu.ph

MODULE 6
ETHICS THROUGH THICK AND THIN, AND ETHICS AND RELIGION

Course GNED 02 (ETHICS)

Course Principles of ethical behavior in modern society at the level of the person, society
Description and in interaction with the environment and other shared resources

MARIA PILAR N. CORREO

Course
YT/FB: Mam Pil Correo
Professor
[email protected]
 PERIOD / COURSE CONTENT COURSE EXPECTED DUE DATE OF
DATE MATERIAL OUTPUT SUBMISSION

Week 15 V. Ethics Through Module 6 Activity 1. Speech: On or before

Thick and Thin, and Ako, isang Filipino the end of
Ethics and Religion ETHICS GenZ, ay Week 7
A. Globalization and THROUGH tumutugon sa
Week 16 Pluralism THICK AND hamon ng
B. Challenges of THIN, AND panahon upang
Your Generation ETHICS AND maging matuwid at
C. The Role of RELIGION mabuting tao
Week 17 Religion in Ethics
D. GAD issues

Activity 2. Parent
Interview: Am I a
Morally Upright
Person?

Activity 3:

What have I
learned?

OBJECTIVES
Upon the completion of this module, you should be able to:
1. Understand how each generation’s values are shaped by their nature and
experiences.
2. Evaluate the ethical person that you have become.
3. Write a short speech about how a Filipino Gen Z should ethically take on the
challenges of time.

LET’S LEARN

GLOBALIZATION AND ETHICS

“Globalization” is a general term used to describe the process of increasing connectedness

and interdependence of relationships across the world, in which cultural, moral, political, and
economic activities in one part of the world have significant effects in other parts of the
world. These effects may be causal, like economic or environmental impacts, or
psychological, in terms of a greater sense of global connectedness

From: https://bit.ly/3lYk7xd

Watch: Moral Challenges of Globalization| taxes| Global Ethics| Moral Absolutism| - Group 4
(Ethics) https://www.youtube.com/watch?v=HpTje5ol1Dg

POSITIVE IMPACTS OF GLOBALIZATION

1. Gives Access to a Larger Market

Through globalization countries and companies have access to a bigger consumer base.
Instead of only selling products in their country a business can expand to other regions
boosting sales and in the process making more money.

2. Provides Cheaper Goods for Consumers

Because of globalization a lot of companies are moving to areas where their cost of
production is low they, in turn, offer cheaper products because they are not expensive to
make hence lower prices for consumers.

3. Globalization Wets Countries do what They do Best

For example, a country can buy cheap steel from another country instead of making its own
steel. They can then focus their efforts on making other things they are good at like
computers and export them to the countries they import cheap steal from.

4. Leads to Better Economies

With many multi nations heading to Africa to tap the consumer base in this part of the world
more jobs are being created helping people in these countries get better wages and improve
their stands of living.

These investments by these multinationals or foreign countries also help strengthen the
economies of these countries with the foreign exchange they bring in. With an increased
number of investors looking for investment opportunities around the globe, country
economies will benefit wherever they invest. Through globalization economies of different
countries are becoming more connected to one another since they depend on each other for
trade.

5. Promotes World Peace and Unity

Globalization brings governments together so that they can tackle common goals together.
For example, due to globalization world leaders have seen the impact of pollution and have
resolved to tackle climate change together. Also, it is unlikely that a country trading a lot of
products and services with another will attack it or want to go to war with it.

6. Innovation

The desire to make a profit has always been a spur to expanded trade, innovation, and the
communication of ideas. The great ideas from leaders spread more easily.

7. Better Quality and Variety

Competition from different countries drives firms to improve their products. Consumers have
better quality products and more variety as a result.

NEGATIVE IMPACTS OF GLOBALIZATION

1. Causes Environmental Damage

Globalization has led to increased production for businesses in order to meet global
demand. Increased production means more natural resources are used and this can be used
up before they are regenerated leading to a negative impact on the environment.

Also in developing countries rules and regulations on environmental protection are not as
strict as in developed countries. This has seen some multinationals leave their countries to
set up in developing countries to take advantage of this lax regulation in the process they
manufacture products that are harmful to the environment.

2. Causes Fluctuation of Prices

Increased competition means that businesses with the best prices win. Due to competition
prices are always fluctuating, for example, a country like the US has to reduce its prices
often to compete with prices for the same product coming from China.

China’s production costs are lower than the US hence they can have ridiculously low prices.
For the US companies reducing prices will have a negative effect on their profits which in
turn may lead to actions like laying off workers.

3. Job Insecurity

Globalization provides a double-edged sword when it comes to jobs. It creates jobs for
people in developing countries who provide cheaper manufacturing jobs. For example, many
companies are setting up in India and China because wages and manufacturing jobs
are cheaper there this means fewer opportunities in developed worlds.

In short, globalization takes jobs from one country and provides them to another. This can be
negative or positive depending on what part of the world you are in.

From: What is Globalization? Meaning and its Importance

https://www.managementstudyhq.com/globalization-positive-negative-impacts-of-
globalization.html

Watch: Moral Challenges of Globalization| taxes| Global Ethics| Moral Absolutism| -

Group 4 (Ethics) https://www.youtube.com/watch?v=HpTje5ol1Dg

MORAL PLURALISM

Watch: Ethics Defined: Moral Pluralism https://www.youtube.com/watch?

v=0TUHIco4O54

Ethical pluralism is the idea that there are many theories about what is “right” and “wrong”
(moral norms) which may be incompatible and/or incommensurable with your own personal
moral norms. International engagement involves working within other societies where you
are likely to be faced with different norms. Deciding when it is appropriate to act under one
norm or another requires careful consideration.

An example of a moral norm may be: “it is wrong to physically harm a child, and those who
do so should be punished.” An ethical dilemma in your international engagement may arise
when your moral norms differ from those of a society regarding:
1. Treatment of/value in women and other gender/sex issues
2. Treatment of/value in children and the elderly
3. The environment, waste, and consumption
4. Business practices, loyalty, contractual agreements, and work ethic
5. Treatment of/value in animals
 6. Privacy and community
7. Religion, religious dogma and tradition

Ethical pluralism is also known as “value” or “moral” pluralism. It is related but not identical
to the concepts of moral relativism (there exist many moral theories and there is no objective
standard by which they may be judged) and cultural relativism (that norms, values, and
practices may be understood as sensible within their respective cultural contexts).

Sustainability

Ethical pluralism suggests your actions may be in opposition to local norms, or you might be
expected to act in opposition to your own norms. Either one of these conflicts may make
your work unsustainable.

Example: You may be working on a project involving sexual education for youth. This may be
unacceptable to some locals and thus long-term community investment is threatened.

Cultural Competence

Understanding your own cultural and ethical norms in addition to those of others is essential
to cultural competence. Those engaged in international engagement should be aware of
similarities, disparities, and how to reconcile differences (Neutrality vs tolerance).

Balance and Reciprocity

Those involved in international work must understand and respect other ethical norms. This
respect is necessary in any balanced partnership.

Motivations

It is important to consider your own vantage, pre-conceived notions, and the norms your
‘import’ to another society. It is also important to consider which moral norms are motivating
you to go, and how those might be challenged by others with differing norms.

Training and Education

There may be multiple ideas of what is “right” and “wrong” about your international
engagement. e.g. You might believe it is “wrong” for young, relatively uneducated students to
work overseas; another might believe it is “right” for students to gain international
experience.

From: Ethical Pluralism http://ethicsofisl.ubc.ca/?page_id=180

CHALLENGES FACED BY YOUR GENERATION

watch: https://www.youtube.com/watch?v=nFaEPe6T_m4

Generations and how they are called

1. Baby Boomers: born 1946 to 1964
The baby boomer generation began immediately after World War II (with people born
in 1946) and wrapped up in 1964. These days, boomers are in their late 50s to early
70s, many about to be or already retired.
 2. Generation Jones: born 1955 to 1965
Younger boomers — titled Generation Jones to reflect “keeping up with the Joneses”
culture (Keeping up with the Joneses is an idiom in many parts of the English-
speaking world referring to the comparison to one's neighbor as a benchmark for
social class or the accumulation of material goods. ) — were born between 1955 and
1965.
3. Generation X: born 1965 to 1980
With a decline in birth rates in 1965 came Generation X, which demographers
generally say lasted until 1980.
4. Xennials: born 1977 to 1983
Squeezed in next was a “micro-generation” of Xennials born in the late ’70s and early
’80s. Xennials had an analog childhood and a digital adulthood.
5. Millennials: born 1981 to 1996
Millennials were born between 1981 and 1996. Millennials are also called Generation
Y for following Generation X, and as the children of boomers, they’re sometimes
called “echo boomers.”
6. Generation Z: born 1997 or after
Then came Gen Z, or iGen, which roughly starts with people born in 1997.
7. Generation Alpha: born 2010 or after

Filinnials- Filipino Millenials or the “selfie generation”… who are they?

10 Traits of a typical Filennial

1. They value authenticity.
2. They want to be rewarded for their loyalty.
3. They favor word-of-mouth recommendation.
4. They are tech-savvy.
5. They will pay for experience.
6. They are socially conscious.
7. They carefully consider prices.
8. They love good witty and thought provoking content (“hugot”).
9. They have a selective attention span.
10. They go at their own pace.

7 basic traits of your generation:

1. special
2. sheltered
3. confident
4. team-oriented
5. conventional
6. pressured
7. achieving

Negative traits of your generation:

1. are smartphone and internet “zombies”
2. risk opposed
3. less social
4. they won't do anything without a guarantee
5. lack persistence
6. self-entitlement
7. they're broke with expensive tastes
 8. think they know how to run the world
9. are (to some degree) missing out in their 20's
10. are sheltered from reality
11. lack empathy for others
12. arrogant
13. have unrealistic work expectations
14. immature and treat people wrong for their ages.
15. expect immediate high earnings with little experience.
16. blames their parents for all their short-comings
17. they think one sociology class somehow gives them superior knowledge of the
world's goings
18. need instant fulfilment

10 Traits of a typical Filennial

1. They value authenticity.
2. They want to be rewarded for their loyalty.
3. They favor word-of-mouth recommendation.
4. They are tech-savvy.
5. They will pay for experience.
6. They are socially conscious.
7. They carefully consider prices.
8. They love good witty and thought provoking content (“hugot”).
9. They have a selective attention span.
10. They go at their own pace.

Morality and religion

 is the relationship between religious views and morals.
 Many religions have value frameworks regarding personal behavior meant to guide
adherents in determining between right and wrong.
 These frameworks are outlined and interpreted by various sources such as holy
books, oral and written traditions, and religious leaders. Many of these share tenets
with secular value frameworks such as consequentialism, freethought,
and utilitarianism.
 Religion and morality are not synonymous. Morality does not necessarily depend
upon religion. Religion and morality "are to be defined differently and have no
definitional connections with each other
 In the views of others, the two can overlap.

Secular humanism theorizes that human beings are capable of being ethical and moral
without religion or a god.

 Millennials are less openly religious than the older generations.

 Is this good or bad?
 How important is your religion for you to do good and not to commit evil?
 If a person is a regular church-goer and active in his religious activities, does it follow
that all his acts will be good?
 What can you say about: “Tao lang hindi ako Diyos: marupok, mahina at
nagkakasala.”?
Moral Reasoning
 Moral reasoning applies critical analysis to specific events to determine what is right
or wrong, and what people ought to do in a particular situation. Both philosophers
and psychologists study moral reasoning.
 How we make day-to-day decisions like “What should I wear?” is similar to how we
make moral decisions like “Should I lie or tell the truth?” The brain processes both in
generally the same way.
 Moral reasoning typically applies logic and moral theories, such as deontology or
utilitarianism, to specific situations or dilemmas. However, people are not especially
good at moral reasoning. Indeed, the term moral dumbfounding describes the fact
that people often reach strong moral conclusions that they cannot logically defend.
 In fact, evidence shows that the moral principle or theory a person chooses to apply
is often, ironically, based on their emotions, not on logic. Their choice is usually
influenced by internal biases or outside pressures, such as the self-serving bias or
the desire to conform.
 So, while we likely believe we approach ethical dilemmas logically and rationally, the
truth is our moral reasoning is usually influenced by intuitive, emotional reactions.

Ethics is important because of the following:

1. Satisfying Basic Human Needs: Being fair, honest and ethical is one the basic
human needs.
2. Creating Credibility: A person that is believed to be driven by moral values is
respected in the society.
3. Improving Decision Making: A man’s destiny is the sum total of all the decisions
that he/she takes in course of his life.
4. Long Term Gains: A person guided by ethics and values takes his/prize in the long
run.

GENDER AND DEVELOPMENT (GAD) ISSUES

Gender equality is a human right, but our world faces a persistent gap in access to
opportunities and decision-making power for women and men.

Globally, women have fewer opportunities for economic participation than men, less access
to basic and higher education, greater health and safety risks, and less political
representation.

Guaranteeing the rights of women and giving them opportunities to reach their full potential
is critical not only for attaining gender equality, but also for meeting a wide range of
international development goals.
GAD Vocabulary
1. Gender: Socially-constructed roles and responsibilities that societies consider
appropriate for men and women
2. Gender-based violence: Violence against women based on their perceived
subordinate status (e.g., physical abuse, sexual assault, psychological abuse,
trafficking)
3. Gender equality: Equal power and opportunities for men and women
4. Gender gap: Discrepancy between men and women in the areas of health,
education, political empowerment, and economic empowerment
5. Gender parity: Relative access to resources for men and women, often used for
education
 6. Maternal health: The health of women during pregnancy, childbirth, and during the
postpartum period
7. Women's empowerment: The fostering of a woman's sense of self-worth, her
decision-making power, her access to opportunities and resources, her power and
control over her own life inside and outside the home, and her ability to affect
change.

https://www.peacecorps.gov/educators/resources/global-issues-gender-equality-and-
womens-empowerment/

ACTIVITIES

ACTIVITY 1. A FILIPINO GEN Z SPEECH

Instructions:
1. Basing on the learnings you gained from this module, be able to write a two-minute
speech with this title:
“Ako, isang Filipino GenZ, ay tumutugon sa hamon ng panahon upang maging
matuwid at mabuting tao”.
2. Focus on any of the topics given in this subject (from Module 1 to Module 6)
3. Be able to translate it into a less than 2-minute simple selfie video. No fancy editing
required.
4. You may use your comfortable language to express yourself.
5. Rubrics:
Content 50%
Delivery 50%
Total 100%
ACTIVITY 2: AM I A MORALLY UPRIGHT PERSON?
Instructions:
1. Virtually or in person, interview your parent/guardian/elder housemate by asking
these questions:
a. Nagkakasundo po ba tayo o hindi dahil sa ating pagkakaiba ng paniniwala sa
buhay at kinasanayang ugali ?
b. Tayo po ba ay may generation gap? Bakit po at paano ito nakakaapekto sa
ating relasyon?
c. Sa inyo pong palagay, ako ba ay nahubog na bilang isang matuwid na tao sa
aking mga kilos at mga pagpapasya. Bakit?
2. Be able to record your interview and edit into a maximum of a two-minute video.
3. Assure your interviewee that data privacy will be observed. It is only myself who will
view the video that you posted.
4. Rubrics:
Content and wisdom 80%
Connection/rapport 20
Total 100%

ACTIVITY 3. How Gen Z am I?

Instructions:
1. Watch this video: Millennials vs Generation Z - How Do They Compare & What's the
Difference?
https://www.youtube.com/watch?v=aqdm6aBUZII
2. Answer these questions:
As given in the video, which Gen Z traits are true to you? What do you think are the
reasons with such outlook/behavior?
 Do you think having all the characteristics said in the video would still enable a Gen Z
to be a morally upright individual? Why or why not?

REFERENCES
References
Agdalpen, R. T., Francisco, J. (2019). Ethics Ako at ang kagandahang asal
bilang Filipino, Mindshapers Co. Inc.
Globalization. https://bit.ly/3lYk7xd
Moral Challenges of Globalization| taxes| Global Ethics| Moral Absolutism| - Group 4 (Ethics)
https://www.youtube.com/watch?v=HpTje5ol1Dg
What is Globalization? Meaning and its Importance
https://www.managementstudyhq.com/globalization-positive-negative-impacts-of-
globalization.html
Moral Challenges of Globalization| taxes| Global Ethics| Moral Absolutism| - Group 4 (Ethics)
https://www.youtube.com/watch?v=HpTje5ol1Dg
Ethics Defined: Moral Pluralism https://www.youtube.com/watch?v=0TUHIco4O54
Ethical Pluralism http://ethicsofisl.ubc.ca/?
page_id=180https://www.peacecorps.gov/educators/resources/global-issues-gender-
equality-and-womens-empowerment/