Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

Palimbang Campus
Province of Sultan Kudarat

UNIVERSITY VISION UNIVERSITY OBJECTIVES

A trailblazer in arts, science and technology in the region. a. Enhance competency development, commitment,
professionalism, unity and true spirit of service for public
accountability, transparency and delivery of quality services;
UNIVERSITY MISSION b. Provide relevant programs and professional trainings that will
respond to the development needs of the region;
c. Strengthen local and international collaborations and
The University shall primarily provide advance instruction and partnerships for borderless programs;
professional training in science and technology, agriculture, fisheries, d. Develop a research culture among faculty and students;
education and other related field of study. It shall undertake research e. Develop and promote environmentally-sound and market-driven
and extension services, and provide progressive leadership in its area knowledge and technologies at par with international standards;
of specialization. f. Promote research-based information and technologies for
sustainable development;
g. Enhance resource generation and mobilization to sustain
UNIVERSITY GOAL financial viability of the university.
To produce graduates with excellence and dignity in arts, science and
technology.
Program Objectives and its relationship to University Goals:

PROGRAM OBJECTIVES (PO)

OBJECTIVES
A graduate of the Bachelor of Science in Agriculture (BSA) can:
a b c d e f g
a) Articulate and discuss the latest developments in agriculture; / / / / / /
b) Effectively communicate orally and in writing using both English and Filipino; / /
c) Work effectively and independently in multi-disciplinary and multi-cultural teams; / /
d) Act in recognition of professional social, and ethical responsibilities; / /
e) Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722); / / /
f) Generate and share knowledge relevant to specific problems in the study of agriculture; / / / / / / /
g) Formulate and implement sustainable and productive agricultural development plans and programs; / / / / / / /
h) Apply the scientific method in knowledge generation and knowledge application; / / / / / / /
i) Understand and apply the concepts of agricultural productivity and sustainability in the context of / /
national, regional and global developments;
j) Engage in agricultural production and post-production activities; / /
k) Promote sound agricultural technologies to various clients and in the manpower development for / / / / / /
agriculture;
l) Employ relevant tools in information technology in solving agriculture-related problems; /
m) Develop relevant innovation for agricultural productivity in the changing environment; and / / / /
n) Demonstrate value laden attitude in the workplace. / /
1. Course Code : Philo 1
2. Course Title : Ethics
3. Prerequisite : None
4. Credits : 3 UNITS

5. Course Description:

Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other
shared resources. (CMO 20 s 2013)

Morality pertains to the standards of right and wrong that an individual picks up from the community. The course discusses the context and principles
of ethical behavior in modern society at the level of individual, society, and in the interaction with the environment and other shared resources. The
course also teaches the students to make moral decisions by using dominant moral frameworks and by applying a seven-step moral reasoning
model to analyze and solve moral dilemmas.

6. Course Learning Outcomes and Relationships to Program Educational Objectives

Course Learning Outcomes Program Objectives

At the end of the semester, the students can: a b c d e f g h i j K l m n
a. Demonstrate understanding on the nature and
importance of ethics
b. Differentiate between moral and non-moral problems. / / / / / /
c. Describe what a moral experience is as it happens in / / / / / /
different levels of human existence.
d. Explain the influence of Filipino culture on the way / / / / / /
students look at moral experiences and solve moral
dilemmas.
e. Describe the elements of moral development and moral / / / / / /
experience.
f. Use ethical frameworks or principles to analyze moral / / / / / /
experiences.
g. Make sound ethical judgments based on principles, / / / / / /
facts, and the stakeholders affected.
h. Practice sensitivity to the common good. / / / / / /
i. Internalize the principles of human behavior in modern
society.
7. Course Content

Course Objectives, Topics, Desired Student Outcomes-Based Assessment Evidence of Outcomes Course Program Values
Time Allotment Learning Outcomes (OBA) Activities Learning Objectives Integration
Outcomes
Topic: SKSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)
1. State the VMGO of the 1.1 Students can g a,b,c,d,e,f,g,
university, classroom express Individual participation in class Group and individual h,I,j,k,l,m,n
policies, scope of the awareness and discussion and group presentation discussions Value of
course, course appreciation of the appreciation
requirements and university’s
grading system VMGO, classroom
policies, course
overview,
requirements and
grading system.

Topic: Introduction key Concepts of Ethics (6 hours)

2.1 Demonstrate 2.1 Students can Oral Recitation. Graded oral recitation. -Belongingness
understanding on the express their
nature and importance of understanding on -Patience
a, b, c, g b, c, d, e, h,
ethics. the nature and
n -Politeness in
importance of communicating
-Philosophical Ethics. with others
Concepts of Ethics.
-Resourcefulness
-Moral Concept of man Think-Pair- Share discussion among Graded discussion notes
students. and oral presentations of -Teamwork
students.
2.2 Students can
2.2 Differentiate between differentiate between
moral and non-moral moral and non-moral
standards; standards;
Graded Individual Dilemma

Graded One minute paper

2.3 Recognize and recall a 2.3 Students can Individual Dilemma
moral experience; recognize and recall
a moral experience;

Graded student’s reflection

2.4 Detect a moral dilemma;

2.4 Students can One minute paper on cases of

detect a moral students’ submitted dilemmas.
dilemma;

2.5 Identify the three levels

of moral dilemma;
2.5 Students can
Reflection paper on reactions and
identify the three
insights about a video clip.
levels of moral
dilemma;
2.6 Explain why only human
beings can be ethical.
2.6 Students can
explain why only
human beings can
be ethical.

Topic: The Moral Agent (9 hours)

3.1 Articulate what culture 3.1 Students can Postcard from the Past –students Graded postcards of the c, e, d, f, g b, c, d, e, h,
means; articulate what culture will make a postcard of cultural students. n -Creativity
means; artifacts they have researched.
-Belongingness
3.2 Attribute facets of
personal behavior to culture; 3.2 Students can -Patience
attribute facets of
personal behavior to -Politeness in
3.3 Recognize differences in culture; communicating
moral behavior of different with others
cultures;
Exit /AdmitTickets- Students will Graded exit/admit tickets -Resourcefulness
3.3 Students can write an accurate interpretation of
3.4 Evaluate the strengths recognize differences the main idea behind the lesson of -Teamwork
and weaknesses of cultural in moral behavior of
the day and deposit it in the box, the
relativism; different cultures; -Honesty
next meeting they will have an
3.5 analyze crucial qualities 3.4 Students can admission ticket where they will -Respect for
of the Filipino moral identity evaluate the strengths provide details about the topic. cultural diversity
in their own moral and weaknesses of
experience; cultural relativism;

3.6 Identify universal values; Facebook Oral Status – students Graded oral recitation
3.5 Students can will state the possible results of
3.7 Explain why universal analyze crucial upholding or not upholding universal
values is necessary for qualities of the Filipino values.
human survival; moral identity in their
own moral experience;
3.8 Identify and articulate the
stages of moral 3.6 Students can
development; identify universal
values;

3.7 Students can

explain why universal
values is necessary for
human survival;

3.8 Students can

identify and articulate
the stages of moral
development;

Topic: The act (12 hours)

4.1 Recall immediate 4.1 Students can Role playing- students will role play Accomplished Rubrics for b, d, e, f, g b, c, d, e, h,
responses to moral recall immediate three moral experiences. Role Playing n -Creativity
dilemmas; responses to moral
 dilemmas; -Belongingness

-Patience

4.2 Differentiate responses 4.2 Students can Strategic Questioning- students will Graded Oral Recitation -Politeness in
based on reason and differentiate responses answer HOTS questions regarding communicating
those based on feelings; based on reason and the moral issues in the role playing with others
those based on
feelings; -Resourcefulness
4.3 Capture and analyze
feeling in personal moral -Teamwork
experiences; 4.3 Students can Group Case Analysis: student will Graded Case analysis
capture and analyze analyze a real life case using 7-step -Honesty
feeling in personal model.
4.4 Compare reasonable moral experiences; -Respect for
and emotional responses; cultural diversity

4.5 Check real-life cases 4.4 Students can

against the 7 step model, compare reasonable
a model that uses reason and emotional
and impartiality; responses;

4.6 Judge moral behavior in 4.5 Students can check

terms of planning and real-life cases against
execution in important the 7 step model, a
moral experiences. model that uses reason
and impartiality;

4.6 Students can judge

moral behavior in
terms of planning and
execution in important
moral experiences.
Topic: Frameworks and Principles Behind our Moral Disposition Frameworks(9 hours)
5.1 Explain the role of 5.1 Students can Reflection Paper: student will reflect Accomplished rubrics for a, b, c, d, e, f, g b, c, d, e, h,
mental frames in moral explain the role of on “What is the bigger context in Reflection Paper n -Creativity
experience; mental frames in moral which I make my individual
experience; decisions? -Belongingness
5.2 Classify the dominant
5.2 Students can -Patience
frames;
classify the dominant Discussion Transcripts
frames; -Politeness in
communicating
5.3 Students can Group Discussion: Students will with others
5.3 Articulate what virtue
articulate what virtue discuss on Aristotelian (mean
ethics is; ethics is; between two extremes) and -Resourcefulness
Thomistic perspectives on gay
5.4 Students can marriage. Graded Debate -Teamwork
critique virtue ethics;
5.4 Critique virtue ethics; -Honesty
5.5 Students can Class Debate: Housing and
5.5 Articulate the rights articulate the rights -Respect for
Taxation with respect to justice and
theory; theory; cultural diversity
fairness
5.6 Differentiate legal from a 5.6 Students can -Promptness in
moral right; differentiate legal from passing required
a moral right; tasks.

-Fairness

5.7 Articulate what 5.7 Students can

utilitarianism is; articulate what
utilitarianism is;

5.8 Students can

5.8 Critique utilitarianism; critique utilitarianism;

5.9 Articulate what justice

and fairness is; 5.9 Students can
articulate what justice
5.10 Critique justice and and fairness is;
fairness; 5.10 Students can
critique justice and
fairness;

Topic: Ethics through Thick and Thin, and Ethics and Religion (6 hours)
6.1 Identify the important 6.1 Students can Roll the Dice: Each student will roll Graded Oral Recitation b, c, f, g b, c, d, e, h,
moral challenges in the identify the important the dice and answer aloud question n
globalization; moral challenges in the based on the number rolled.
globalization;
6.2 Compare responses to
shared moral dilemmas of 6.2 Students can Round Robin Charts: Students will
baby boomers and compare responses to pass the charts with their answer Accomplished Round
millennials; shared moral dilemmas among groups regarding pre-marital Robin Charts
of baby boomers and sex.
6.3 State qualities of filinnial; millennials;

6.4 Construct a plan for 6.3 Students can state

coping the challenges of qualities of filinnial;
globalization;
6.4 Students can
6.5 Differentiate ethics from construct a plan for Blogged Reflection: Students will Uploaded Reflection
religion; coping the challenges upload a reflection on “How do I
of globalization; respond to the challenges of
6.6 Express appreciation on globalization and the differences of
the role of religion in a 6.5 Students can mindsets caused by differing
globalized world. differentiate ethics from generational relations to technology
religion; and social media.”

6.6 Students can

express appreciation
on the role of religion in
a globalized world.
Topic: Professional Code of ethics of each discipline. (6 hrs)
7. 1 State the Laws and The students can state Oral recitation. Graded oral recitation
policies required in a chosen the Laws and policies
profession. required in a chosen
profession.

No. of hours for exams 3 hours

No. of hours for lectures 51 hours
Total no. of hours 54 hours

8. Course Evaluation
Course Requirements: One minute paper, reflection, case analysis class debate and uploaded reflection.

9. Grading System:

MIDTERM AND FINAL TERM

Mid Term/Final Exam -50%

 Reflection and case analysis -20%
Quizzes Assignment and recitation -30%

100%

References:

1. Student Handbook
2. Rachels, James. “What is Morality?” Chap. 1 in Elements of Moral Philosophy, 1-15. 4th ed. New York: McGraw-Hill College 2004.
3. Palma-Angeles, Antonette, and Rowena Azada-Palacios. Medicine Prices, Price Controls, and the Philippine Pharmaceutical industry. Makati: Ateneo
Graduate School of Business, 2011.
4. Rachels, James. “The Challenge of Cultural Relativism” Chap. 2 in Elements of Moral Philosophy, 16-31. 4th ed. New York: McGraw-Hill College 2004.
5. Elemia, Camille. “Political Dynasties in PH” 9News Philippines, October 1, 2012. https://youtu.be/FXYK4fKIkIM.
6. Licuanan, Patricia et al. “A Moral Recovery Program: Building a People-Building Nation.” In Values in Philippine Culture and Education: Philippine
Philosophical Studies I, edited by Manuel B. Dy Jr.,31-48. Washington, DC: The Council for Research in Values and Philosophy, 1994.\
7. Palma-Angeles, Antonette. “Cultural Divers of Corruption in Business and Governance.” In Business Ethics in Asia: Issues and Cases, edited by Oscar G.
Bulalong Jr., Ike Janita Dewi, and J. Sedfrey Santiago, 20-36. Quezon City: Ateneo de Manila University Press, 2014.
8. Kohlberg, Lawrence. Essays on Moral Development. Vol. 1 of The Philosophy of Moral Development: Moral Stages and the Idea of Justice. San Francisco,
CA: Harper & Row, 1981.
9. Rae, Scott B., and Kenman L. Wong. “A Model for Moral Decision Making.” Chap. 16 in Beyond Integrity: A Judeo-Christian Approach to Business Ethics.
Grand Rapids, MI: Zondervan, 1996.
10. Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundations of Moral Value. Ateneo de Manila University.

Prepared by: Reviewed by: Approved:

RICHARD S. TOLEDO JAYSON S. SUHAYON,MS AURELIO E. AMPO, MS

Faculty, Lutayan Campus Program Chairperson, BSA Dean College of Agriculture