GE 114- ETHICS

(Course Title)
GE 114 - Ethics

Note to USeP Faculty:

This is a plain template allowing easy writing/preparation of course packs. For
this version, it is suggested to simply replace the text in the sections as
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lesson or module). Use A4 paper size, with 1.5” left margin, and 1” on remaining
sides. Use Arial font at font size 12 and 1.5 spacing for paragraph lines.

Monique M. Tagaytay
Janette D. Butlig
Francis N. Reginio

Welcome Message

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 GE 114- ETHICS

Welcome to GE 114: Ethics!!!

This course will be a journey of discovery and learning for you in making moral
decisions by using dominant frameworks and applying a seven- step moral reasoning
model to analyze and solve moral dilemmas. This course pack is designed for you to go
through the course week by week until the end of the semester. It supplies you with
discussions, required reading from reference materials, as well as learner activities that
you will have to submit. The modules also prompt you when it is time for you to check in
with your Course Professor so that you can stay on track with your learning.

As you begin this journey, bear in mind that you are not alone. If you encounter
problems, do not hesitate to contact your Course Professor for guidance.

Let our learning journey begin! Best of luck to you.

Faculty Information:

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TABLE OF CONTENTS

CONTENTS PAGE

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 GE 114- ETHICS

Cover page ………………………………… 1

Welcome Message ………………………………… 2

Table of Contents ………………………………… 3

USeP Vision, Mission and Goals ………………….. 4

USeP Graduate Attributes ………………………… 5

USeP Core Values ……………………………….... 5

Course Overview ………………………………… 6

Course Assessment ……………………………….. 7

Course Map ………………………………… 8

Module 1 Overview ………………………………… 9

The Lessons ………………………………… 10-13

Module 2 Overview ………………………………..

Lessons in Module 2……………………………….

Template for writing lessons …………………….. 14

Sample Lessons / modules ……………………... 15

Course Summary ……………………………… 34

References …………………………….. 35

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

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VISION

Premier Research University in the ASEAN.

MISSION

USeP shall produce world-class graduates and relevant research and extension
through quality education and sustainable resource management.

GOALS

At the end of the plan period, the University of Southeastern Philippines (USeP)
aims to achieve five comprehensive and primary goals:

1. Recognized ASEAN Research University

2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation

INSTITUTIONAL GRADUATE ATTRIBUTES

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LEADERSHIP SKILLS

Creates and inspires positive changes in the organization; exercises

responsibility with integrity and accountability in the practice of one’s profession
or vocation.

CRITICAL AND ANALYTICAL THINKING SKILLS

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing

available resources to develop new knowledge, methods, processes, systems,
and value-added technologies.

SERVICE ORIENTED

Demonstrates concern for others, practices professional ethics, honesty, and

exemplifies socio-cultural, environmental concern, and sustainability.

LIFELONG LEARNING

Demonstrates enthusiasm and passion for continuous personal and professional

development.

PROFESSIONAL COMPETENCE

Demonstrates proficiency and flexibility in the area of specialization and in

conveying information in accordance with global standards.

CORE VALUES OF THE UNIVERSITY

UNITY
STEWARDSHIP
EXCELLENCE
PROFESSIONALISM

THE COURSE OVERVIEW

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(NOTE: all the necessary information below can be found in the syllabus. Just
copy them and paste it here!)

COURSE TITLE : GE 114 Ethics

CREDIT : 3 units
SEMESTER : First Semester 2020
TIME FRAME : One Semester

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 the other shared resources. Morality pertains to
the standards of right and wrong that an individual originally picks up from the community. This
course also teaches students to make moral decisions by using dominant moral frameworks and
applying a seven-step moral reasoning model to analyze and solve moral dilemmas.

COURSE OUTCOMES

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

CO Work effectively in multi-disciplinary and multi-cultural groups Interpret the human experiences
1 from various perspectives

CO Apply sound moral decision making skills when confronted with Reflect critically on shred concerns
2 various issues and make decision based on moral
norms and imperatives

CO Effectively respond to various issues on moral dilemmas Manage one’s knowledge, skills, and
3 values for responsible and
productive living

CO Demonstrate professional, social and ethical responsibility, especially Advocate respect for human rights
4 in practicing intellectual property rights and sustainable development

COURSE ASSESSMENT

Learning Evidence and Measurement Rubrics

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As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Description and other Details Course Outcomes it

Evidence represents
LE1 Write-Up Dilemma Moral dilemma should be based CO1, CO2, CO3, CO4
on the experience of students

LE2 Case Analysis Students identify dilemmas in CO2, CO3, CO4

cases submitted by their
classmates

LE3 Reflection Paper A critical piece of academic CO1, CO2, CO3, CO4
writing on certain topics

Learning Evidence: LE 1 Write Up Dilemma

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable
(5) (4) (3) (2) (1)

Interesting content and Some interesting Few interesting content, points Conventional ideas or cliches ; Cursory; gives the
Content presentation, ideas are well- content, points are not sustained and not fully little supporting details are impression of writing just
conceived and developed sustained and fully developed. included. to complete the
with sufficient examples. developed. assignment.

Logical progression of ideas Logical progression Logical progression of ideas Gaps in logic or no transitions. Disorganized; appears to
Structure, Logic and Transition with well-executed transition. with some little but other lacks transitions. have been written as
executed transition. thoughts occurred to the
writer.

Grammatical Accuracy Appropriate level of Some level of Confined to simpler sentences Errors frequently affect Message is largely
complexity in syntax with appropriate or structures with very few comprehensibility; or very comprehensible due to
very few errors, if any. complexity in syntax errors or shows variety and basic types of errors (subject- inaccurate grammar,
with few errors, if complexity in syntax with verb agreement; noun- which alters or obscures
any. errors that do not affect adjective agreement) it, or reader must know
comprehensibility. English to comprehend
much of the message.

Vocabulary/ Uses sufficient, appropriate Uses appropriate Usually uses appropriate Often uses inappropriate or Uses only elementary
Word Choice and varied vocabulary; vocabulary, English vocabulary with some variety; non-specific vocabulary; lack vocabulary; creates non-
English language influences language influences some errors in usage that do of variety in word choice; existent words from
apparently; rich variety of apparently; some not affect the message; avoids use of idioms – English English or words in
idioms. variety of idioms. occasionally appropriate use of influenced word choice. English.
idioms.

Punctuation, Spelling and Correct spelling (including Very few mechanical Some mechanic errors Frequent mechanical errors Incorrect spelling and
Presentation accents) and punctuations, errors punctuation; no accents;
neat and correct format as mechanical errors in most
specified. sentences.

Learning Evidence: LE2: Case Analysis

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable
(5) (4) (3) (2) (1)

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Knowledge of issue is exceptionally accurate and is Issue is accurately Issue is explained Issue is Issue needs to use
explained clearly and effectively during explanation using explained and uses many with some explained but more information and
Knowledge/Understanding details and little reliance on notes details and various sources accuracy and needs more details or examples.
in presentation with some details with some details and more Heavy reliance on
reliance on notes variety of sources variety of sources notes during
and less reliance and less reliance presentation
on notes on notes

Thinking/Inquiry Exceptional critical comments and analysis of Proficient critical comments Some critical Very few critical Lack of critical or
issue/interpretations/impact/effect using details, insights, and analysis of comments given to comments given analytical thought in
evidence from essay and comprehensive thought. issue/interpretation and issue and effects, to issue and comments and little
impact using many details more details, effects, more to no insight used.
and evidence and some insight and critical details, insight
insights. thought needed. and critical
thought needed

Communication Exceptional delivery and timing of information; exceptional Proficient delivery and Delivery and Just enough Poor delivery and
discussion initiated and maintained to further student timing of information; timing of delivery and timing of information;
learning. proficient discussion started information is timing of discussion needs to
and maintained. enough and information; be controlled and
smoothly discussion less dynamic.
discussed; more controlled and
active interaction less dynamic
and discussion.

Learning Evidence: LE3 Reflection Paper

Area to Assess Beyond Expectation Expected Satisfactory
(1.0) (2.0) (3.0)

Understanding and Interpretation

 Excellent understanding of language and
 General understanding of terminology and
 Inadequate understanding of terminology and

reasoning. reasoning. reasoning.

 Precise interpretation of text of text of accurate

 Roughly renders content and meaning of
 Misinterpret ideas and assertions.
rendering of content. text.
 Lacks any apprehension of context and

 Apprehends entirely context and rationale of

 Partially grasps context and intellectual motivation
ideas. motivation

Analysis and Argumentation

 Thorough articulation of arguments
 Main lines of arguments indicated.
 No analysis of argumentation offered

 Logic of assertions fully clarified

 An intuitive grasp of logical patterns.
 No awareness of logical relations and structure.

 Well-argued critical points

 Certain critical argumentation attempted.
 No argumentation attempted.

Claim Support and Use of Sources

 Relevant facts/examples adduced.
 Insufficient factual basis established.
 No use of sources

 Various sources consulted and appraised.

 Limited sources consulted
 Sheer statements of agreement or

 Adequate applications identified and proper

 Conclusions undeveloped or suggested disagreement. Guesswork without support

conclusions drawn. by association.

 Superficial or irrelevant conclusions or no
conclusions at all.

Style and Correctness

 Penetrating insights and interesting observations.
 Scattered comments and remarks
 Disorganized and shallow presentation

 Outstanding articulation and autonomous

 Excessive dependency on original
 No conceptualization, no use of theoretical

conceptualization of issues. wording (direct quotes and paraphrasing) tools.

 Clear and thoughtful exposition-sophisticated

 “Normal” flat style and exposition
 Broken colloquial style-statements loosely
style. connected.

Punctuation, Spelling and Presentation

 Correct spelling (including accents) and
 Very few mechanical errors
 Some mechanical errors
punctuations, neat and correct format as
specified.

Other Requirements and Assessment Activities (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Course Outcomes it

Details represents

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AA1 Major Examination

Midterm and Final Exams CO1

AA2 Quizzes Short test after every topic

CO2
discusses

Grading System

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Major Exam 20%
AA2 Quizzes & Learner Activities 30%
LE1 Write Up Dilemma 20%
LE2 Case Analysis 20%
LE3 Critical Reflection Paper on a Social Issue 10%

Passing Grade 3.0

Passing Grade conditions: Submission of complete requirements

The Course Map

ETHICS

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Lesson
Lesson1:1:Stages
Moral
Freedom of
Module 1 Module 2: Module 3: Module 4:  Theories
Moral
as Foundation
Development
& Whyfor
Introduction to Ethics The Agent The Act Ethical Frameworks They
Moralare
Acts
Important
 Lesson 2:
 Lesson
Requirements
Lesson2:2:Virtue
Culture
of &
Ethics
Ethics:
Behaviour
Reason &
Impartiality
 Lesson
Lesson3:3:Kant
Cultural
&
 Right
Lesson
Relativism
Theorists
3: Feelings &
Reason
 Lesson 1:
Introduction to Ethics

 Lesson 4: The
Lesson
Fairness:
Step
Justice
7- as
4:Promoting
Moral Filipino
Values &
the Common
Reasoning Universal
Model
Good
 Lesson 2: Moral & Values
Non Moral Standards
 Lesson 5: Reason &
Globalization and Its
WIll
 Lesson 3: Moral Ethical Challenges
Experiences & Moral
Dilemmas
Outcome: An everyday ethicist who knows, understands and
demonstrates professional, social and ethical responsibility, especially
in practicing intellectual property rights and sustainable development.

Module 1
INTRODUCTION TO ETHICS
Module Overview

The study of Ethics is an enriching experience, as it has direct application

to your personal life and professional life as well. As in any new journey poses its
own challenges as you move into unfamiliar territory and discover new things. In
this module you begin this journey by first familiarizing yourself with how this
course will be managed throughout the semester and gain a formal introduction
into Ethics as a field of study.

Module Outcomes

By the end of this module, we hope to achieve the following objectives:

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 Understand what is expected of you in this course and as a student of

Ethics;
 Explain the importance of ethical conduct and rules;
 Differentiate between moral and non- moral standards;
 Recognize and recall a moral experience;
 Detect moral dilemmas at Individual, Organizational and Structural levels.

Lesson 1
Introduction to Ethics
Learning Outcomes

By the end of this lesson you should be able to:

o Discuss what is ethics and morality;

o Explain the importance of rules to civilized society;
o Attribute the study of ethics as an important aspect in living a good life.

Time Frame: 1 Week

Introduction

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We live in a world of rules. We have rules for everything that directs us to

behave in a particular way. In this lesson we will get our first glimpse into the
study of Ethics and morality by clarifying first why rules are important to civilized
society and how this course can helps us in our professional and personal lives.

Activity (Let’s Get Started!)

Recall five (5) rules that you have to follow at home. These rules should be
the most strictly enforced by your parents.

 Why do you need to follow them in spite of the fact that they limit you on
things you want to do?

Analysis (Let’s Think About it!)

Now think about the questions below:

 What do you think would happen if all these rules we follow not followed?

 How do you imagine a world without rules would be?

 Why must we follow rules even if they are constricting or prohibitive?

 Why are rules important in a functioning society?

Abstraction (Let’s Explore!)

Defining Ethics and Morality

You would have probably heard the terms ethics and morality. The term
ethics finds its etymological root from the Greek word “ethos” which means
“character” or “custom”. The Greeks also had the term “ethikos” which refers to
“customary or habitual character”. The Roman statesman and philosopher
Marcus Tullius Cicero is credited with ascribing the Latin equivalent of the term
“ethikos’ to the word “mos” which means “one’s disposition”. The term “mos” also
happens to be the root of the word ”mores” which also refers to custom or habit.
From these terms eventually evolved “moralis” and “moralitas” which refer to
“proper manner, behaviour, and character of a person in society”. From this we
can derive a basic understanding of what ethics and morality are. Both pertain to

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the habitual or customary disposition towards proper behaviour and

distinguishing between right and wrong, good and bad. Often these terms are
used interchangeably with a few distinctions depending on where the settings in
which the terms are used such as in the academe, legal, religious or
philosophical discourses. Distinctions are often made in terms of looking at
morality from a “personal or normative” perspective and ethics as being the
actual standards of what is good/ bad, right/ wrong, acceptable/ unacceptable, or
praiseworthy/ punishment worthy behaviour in a particular social setting.
Essentially both Ethics and morality flow from each other.

The terms ethics and morality form the heart and soul of Moral Philosophy.
Moral Philosophy is the branch of Philosophy that deals with the study of right
and wrong. It does this by first, asking and clarifying concepts and beliefs on
morality; second, providing frameworks that prescribe what we “ought to do” and
what we “ought to not do”; and lastly, applying all these in more practical terms
like how people should live their lives in relation to others and to examine issues
affecting society. The brilliant Greek philosopher Aristotle said that ethics and
morality are necessary in attaining “eudaimonia”, which is a Greek word that
loosely translates to “happiness” although if the word meant so much deeper than
just the surface meaning of the word. If the term were to be applied to a plant, a
good plant would be healthy, fruit bearing and growing. Being in a state of
“eudaimonia” would mean that the plant is not only free from illness but growing
very well, or it is not only bearing fruit but it grows many, many fruits that are of
exceptional quality. So, “eudaimonia” is a state of not just existing but of
“flourishing” or “thriving” in one’s day-to-day life. Today Aristotle’s words are
interpreted as ethics and morality to be requirements in doing well and living well
as part of society.

The study of Ethics teaches us various steps and frameworks in deciding

on human acts. However, it is worth stressing that theoretical knowledge and
practice are two very different things. Therefore, the study of Ethics is the first
step towards internalizing the desire to live a moral life by first knowing what
ethics we need to abide by. The study of Ethics is a lifelong process for all of us
as we continue to develop in terms of our moral judgments. It entails a process of
continually examining and reflecting on what we value and believe vis-à-vis the
relationships that we have with others and the society and environment in which
we live. Also, making the jump from theory to moral life choices and actions is not
something that can be achieved by force or coercion. It is made by willful choice
and is done as a course of habit. As Aristotle points out, excellence of character
is not a result of a singular act but by consistency in actions. By this we see that
Ethics equates to theory or knowledge and morality is its practice.

Ethics and Civilized Society

Human societies have come a long way in terms of going from “uncivilized
to “civilized” but throughout history one thing is apparent. For humans to live
together in relative harmony, groups of people agree to common goals and
behaviour that are enforced through systems or “rules”. A rule is “an accepted

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principle or instruction that states the way things are or should be done, and tells
you what you are allowed or are not allowed to do. 1

We live in a world of rules. In fact, we have rules for everything: home,

school, church, organizations, sports, cities, nations and the global society. We
could say that rules are prohibitive because they control us in one way or another
but at the end of the day these rules are meant to ensure order, promote safety,
protect lives and property and ensure harmonious societies. Ultimately rules are
meant to ensure the human good. When rules are enforced and the societies to
which they apply do not agree because the rules are unreasonable, or deprive
people of their rights, conflict surely follows. Rules and moral standards form the
collective ethics to which societies abide.

Why Study Ethics?

“We need to study ethics so that we will understand that

we must determine the matters of right and wrong and
explore the obligation we to respond to and apply this
knowledge to our life.”
- Jack H. Williams

We can just as easily say that we study Ethics because it is something that
is required in order to get an academic degree but if we look at the bigger picture,
our motivations for being close students of Ethics should focus more on the
benefits that result from it. From the discussion in the previous sections some of
these benefits are already apparent. It can is also clear that Ethics is not only a
theoretical body of knowledge but a lifelong practice that develops as a person
goes through life.

Let us examine a few of these big picture benefits that we get from
studying Ethics.

 Understanding how to determine the “right thing to do” is critical in making

wise decisions since all our actions have consequences to others and
ourselves. Knowing the right thing to do would most probably lead to us
doing the right thing rather than doing the wrong thing. As Aristotle so
famously put it, “there is no evil, only ignorance”.

 In whatever profession you go or whatever life you choose to lead, moral

questions will inevitably arise. This is the reason why there are codes of
professional ethics, business ethics, medical ethics, bioethics and so on.
All professions require certain behaviour from practitioners to ensure
productivity in their respective fields.
1
RULE | definition in the Cambridge English dictionary. (n.d.). Cambridge Dictionary | English Dictionary, Translations &
Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/rule

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 The study of Ethics allows us to be more critical of issues we are

confronted with. Everyday we are confronted with experiences that confirm
or challenge what we believe in and value. Some of these issues are
matters that we need to act upon or speak up on. Knowing what is good
allows us to properly confront these issues with a rational mind, keep our
emotional reaction in check and act with conviction.

 The study of Ethics also allows us to act with stewardship. We have all
heard that saying that “no man is an island”. No person can live his life in a
vacuum that does not involve anything or anyone else. Knowing what is
good allows us to properly examine the potential consequences and
outcomes. Our actions therefore have purpose and direction not only for
our individual lives but also in contribution to a bigger society and the
environment.

 The study of Ethics is essential in maintaining social harmony. Wherever

you go, it is important to know and understand the similarities and
differences in the ethics in various situations. What is acceptable in one
culture may not be so in another so studying Ethics widens our
perspectives with regard to these boundaries and allows us to adjust
accordingly when needed.

Now that you have finished the discussion, try applying your learning by
answering the Learner Activity on the next page.

Application (Let’s Do It!)

Learner Worksheet 1
Student Name: ______________________________ Score: ____________

Course/ Year/ Section: _______________________________

In the matrix below are some rules from institutions. Briefly describe these
rules and their importance by filling out the matrix below.

Rule Description of Specified Importance

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Behavior

“No ID, No Entry” Policy of

the University

Anti- Jaywalking Ordinance

of the City of Davao

Enhance Community
Quarantine during the
COVID Pandemic

Anti- Bomb Joke Policy in

Public Places such as
airports, bus terminals,
ports, malls, concerts, and
movie houses

Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.

Closure
Well done! You have just finished Lesson 1 of this module.

If you have questions or need to make clarifications take note of them in

the space provided below to ask your Course Professor through direct messaging
or through the University Virtual Environment (UVE).

Notes from this Lesson

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Now that you have completed Lesson 1, let us move on to the next lesson
in this module. In the next lesson we will go into a deeper study of rules and
standards that govern human ethics.

Lesson 2
Moral & Non- Moral Standards
Learning Outcomes

Now let us move on to a closer examination of rules or standards we

discussed in the previously. By the end of this lesson you should be able to:

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o Differentiate between moral and non moral standards;

o Explain the importance of moral and non-moral standards.
o Discuss how particular rules in life differ from moral standards.

Time Frame: 1 Week

Introduction

In the previous lesson we already discussed how these rules shape our
behaviour and bring about social harmony. While all these rules are important,
not all rules are equal; there are moral and non- moral rules of behaviour. Moral
standards or principles are different from other rules in life because of their
overriding nature. In this lesson we will examine the characteristics of moral
standards and differentiate them from all the other rules that we follow.
Activity
In one social experiment, researchers had an old
man walk slowly on a very busy city street to see
how people would behave around him. The
researchers observed some people would walk
around him in their hurry to get to where they
needed to go. Several individuals on the other
hand slowed their pace to walk with him and ask
him if he required assistance, which he politely
declined. After walking a few more feet, the old
man started to buckle and fall on the street
looking pale and dazed from exertion. People
immediately rushed to his aid to help him and to
call paramedics. When asked why they did it,
people had different responses from “because he
was a weak old guy” to “I just had to help him, he
needed my help.” What would you do if you
were in this situation and why?
________________________________________________________________

________________________________________________________________

Analysis
 People in the social experiment acted automatically, without being told
what to do. Why do you think they acted this way?

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___________________________________________________________

___________________________________________________________

___________________________________________________________

 What are your motivations for your actions? Discuss.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Abstraction
Moral Standards
Humans have a built in “moral compass” or sense of right and wrong.
Moral standards differ from other rules in life. This intrinsic guide has been
observed even in young children who have not been taught of concepts of good
or bad. The inner guide develops as a child matures and develops as he/ she
lives in a world of different rules, norms and customs. As we develop and mature
we learn that some rules hold larger consequence as compared to others and are
not dependent on external authority or individual or organizational interests-
these codes of right and wrong that have no reference to specific behaviours or
beliefs are known as Moral Standards2.

Different societies might have different rules that govern their behaviour
but there moral standards are held in common by all societies regardless of their
varying beliefs. Moral standards are upheld regardless of culture or beliefs and
are believed to be universal. There are several characteristics which moral
standards have that set them apart from other rules in life. These characteristics
form the human moral compass in doing what is right and acting instinctually
upon these principles.

In the succeeding matrix, let us take a look at these specific

characteristics. Take note that other rules in life have some but not all of these
characteristics. Moral Standards also form the foundation for the formulation of
other rules of life.

Characteristics of Moral Standards

2
Stanford University (14 March 2011). "The Definition of Morality". Stanford Encyclopedia of Philosophy. Stanford
University. Retrieved 02 July 2020

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Reasonability Moral standards appeal directly to the intellect and reason,

common sense and experience. Right actions entail that feelings
and emotions are guided by proper reasoning and sound
judgement.
Impartiality Moral standards are neutral, fair and unbiased in determining
right of wrong. Moral standards also do not favor the interests of
any specific groups of people regardless of their gender, status,
financial circumstances or their cultural, social, political and
religious affiliations.
Prescriptivity Moral standards should clearly allow us to determine “what we
ought to do” and “what we ought not to do”
Overridingness Moral standards have a predominant authority in such a way
that they have the ability to override other kinds of principles;
and take precedence over other norms and rules.
Autonomous from Moral standards are able to stay independent from the influence
Arbitrary Authority of any form of authority. Moral standards are not dependent on
“who is in power” or “who is giving the orders”. When it comes to
moral standards, “the rule of numbers” does not apply.
Something is right or wrong regardless of how the majority
decides, does and says. “A wrong thing is wrong, even when
eveyone else is doing it and a right thing is right even when you
are alone is doing it’. This is one reason why standing alone in
fighting for what is right proves difficult because humans have
the tendency to give in to the external pressure that is brought
about by people in authority and the rule of majority.
Publicity Moral rules and principles are known to and upheld by society
because they are publicly held to be the moral rules and
principles that serve as clear guidelines to human actions. A
person cannot do the right thing if he does not know what to do,
so before action can be performed, we must first know what
needs to be done. Moral standards would not be performed if
they are not known to the public.
Practicability Moral rules should be “doable” and not be beyong what can be
done by human beings. Other synonyms to this characteristic
include performable, actionable and realistic. If a standard was
not workable, it would lose its meaning and would be
unachievable and become a burden for people.
Universalizability A moral rule or principle must be applicable to everyone, without
exception given the same situation and context. This also
echoes the famous Golden Rule “Do not do unto otherswhat you
don’t want others to do unto you.”

Non- Moral Standards

On the other hand, there are norms that are relative to particular a society,
social class, or a social group in reference to their own culture, religion, and

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beliefs. Some behaviour may be deemed appropriate for one social group but
deemed inappropriate in another. Standards of behaviour that vary from social
group to social group depending on their own shared values, beliefs and/ or goals
are referred to as non-moral standards. Let’s discuss these standards in more
detail in the succeeding section.
Etiquette is a set of conventional rules on behaviour and manner in polite
society. It usually comes in an ethical code that outlines what is expected and
accepted social behaviour in line with norms of politeness and proper
demeanour. As discussed previously, etiquette differs from culture to culture. In
some countries like Africa, the Middle East and Asia for example, using the
hands for eating is considered proper. This is not practiced in Western Countries
where etiquette dictates the use of eating utensils as proper. In the European
social circles of the 18th century, etiquette was given extreme importance and
was made symbolically identified with members of the educated and well-
mannered members of the aristocracy.

Today, etiquette is
identified with good
upbringing and social
breeding. Learning,
knowing and
practicing the rules of
social etiquette has
become an integral
part of human
education.
The practice of proper
etiquette can prove to
be challenging in
multicultural societies
since etiquette can
vary not only among
large social groups
such as nationalities,
but also across
smaller ethnic groups
and tribes.

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Also, notions about proper etiquette are more rooted in some cultures
compared to others that the observance of proper behaviour forms a large portion
of the esteem they give to an individual.
Policy. Another type of non- moral standard is the policy, which is a
statement that is adopted and implemented as a matter of procedure or protocol
by a group of people in order to assist in managing daily activities, operations,
decision-making and governance. Policies can also be understood as political,
managerial, financial, and administrative mechanisms arranged to reach explicit
goals. Institutions and organizations intentionally craft and adopt policies
systematically as appropriate to their specific needs and goals. While some
organizations may have similar policies, there are always variations to policies
that are specific to the institution or organization to which they apply. Examples of
policy include Presidential executive orders, corporate privacy policies, and
parliamentary rules of order are all examples of policy.

Law. If policies are enforced within institutions and organizations, the Law
or laws is a system of rules that society through governments and its agencies
create, develop and implement within their jurisdictions in order to regulate
behaviour and aid in governance. Unlike policies, which serve more as guides,
laws can compel or prohibit behaviour and impose sanctions and punishments for
non- compliance. Laws encompass many social matters and relationships such
as crime, business, commerce, and industry among many others. Old laws may
be amended to ensure their relevance, and duly elected representatives of the
people propose new laws to address behaviours that they think should be
regulated or legislated for the sake of the greater good.
Laws are promulgated to be followed by everyone regardless of their
stature and therefore become an instrument of justice by serving as an equalizer
for people in society. German legal scholar, Rudolf von Ihering attributed law to
social change, by saying that the law is a means of social control, which aims to
serve the purposes of society. According to him, well-written laws guaranteed
good living conditions for people assured by the State itself. One might argue that
laws are coercive, because they control human behaviour however when laws

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are crafted with the greater good in mind and implemented in proper consultation
with the public, it aids in cooperation in members of a society and helps in
resolving potential conflicts, bringing about order.

Commandment. Another standard for behaviour is the commandment,

which is a strict rule for behaviour as an imposition of the will or law of God or
Divine being. For Christians the Ten Commandments are a set of biblical
principles relating to ethics and worship, given by God Himself to the Prophet
Moses. Other religions also have commandments for their believers to follow
which guide them in their behaviour. Unlike etiquette, policy, and law wherein not
abiding by the prescribed behaviour leads to social stigma, organizational
sanction or punishment, not following a commandment has more far reaching
consequences. Since commandments are believed to be the edict of the Divine,
punishments vary depending on the belief of the social group concerned. For
Christians for example, the concept of eternal damnation is primarily believed to
be the consequence of not keeping with God’s Commandments. The reward of
heaven, on the other hand is the Christian reward for keeping God’s
Commandments.

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Application (Let’s Do It!)

Learner Worksheet 2
Student Name: ______________________________ Score: ____________

Course/ Year/ Section: _______________________________

Using the characteristics of moral standards, look for an article or news

that deals with a particular contemporary ethical issue. Attach/ paste your chosen
article or news at the back of this paper. Discuss why the issue is an ethical one.
What moral standards and non-moral standards does it call upon or challenge?
Write your discussion in the space below.

Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.

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Closure
Well done! You have just finished Lesson 2 of this module.

If you have questions or need to make clarifications take note of them in

the space provided below to ask your Course Professor through direct messaging
or through the University Virtual Environment (UVE).

Notes from this Lesson

Now that you have completed Lesson 2, let us move on to the next lesson
in this module. In the next lesson we will discuss human experiences and the
situations wherein our moral principles are engaged and necessitate
discernment.

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Lesson 3
Moral Experiences & Moral Dilemmas
Learning Outcomes

Now let us move on to examine human experiences in light of our previous

lessons. By the end of this lesson you should be able to:

o Recognize and detect moral experiences and moral dilemmas;

o Identify the three levels of moral dilemmas;
o Evaluate your own moral experiences and moral dilemmas you have
gone through.

Time Frame: 1 Week

Introduction

As discussed in the first module of this course, we have been able to gain
an appreciation of ethics as a practical course that is grounded in human action.
Human experience lies at the heart of the practicality of ethics in everyday lives.
However, we also realize that the right and wrong, good and bad are not always
as clearly delineated, as we would like them to be. All of us have found ourselves
in situations where our moral principles are affirmed or challenged and
sometimes come in conflict with one another.

Activity
Read the given scenario below and reflect on the guide question that follows.
Santino and Iñigo are brothers. One night they are walking home.
Iñigo tells him that he will pull a prank. He then picks up a rock and
throws it into the glass window of a convenience store, shattering
the glass. The owner of the store corners the brothers and
interrogates them on who threw the rock at his store window. Iñigo
denies having done anything and tells the storeowner that he saw a
man running away from the store. The police arrive to investigate
the act of vandalism and survey the property damage telling the
brothers that they are likely suspects and can be taken to the station
for further questioning.
Santino finds himself torn between his loyalty to his brother and
telling the storeowner and the police the truth of what really
happened. If he tells the truth only his brother will be liable for the
damage but if he keeps quiet to protect his brother they are both
likely to be held accountable.

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If you were in Santino’s situation what would you do? Discuss how you will
go about this situation if you find yourself in it as well as your motivations in
discussing your course of action.
________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Analysis
o How do you deal with experiences wherein your moral values are
challenged? What do you usually do when deciding what to do in these
situations?
o How do you decide on your course of action when all the options for your
course of action all have negative results or force you to violate your own
moral values?
Abstraction
Moral Experiences and Moral Dilemmas
As we go through our everyday tasks we are often faced with choices on
what and how to do things, knowing that our actions have consequences to
others and ourselves. Oftentimes our actions call our morals into question. These
are moral experiences.

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Moral experiences are situations wherein human beings are actively

engaged in examining, evaluating and eventually applying their moral values.
Moral experiences can happen even while we are going through the simplest of
tasks where a person is confronted with a choice on doing right or wrong or even
when we choose what opinion to hold with regard to a particular issue. There will
even be instances wherein the situations we find ourselves in do not have a
moral course of action immediately apparent to us. Whenever you find yourself in
a situation where a difficult choice has to be made and the choices available are
equally good or equally undesirable, you are experiencing what is known as a
moral dilemma.
Moral dilemmas are situations where there are two or more moral choices
that can possibly be pursued, with all options having their own moral reasons to
be chosen as a course of action and only one course of action can be ultimately
chosen. This often leads to conflicting feelings and thoughts on what to do.
Overcoming a moral dilemma entails deep reflection and discernment and
weighing of our own personal values in an effort to determine what is ultimately
important before making a choice to be acted upon. Oftentimes, moral dilemmas
cause conflicting feelings and thoughts because there are moral reasons for
taking a specific cause of action and our moral compass instinctually tells us to
do the least amount of harm and doing the most amount of good.

Levels of Moral Dilemmas

Moral Dilemmas can confront us individually or collectively at various

societal levels. Let us discuss these levels one at a time.

A personal moral dilemma is a moral conflict that is centered around an

individual, whether with himself/ herself or with another person or group of
people. At this level, the moral dilemma stems from the role of an individual and
its direct impact on their own lives. Decisions required in this situation usually
have bearing on the individuals own life choices and their direct implications on
their own future and their relationships with others. Santino’s experience can be
considered as a personal moral dilemma because he is conflicted as to whether
to maintain his loyalty to his brother in spite of the fact that his brother is clearly in
the wrong and having to deal with authorities and possibly get into trouble with
the law. He will now have to decide if his loyalty to his brother is more valuable to
him than upholding the law.

An organizational dilemma is a moral conflict when an organization has to

make difficult moral decisions that have direct implications on some of its
members or on the organization as a whole. This often stems from the role of the
organization in greater society and relationship with other stakeholders and not
just its own members. Moral dilemmas at the organizational level can also
manifest in its decision making process, its practices, and its structures. The
onset of the COVID 19 global pandemic has forced many organizations to make
difficult choices like having to decide on laying off their employees, which
translates to the loss of livelihood, or risk the existence of the organization in the

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midst of the economic crises that has arisen from the global pandemic. Many
employees have decried the loss of their jobs and its profound impact on their
ability to care for their own families. Other organizations have had to decide on
closure altogether, which means a loss for the greater economy.

A structural moral dilemma is a moral conflict that comes about when

leaders or people who hold high positions in society have to make difficult
decisions that have systemic or societal implications. These decisions could
affect people of a particular demographics or geographical locations such as an
entire state, region, city or country or such decisions can affect the entire
humanity. Governments often face this type of dilemma when laws and
governmental agreements with other nations alter people’s way of life. When
making decisions, governments are faced with deciding for the majority and
having to sacrifice some minority. Deciding for the good of their constituents must
be done carefully because of the far-reaching implications of such decisions.
Structural moral dilemmas not only affect people from different walks of life but
across boundaries and generations as well.

The levels at which moral dilemmas also show the interconnectedness of

things and how ethical decision-making impacts various levels of society, each
affecting the other.

Structural Moral Dilemma

Organizational Moral
Dilemma

Personal Moral
Dilemma

As seen in the figure above, the levels of moral dilemmas also show how
the ability to act ethically has far reaching effects. Imagine a person unable to
deal with ethical decision-making on a personal level being placed in a key
position in an organization or in a leadership position in government. If a person
is unable to choose ethically on moral experiences arising in their personal life,
how can he/ she be expected to decide at an organizational or structural level
where the implications of decision-making affects a greater number of people? In
the same manner, people who make critical moral decisions at a personal level
can be trusted to make ethical decisions at an organizational and structural level.
This means that the practice of ethics starts with the individual. Ethical individuals
make for ethical organizations and ethical societies.

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Application

Learner Worksheet 3
Student Name: ______________________________ Score: ____________

Course/ Year/ Section: _______________________________

Relate one specific moral experience/ moral dilemma that happened to

you recently. Narrate the events and what moral conflict you went through.
Evaluate the experience based on your learning in this module. Discuss how you
dealt with the experience and your resulting actions. How do you feel about the
experience now? Would you do it differently or would you still choose to act in the
same way? Why or why not? Write your discussion below. You may also use the
back of this paper if the space is not enough.

Submitting Your Work. If you do not have Internet Connectivity, neatly detach this page
from your module and submit via University Drop Box or by courier/ mail together with
your other Learner Activity Worksheets once you reach the prescribed Learning
Checkpoint. If you have Internet connectivity, you may answer directly on the online
version of this worksheet through the University Virtual Environment.

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Closure
Well done! You have just finished the last lesson for this module.

If you have questions or need to make clarifications take note of them in

the space provided below to ask your Course Professor through direct messaging
or through the University Virtual Environment (UVE).

Notes from this Lesson

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Module Summary
In this module we took our first steps towards becoming everyday
ethicists. Let us now summarize some of the highlights of this module.

o Ethics and Morality pertain to the knowledge and practice of “proper

manner, behaviour, and character of a person in society”. Both pertain to
the habitual or customary disposition towards proper behaviour and
distinguishing between right and wrong, good and bad, acceptable/
unacceptable, or praiseworthy/ punishment worthy behaviour in a
particular social setting. Essentially both Ethics and morality flow from
each other, forming the heart and soul of Moral Philosophy, which is the
branch of Philosophy that deals with the study of right and wrong.

o The study of Ethics teaches us various steps and frameworks in deciding

on human acts. Therefore, the study of Ethics is the first step towards
internalizing the desire to live a moral life by first knowing what ethics we
need to abide by in a world that depends on such rules for order and
harmony.

o Moral Standards form the human moral compass comprised of values and
principles and codes of right and wrong that have no reference to specific
behaviours or beliefs. They stand apart from non- moral standards or other
rules in life, which are specific to cultures and societal settings. Non- moral
standards include etiquette, policies, laws and commandments, which all
spring from specific needs or goals and are mutually agreed upon by
people who share particular social relationships.

o Human Experience is the central concern of the study of Ethics because

knowledge without action renders its study useless. Human beings will
encounter moral experiences countless times during the course of their
lives wherein moral values are affirmed or challenged in the interest of
taking proper actions. There will also be situations wherein a human
person will experience a moral dilemma wherein he/ she is confronted with
a situation that forces them to make tough moral choices.

Now that you have completed all the lessons in this module, it is time to
assess your learning and move on to the next module.

Check your work and prepare for submission and assessment. The
succeeding page will give you instructions on completing your requirements for
this module.

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Learning Checkpoint
Module Assessment

Now that you have completed the first module, it is time to submit your
learning output and take the module assessment. A checklist is provided for you
below.

☐ Learning Worksheets 1-3

o For students with no Internet Connectivity use the University

Drop Box/ Courier/ Mail for submission. Neatly detach only the
Learner Worksheets from this module.

o Answer the Learning Activities through the University Virtual

Environment (UVE) platform.

☐ Module Assessment

o For students with no Internet Connectivity, contact your Course

Professor to make arrangements on taking the Module
Assessment (Quiz).

o Take the quiz on the University Virtual Environment (UVE)

platform.

END OF MODULE 1
If you have completed all the items on the checklist,
you may move on to the next module.

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