Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

UNIVERSITY OF MINDANAO
Tagum College
Department of Criminal Justice Education
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 9 – ETHICS (DISCIPLINAL)
Name of Teacher: Amethyst Joanne L. Besagas., Rcrim
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
DEPARTMENT OF CRIMINAL JUSTICE EDUCATION
Mabini Street, Tagum City
Davao del Norte
Telefax: (084)655-9591 Local 116
Table of Contents
page
Part 1. Course Outline and Policies ...................................................... 1

Part 2. Instruction Delivery
CC’s Voice ............................................................................…….. 3
Course Outcomes .......................................................................... 4
Big Picture A: Unit Learning Outcomes ....................................... 5
Big Picture in Focus:ULOa ……………………………………………. 5
Metalanguage .......................................................................... 5
Essential Knowledge ............................................................... 6
Self-Help .................................................................................... 19
Let’s Check .................................................................................... 19
Let’s Analyze ......................................................................... 20
In a Nutshell .................................................................................... 21
Q&A List .................................................................................... 22
Keywords Index ......................................................................... 23
Big Picture in Focus:ULOb …………………………………………… 23
Metalanguage .......................................................................... 23
Self-Help .................................................................................... 36
Let’s Check .................................................................................... 36
Let’s Analyze ......................................................................... 37
In a Nutshell .................................................................................... 39
Q&A List .................................................................................... 40
Keywords Index ......................................................................... 41
Big Picture B: Unit Learning Outcomes ............................................. 41

Big Picture in Focus:ULOa ……………………………………………… 42
Metalanguage .......................................................................... 42
Self-Help .................................................................................... 59
Let’s Check .................................................................................... 60
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Let’s Analyze ......................................................................... 61

In a Nutshell .................................................................................... 62
Q&A List .................................................................................... 63
Keywords Index ......................................................................... 63
Big Picture C: Unit Learning Outcomes ......................................... 64

Big Picture in Focus:ULOa ……………………………………………… 64
Metalanguage .......................................................................... 64
Self-Help .................................................................................... 72
Let’s Check .................................................................................... 73
Let’s Analyze ......................................................................... 73
In a Nutshell .................................................................................... 74
Q&A List .................................................................................... 75
Keywords Index ......................................................................... 76
Part 3. Course Schedule ......................................................................... 77

Online Code of Conduct .............................................................. 78
Monitoring of OBD and DED............................................................ 79
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Course Outline: GE 9 ETHICS (DISCIPLINAL)
Course Coordinators : Amethyst Joanne L. Besagas

Email : renjoa@yahoo.com
Student Consultation : by appointment
Mobile Number :
Date of Effectivity : August 2022
Mode of Delivery : Online Blended Delivery
Time Frame : 54 Hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit : 3-unit Lecture
Attendance Requirements : Minimum of 95% attendance in all scheduled
virtual or face to face sessions and the Learning
Management System (LMS)
Course Outline Policy
Areas of Concern Details
Contact and Non- This 3-unit course self-instructional manual is designed

contact Hours for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54, including the face
to face or virtual meetings. A Learning Management
System (LMS), Quipper, will be used to facilitate your
learning. Other sessions may also be conducted
through online communication channels such as
Facebook, Messenger, WhatsApp, Viber, E-mail, Line,
Zoom, Skype, or any other similar applications. You
may also contact the course coordinator through a
mobile number or telephone.
Assessment Task Submission of assessment tasks shall be on the 2nd , 4th

Submission and 6th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is a performance), the
name of the course coordinator, date of submission,
and the name of the student. The document should be
e-mailed to the course coordinator. It is also expected
that you already paid your tuition and other fees before
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the submission of the assessment task.
If the assessment task is done in real-time through the

features in the Learning Management System, the
schedule shall be arranged ahead of time by the course
coordinator.
Turnitin submission To ensure honesty and authenticity, all assessment

tasks are required to be submitted through Turnitin with
(if necessary) a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. Also, if the document has reached a more
than 30% similarity index, the student may be called for
disciplinary action following the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments / designated time on the due date, without an approved
Assessments extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
that the assessment item is late.
However, if the late submission of the assessment

paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
pieces of evidence.
Return of Assignments / Assessment tasks will be returned to you within two (2)
Assessments weeks after the submission. This will be returned
through e-mail or via the Quipper.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
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Assignment You should request in writing addressed to the course

Resubmission coordinator your intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy three (3)
standards or other reasonable circumstances, e.g.,
illness, accident financial constraints.
Re-marking of You should request in writing addressed to the course

Assessment Papers and coordinator your intention to appeal or contest the score
Appeal given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
course coordinator shall communicate with you on the
approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will come
from the dean of the college.
Grading System Your grades will be based on the following:
Examinations
First to Second 20%
Final 40% = 60%
Class Participations
Quizzes 10%
Assignments 5%
Research/Requirements 15%
Oral Recitation 10% = 40%
Total = 100%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Use the general practice of the APA 6th Edition.
Style
Student Communication You are required to have an e-mail account, which is a

requirement to access the LMS portal. Then, the course
coordinator shall enroll the students to have access to
the materials and resources of the course.
You may call or send SMS to your course coordinator

through his/her phone number. Online communication
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channels, such as those stated above, may be used.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
Contact Details of the Dr. Gina Fe G. Israel

Dean Dean of College
E-mail: deansofficetagum@umindanao.edu.ph
Phone: 0915 832 5092 / 0909 994 2314
Jun Mark A. Asis., MSCrim

Assistant Dean
E-mail: makoyasis@gmail.com
Phone: 09308920005
Contact Details of the Aimee M. Ayaay, MSCJ
Program Head Email:
Mobile:
Students with Special Students with special needs shall communicate with the
Needs course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of
the deadline for submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.
Library Contact Details Clarissa R. Donayre, MSLS

E-mail: lictagum@umindanao.edu.ph
Phone: 0927 395 1639
Help Desk Contact Globe: 0917466709
Smart: 09308920005
Course Information – See or download the course syllabus in Quipper
CC’s Voice : Hello there! Good day! Welcome to this course GE 9 (Disciplinal):
Ethics. As a college student it is essential to understand the real
ethical dilemmas in their respective life on a daily basis and
addresses the professional intersection where theory meets practice.
It is intended for a diverse and global audience and for criminology
students in particular who are navigating ambiguous ethical situations.
Learning Ethical Standard maybe difficult but rest assured it would be
worthy. It talks reality which everyone may relate. Thus, enjoy while
learning this course.
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CO : As a student of this course you are expected to able to distinguish

among morals, values, ethics, and the law and to explore how they
each impacts professional practice; have an increased personal
understanding of issues related to ethics and the law and have
examined one’s own ethical decision making processes and develop
guidelines for enhancing one’s ability to generate ethical behaviors
and solutions to conflicts arising in the practice.
Let us begin!
BIG PICTURE A
Week 1-2: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to:
a. Know the history of Ethics and the importance of ethics,
Ethical foundations.
b. Understand more about values that motivate people to act one
way or another. They serve as a guide for human behavior.
Big Picture in Focus: ULOa. Know the history of Ethics, the importance
of ethics and ethical foundations.
Metalanguage
The following are terms to be remembered as we go through in studying this
unit. Please refer to these definitions as supplement in case you will encounter
difficulty in understanding the Ethics.
1. Ethics - a branch of philosophy which studies the

principles of right or wrong in human conduct.
2. Values - can be defined as broad preferences concerning
appropriate courses of actions or outcomes. As such,
values reflect a person's sense of right and wrong or what
“ought” to be. “Equal rights for all’, “Excellence deserves
admiration’, and “People should be treated with respect
and dignity” are representatives of values.
3. Moral integrity - the only true measure of what man ought
to be. The most successful professional, is nothing unless
he too is morally upright. Thus, the philosophers speak of
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Ethics as the “only necessary knowledge’.
Essential Knowledge
Ethics or moral philosophy is a branch of philosophy that

involves systematizing, defending, and recommending concepts
of right and wrong conduct. The field of ethics, along with
aesthetics concern matters of value, and thus comprise the
branch of philosophy called axiology (study of value). The said
concepts might be confusing or difficult as a beginner but at the
later part of this unit would be of great help for you to understand
the nature of its existence. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to
utilize other books, research articles and other resources that are
available in the university’s library e.g. ebrary,
search.proquest.com etc., and even online tutorial websites.
The English word “ethics” is derived from an Ancient Greek word,

éthikos, which means “relating to one’s character’. The Ancient Greek adjective
éthikos is itself derived from another Greek word, the noun éthos meaning “character,
disposition.
It comes from the Latin word “ethos “ means customary, behavior, moral. The two
words Latin — ethicus and Greek ethikos have the same meaning which is
customary.
Ethics seeks to resolve questions of human morality by defining concepts such as

good and evil, right and wrong, virtue and vice, justice and crime. As a field of
intellectual enquiry, moral philosophy also is related to the fields of moral psychology,
descriptive ethics, and value theory.
Three major areas of study within ethics recognized today are:
1. Meta-ethics, concerning the theoretical meaning and reference of moral

propositions, and how their truth values (if any) can be determined
2. Normative ethics, concerning the practical means of determining a moral course

of action
3. Applied ethics, concerning what a person is obligated (or permitted) to do in a

specific situation or a particular domain of action
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There are five significant periods of history that are worth to discuss with our subject
“Ethics .
1. The Classical Period

2. The Middle Ages
3. The Early Modern Period
4. The Nineteenth Century
5. The Contemporary Period
The Classical Period
Qualities of Mind during this period according to Jones, et. al

1. A concern with this world and its affair; an interest in nature and in the natural man
2. A thorough rationalism, a respect for evidence, as evidence was understood in
those times
3. Most important of all, curiosity
We can summed up these qualities of mind in the term “Humanism”
Philosophers and their Principal works:

1. Plato The Republic
2. Aristotle Nicomachean Ethics
3. Epicuros Letter of Herodotus

Letter to Menaeceus
Principal Doctrines
The Middle Ages
This period is considered to be a study of continuity and | This period is considered

to be " discontinuity.
It is termed “Continuity” because many of the philosophers were steeped in classical

doctrine. A good example is Thomas Aquinas who put the teaching of Aristotle within
the framework of Christianity.
On the other hand, it is termed “Discontinuity” in the sense that religion has come
into the picture. Philosophy such as Ethics and Metaphysics were interwoven with
theology.
1. Boethius His Consolation of Philosophy

2. Augustine The Happy Life,
The City of Man
The City of God
3. St Bernard of Clairvaux The steps of humanity
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4. Thomas Aquinas Summa Theologica
The Early Modern Period
The philosophy that develops during this period are the following:
1. A shift from the supernatural from natural, temporal and secular
2. An attempt to balance the supernatural and the temporal, as many of the
philosophers were not really weaned from the religion of the past
3. The rise of modern science specially physics
4. The changes brought about by the industrial and social revolutions towards the
end of the period

1.Nicolo Machiavelli The prince
2. Thomas Hobbes Leviathan
3.Benedict Spinoza Ethics
4. John Locke Easy concerning human

understanding
5. Joseph Butler Sermons
6. David Hume Picture of human nature
7. Emmanuel Kant Lecture on Ethics
The Nineteenth Century
Several tendencies characterized this period:
1. Utilitarianism with the level of “the greatest number.”

2. The scientific theory. Although this started in previous century but many
philosophers applies it with ethical questions during this period like Bentham.
3. The individual versus the state.
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4. Skepticism as to the place of ethics in metaphysics, that is, if ethics can only be a
chapter in metaphysics or not.
5.Irrationalism: in contrast with the “man is a rational animal’ of Aristotle, Aquinas,

and their followers
1. Jeremy Bentham An introduction to the Principles of

Morals and Legislation
2. George Wilhem Friedrich Hegel The Philosophy of History
3. Athur Schopenhauer The world as will and idea
4. John Stuart Mill Utilitarianism
5. Soren Kierkegaard Either/Or
6. Friedrich Nietzche Sounding Out Idols
7. Francis Herbert Bradley Ethical Studies
The Contemporary Period
The philosophers of this period exhibit a diversity of trends in moral beliefs: For and
against the scientific theory, logical positivism, return of belief of man as sinful,
existentialism with its own diverse spokesmen
Better elucidation of “what man is” was emphasized.
1. Sigmund Freud Civilization and its Discontents

2. John Dewey Reconstruction in Philosophy
3. G,E. Moore Principia Ethica
4. Paul Tillich Systematic Theology
Theology of Culture
5. Jean Paul Sartre Being and Nothingess
6. Alfred Jules Ayer Language, Truth and Logic
Definition of Ethics
As a field of study, ethics is a branch of philosophy which studies the principles of

right or wrong in human conduct. Right or wrong are qualities assigned to actions,
conduct, and behavior. As such, ethicists inquire into the correctness of such acts as
promise keeping, truth telling, integrity, and bad, on the other hand, are qualities that
characterized ends, goals, and purposes. As such, ethicist inquire into the reasons
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for living and working; the goals that should be pursued in order to lead a successful
life; and the purposes that should motivate people in their life choices (Porter, 1980)
Other definitions:
» Science of the morality of man.
» Study of human motivation, and ultimately of human rational behavior.
» Morality.
» “The principles of conduct governing an individual or profession” (Webster)
» It answers the question, “What do | do?”
» It is the study of right and wrong in human endeavors.
At a more fundamental level, it is the method by which we categorize our values and
pursue them
Ethics outlines theories of right or wrong, morality translate these theories

into action. Therefore, morality is nothing else but it is a doing of ethics.
Ethics is, in essence, doing the right thing, whatever that may be. The “right thing” is
based on those values society holds dear.
Ethical principles are premised on the notion that right is always right and wrong is
always wrong.
When officers fail to do what is right, and especially when they do what is clearly and
blatantly wrong, they erode the public trust just a little more and further degrade law
enforcement’s ability to work within the community and carry out its mission.
Adherence to high ethical standards, then, is as vital to achieving the overall goal of
modern policing as any other tactic, technique or practice.
Rushworth Kidder states that “standard definitions of ethics have typically included
such phrases as ‘the science of the ideal human character’ or ‘the science of moral
duty’”. Richard William Paul and Linda Elder define ethics as “a set of concepts and
principles that guide us in determining what behavior helps or harms sentient
creatures”. The Cambridge Dictionary of Philosophy states that the word “ethics” is
“commonly used interchangeably with ‘morality’ and sometimes it is used more
narrowly to mean the moral principles of a particular tradition, group or individual.”
Paul and Elder state that most people confuse ethics with behaving in accordance
with social conventions, religious beliefs and the law and don’t treat ethics as a
stand-alone concept.
The word ethics in English refers to several things. It can refer to philosophical ethics
or moral philosophy, a project that attempts to use reason to answer various kinds of
ethical questions. As the English philosopher Bernard Williams writes, attempting to
explain moral philosophy: “What makes an inquiry a philosophical one is reflective
generality and a style of argument that claims to be rationally persuasive.” Williams
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describes the content of this area of inquiry as addressing the very broad question,
“how one should live”.
Ethics can also refer to a common human ability to think about ethical problems that
is not particular to philosophy. As bioethicist Larry Churchill has written: “Ethics,
understood as the capacity to think critically about moral values and direct our
actions in terms of such values, is a generic human capacity.” Ethics can also be
used to describe a particular person's own idiosyncratic principles or habits. For
example: “Joe has strange ethics.”
Ethical Foundations
“Ethics is concerned with questions that have no ultimate answers, yet are important
to planning one’s life, justifying one’s activities and deciding what one ought to do.”
Ethical Principles
1. Beneficence
 Doing good for others
 Helping others
 Obligation to act in the interest of others
 Beneficence is the professional duty to do or produce good. By
“good” is meant the performance of acts of kindness and charity.
“Doing good” is considered virtuous conduct.
General Duty to Beneficence

 How significant is the need to be met?
 Am |particularly qualified to meet the need?
 How likely is it that my action will achieve Success, i.e., a
desired outcome?
 How much ofa risk is it to me? Does the potentia| benefit
outweigh the risk to me:
2. Nonmaleficence
 Prevent harm or risk of harm to clients (s)
 Includes misguidance, negligence, and impact of stress/burnout
3. Autonomy
 Self-rule or self-governance
 Free from the control of others
 Three conditions necessary
 Voluntary participation / no coercion
 Competence / can weigh risks and benefits
 Full disclosure of relevant information
4. Justice
 Fairness in relation to distribution or allocation of time, resources and
services
 Equal Shares
 Need
 Motivation / Effort / Contribution
 Free-Market Exchange (supply and demand)
 ” Fair Opportunity
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5. Fidelity
 Keeping Promises or commitments;
 Confidentiality
 Conflicts of Interest
Importance of Ethics
 Indispensable knowledge.
 Without moral perception, man is only an animal.
 Without morality, man as rational being is a failure.

Ethics is a requirement for human life
 It is our means of deciding a course of action.
 Without it, our actions would be random and aimless.
 There would be no way to work towards a goal because there would be no
way to pick between a limitless number of goals.
 To the degree which a rational ethical standard is taken, we are able to
correctly organize our goals and actions to accomplish our most important
values.
Moral integrity is the only true measure of what man ought to be. The most
successful professional, is nothing unless he too is morally upright. Thus, the
philosophers speak of Ethics as the “only necessary knowledge’.
Morality is the foundation of every human society. Without civic morality,

communities perish; without personal morality their survival has no value. Every
culture admits the importance of morality as a standard of behavior. When the
moral foundations of a nation are threatened, society itself is threatened.
Ethics or moral philosophy is a branch of philosophy that involves with my
legal practice Systematizing, defending, and recommending concepts of right and
wrong conduct. The term ethics derives from Ancient Greek ethikos, from ethos,
meaning ‘habit, custom’. The field of ethics, along with aesthetics concern
matters of value, and thus comprise the branch of philosophy called axiology.
The word philosophy is derived from two Greek words. The first word, philo,
means “love.” The second, sophy, means “wisdom.” Literally, then, philosophy
means “love of wisdom”, Each individual has an attitude toward life, children,
politics, jearning, and previous personal experiences that informs and shapes
their set of beliefs. Although you may not be conscious of it, this set of beliefs, or
personal philosophy, informs how you live, work, and interact with others.
What you believe is directly reflected in both your teaching and learning
processes. This chapter explores the various philosophical views that influence
the teaching profession.
To understand the foundations of educational philosophies, it’s necessary to first

examine philosophy’s four main branches. Understanding educational philosophy
will contribute to the understanding of how these foundations have given rise to
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what is commonly practiced and believed in the classroom today. The four main
branches of philosophy are metaphysics, epistemology, axiology, and logic.
1. Metaphysics - is the branch of philosophy that considers the physical universe

and the nature of ultimate reality. It asks questions like, What is real? What is the
origin of the world? What is beyond the stars? Your consideration of reality as an
external creation or an internal construct can influence your beliefs and
perspectives and your metaphysical teaching. Regardless of your definition of
reality, the exploration and categorization of the physical universe form the
foundation of several school subjects.
2. Epistemology - is the branch of philosophy that considers how people come

to learn what they know. Derived from the Greek word episteme, meaning nature
and origin of knowledge: divine revelation, experience, logic and reasons and
institution. These influence how teaching, learning, and understanding come
about in the classroom.
3. Axiology - is the branch of philosophy that considers the study of principles and
values. These values are divided into two main kinds: ethics and aesthetics. Ethics is
the questioning of morals and personal values. Aesthetics is the examination of what
is beautiful, enjoyable, or tasteful. In axiology education is more than just about
knowledge but also quality of life.
4. Logic - is the branch of philosophy that seeks to organize reasoning. Students of

logic learn how to think in a structurally sound manner. Logic has two types:
deductive and inductive reasoning. Deductive reasoning involves examining a
general case, deducing a general set of rules or principles, and then applying these
rules to specific cases. Inductive reasoning involves taking specific examples and
considering the general principles, rules, or cases that caused them.
Ethics seeks to resolve questions of human morality by defining concepts such as

good and evil, right and wrong, virtue and vice, justice and crime. As a field of
intellectual enquiry, moral philosophy also is related to the fields of moral psychology,
descriptive ethics, and value theory.
Three major areas of study within ethics recognized today are:
1. Meta-ethics, concerning the theoretical meaning and reference of moral

propositions, and how their truth values (if any) can be determined
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2. Normative ethics, concerning the practical means of determining a moral course of

action
3. Applied ethics, concerning what a person is obligated (or permitted) to do in a

specific situation or a particular domain of action
Ethics and Law
Legal history confirms that customary ethics, rather than laws, have been the prime
source of social conformity. For instance:
1. The Code of Hammurabi (1726-1686 BC) did not in essence introduce new rules
but merely reaffirmed prevailing customs,
2. Plato in his Republic put little emphasis on laws per se and more on the
development of a polis-a perfect city-where laws would be unnecessary. Leaders of
the polis were expected to be “men of gold,” endowed with collective rationality and
wisdom.
3. The Common Law that emerged under the Norman rule essentially to control
“ruffians”
4. The practice of chivalry, common among the English noble men at the time,
needed no legal support, because it was “law unto itself”
5. The high level of social order among traditional Islamic societies in which relatively
very few positive laws exist
It is necessary to clarify the relationship between the areas of ethics and law.
The purpose of ethics is not to undermine the law or to replace it, but to complement
it by deferring to the spirit of the law and to rules of equity.
Ethics Law
Study of human motivation Concerned with what we do, not what we
feel
Study of external actions. It explores Concerned with the externality of the act.
thoughts and feelings.
Requires that man desires that of which Requires that we perform the required
is good act in accordance with that desire action regardless of our feelings towards
such action
Addresses all human activities Applies to behaviors that lawmakers
choose to regulate
Seeks to change people from inside Attempt to change people from outside
outward world
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Ethical principles are constant, universal Laws are frequently changing

and everlasting
Solidly based on the reasoning process “Logical instrument” of social control that,
essential to appropriate discretion for the most part, are not necessarily
products of wisdom
Prescriptive in nature Basically reactive instrument
Dependent upon knowledge, rationality Dependent for their effectiveness upon
and goodwill legal procedures and complex rules of
evidence
Morality therefore, has a wider implication than law, because law can either be moral
or immoral. Thus, what is legal is not necessarily moral; but what is moral is worth
legalizing.
Ethics is not simply a body of do’s and don’t’s in the manner laws are.
Ethics is a personal commitment to uphold what is true and good. Ethics aims
to develop “right disposition and inner spirit” for accepting what is lawful.
Human Acts Acts of man

Actions performed by man, knowingly Actions which happen in man
and freely
Deliberate or intentional actions, or, Instinctive and are not within the control
voluntary of the will
Actions are the result of conscious Biological and physiological movements
knowledge and are subject to the control in man such as metabolism, respiration,
of the will. fear, anger, love and jealousy.
Morality is the quality of human acts by which they are constituted as good, bad, or
indifferent.
Moral Distinctions
“Dictates of Reasons” stands for the norm of morality is the standard by which
actions are judged as to their merit, or demerits.
Classification of Actions According to the Norms of Morality
1. Moral (Good) actions
2. Immoral (Bad) actions
3. Amoral (Indifferent) actions
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Moral (Good) actions are those actions which are in conformity with the norm of
morality.
Immoral (Bad) actions are those actions which are not in Conformity with the norm
of morality.
Amoral (Indifferent) actions are those actions which stand neutral in relation to the
norm of morality. They are neither good nor bad in themselves. But certain amoral
actions may become good or bad because of the circumstances attendant to them.
Voluntariness comes from the Latin word “voluntas”, referring to the Will.
Voluntariness is essential to an act. Without it, an act is a mere act of man.
The Madifiers oF Human Acts
1. Ignorance - absence of knowledge which a person ought to possess
Classification of Ignorance
a. vincible Ignorance can easily be reminded through ordinary
diligence and reasonable efforts
b. Invincible Ignorance is the type which a person possesses without
being aware of it, or, having awareness of it, lacks the means to
rectify it.
“Ignorance of the law excuses no one” — implies that no one should

not act in the state of ignorance and that no one who has done wrong may
not claim ignorance as a defense.
2. Passions - either tendencies towards desirable objects, or tendencies

away from undesirable or harmful things
Classification of Passions
a) positive emotions — love, desire, delight, hope, and bravery
b) negative emotions — hatred, horror, sadness, despair, fear, and anger
Passions are psychic responses. As such, they are neither moral or

immoral, however, man is bound to regulate his emotions and submit them
to the control of reason.
3. Fear - disturbance of the mind of a person who is confronted by an
impending danger or harm to himself or loved ones
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Fear is an instinct for self-preservation. We even fear new experiences

or situations such as, embarking on a long journey, being left alone in a
strange place, or being asked to speak before a group of people.
4. Violence - refers to any physical force exerted on a person by another
free agent for the purpose of compelling said person to act against his will.
Bodily torture, maltreatment, isolation, and mutilation are examples of
violence against person.
5. Habits - is a lasting readiness and facility, born of frequently repeated
acts, for acting in a certain manner. They are acquired inclinations towards
something to be done. They assume the role of a second nature, moving
one who has them to perform certain acts with relative ease.
The word “habit-forming’ that we use to refer to certain experience shows how
easy it is for one to acquire a habit. It is also implies that a habit is not easy to
overcome or alter. It requires a strong-willed person to correct a habit
successfully within a limited period of time.
Rights and Duties
Man is born with rights and duties and having rights is an attribute of a person.
That is why we have Commission on Human Rights that addresses violations of
such rights.
We insist on our rights but ignore our duties. Duties however are more
fundamental than rights.
The duty to do good and to avoid evil is above all rights.
Definition of right
Objectively - it is anything which Is owed or due.
Subjectively- that is, as residing in a person, right is a moral power, bound to be

respected by others, of doing, possessing, or requiring something.
Kinds of Rights
1. Natural rights
2. Human rights
3. Civil rights
4. Ecclesiastical or religious rights
5. Alienable and inalienable Rights
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6. Right of jurisdiction
7. Right of property
8. Juridical right
9. Non-Juridical| rights
Natural rights are those based on the natural law, that is, on human nature.
Human rights are those based on human positive laws, either those enacted by the
State or a religious sect.
Civil rights are those dependent upon the laws of the state.
Ecclesiastical or religious rights are those dependent upon the laws of a church
or a religious sect.
Alienable and inalienable Rights
Alienable rights are those, civil or religious rights, which can be surrendered,
renounced, or removed, such as the right to decent livelihood.
Right of jurisdiction is the power of lawful authority to govern his subjects and to
make laws for them.
Right of property is the power to own, to sell, to barter, to lend, to change, or give
away one's personal possessions.
Juridical right refers to all rights insofar as they are based on laws. These rights
must be respected, allowed, fulfilled, as a matter of strict justice.
Non-Juridical rights are those which are founded on laws, either natural or human,
but on virtue. Thus, these are also called moral rights.
Definition of Duty
Objectively - it is anything we are obliged to do or to omtt.
Subjectively-It is a moral obligation incumbent upon a person of doing, omitting, or

avoiding something.
Duty is a moral obligation because it depends upon freewill. As such it resides on a

person Duty is defined by law, any willful neglect of duty makes the person
accountable for such act.
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Kinds of Duties
1. Natural duties
2. Positive duties
3. Affirmative duties
4.Negative duties
Natural duties are those imposed by natural law such as, the duty to care for our
health.
Positive duties are those imposed by a human positive such as the duty to pay
taxes and to observe traffic rules law.
Affirmative duties are those which require the performance of a certain act, such as
casting a ballot during election. applying for a business license.
Negative duties are those which require the omission of a certain act such as not
carrying illegal firearms, or not destroying the property of other.
Self-Help: You can also refer to the sources below to help you further understand
the lesson
Cebreros, N. (2015). Universal Ethics and Contemporary Values. Intramuros

Manila, Philippines: MINSHAPERS CO., INC.
Florendo, A., & Florendo, R.(2020). Professional Conduct and Ethical

Standards. Quezon City, Philippines: Wiseman’s Book Trading.
Let’s Check
Let us try the following activities to check your understanding in this unit.
Activity 1. Identification. In the space provided, write the term/s being

asked in the following statements: (One point each)
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1. The power to own, to sell, to barter, to lend, to

change, or give away one's personal possessions.
2. Disturbance of the mind of a person who is confronted
by an impending danger or harm to himself or loved ones
3. Those actions which are not in Conformity with the

norm of morality.
4. The quality of human acts by which they are

constituted as good, bad, or indifferent.
5. The branch of philosophy that seeks to organize

reasoning.
6. The branch of philosophy that considers the study
of principles and values.
7. Concerned with questions that have no ultimate
answers, yet are important to planning one’s life, justifying one’s
activities and deciding what one ought to do.”
8. The level of “the greatest number.”

9. Concerning the theoretical meaning and reference of
moral propositions, and how their truth values (if any) can be determined
10. Concerning what a person is obligated (or
permitted) to do in a specific situation or a particular domain of action
Let’s Analyze
Let us try the following activities to know how deep your

understanding about the topics of this unit.
At this juncture, you will be required to ELABORATE your answer about

the following questions:
1. What are the attributes of human acts? Explain each.

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2. What is the importance of ethics? Explain.

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3. Differentiate the word right from duty.

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In a Nutshell
In this part you are going to jot down what you have learned in this
unit. The said statement of yours could be in a form of concluding
statements, arguments, or perspective you have drawn from this lesson.
The first item is done for you.
1. Ethical principles are premised on the notion that right is always

right and wrong is always wrong.
Now it’s your turn!

2. _____________________________________________________
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3. _____________________________________________________
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Q&A List
In this section you are going to list what boggles you in this unit.
You may indicate your questions but noting you have to indicate the
answers after your question is being raised and clarified. You can write
your questions below.
Questions/Issues Answers
1.
2.
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3.
4.
5.
Keywords Index
Beneficence Metaphysics Acts of Man
Non maleficence Epistemology Moral
Autonomy Axiology Immoral
Justice Logic Amoral
Fear Human Acts Modifiers of Human Acts
Big Picture in Focus: ULOb. Understand more about values that motivate
people to act one way or another. They serve as a guide for human behavior.
.
Metalanguage
For you to demonstrate ULOb, you will need to have an understanding of
the following terms below. Please note that you will also be required to
refer to the previous definitions found in ULOa section.
Essential Knowledge
The said concepts might be confusing or difficult as a beginner but

at the later part of this unit would be of great help for you to understand
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the nature of its existence. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize
other books, research articles and other resources that are available in
the university’s library e.g. ebrary, search.proquest.com etc., and even
online tutorial websites.
Ethics as Value Education
Ethics relies solely on human reason to investigate truths. Ethics takes the form of
Value Education. A value is something a person prizes, cherishes and esteems as
important to him. The aim of Value Education is to guide the individual in choosing
wisely his values and in acting upon them.
Man is a person who possesses an intellect (insight) and will (volition). Person is
considered as self or ego which implies self sufficiency of the person and implies
worth or value.
The first and most fundamental of the values is self.
For example — Actions are values because they are the result of intellect and will,
motivated towards something desirable (another value).
Value is intimately related to the search for meaning in human life. Life is meaningful
when a man has found something capable of arousing his commitment to it,
something deserving for his best efforts, something worth living for and worth dying -
for.
Values enable man to change, to establish self control and self direction.
What Are Values?

“Values” is the term given to those ideas, behaviors, and actions that are important
to us. Values are those things worth fighting for and those things worth sacrificing for.
They’re what we hold most dear. Our values strongly influence our decision making
and help determine where we place our emphasis on our personal and professional
lives. Values form the basis for our understanding of ethics.
Within society, we have personal values and societal values. Our personal values
are ours alone and are informed by our upbringing, cultural and ethnic background,
religious beliefs and personal experiences. Because personal values are unique to
each individual, they are not a proper platform on which to base professional ethics,
though they may inform how we view, appreciate and approach ethical behavior.
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It comes from the Latin word “valere” which means ‘to be strong or to be worth”.
Values can be defined as broad preferences concerning appropriate courses of

actions or outcomes. As such, values reflect a person's sense of right and wrong or
what “ought” to be. “Equal rights for all’, “Excellence deserves admiration’, and
“People should be treated with respect and dignity” are representatives of values.
In ethics, value denotes the degree of importance of some thing or action, with the
aim of determining what actions are best to do or what way is best to live (normative
ethics), or to describe the significance of different actions. Value systems are
proscriptive and prescriptive beliefs; they affect ethical behavior of a person or are
the basis of their intentional activities. Often primary values are strong and
secondary values are suitable for changes. What makes an action valuable may in
turn depend on the ethical values of the objects it increases, decreases or alters. An
object with “ethic value” may be termed an “ethic or philosophic good” (noun sense).
There are some values, though, that are essentially universally held by society.
These societal values are those ideals that are held most dear by culture or group,
and these are the values from which we derive our understanding and expectation of
ethics and ethical behavior. Such ideals include:
 Integrity
 Honesty
 Hard work
 Kindness
 Compassion
 Empathy
 Sympathy
 Justice
 Bravery
Integrity — the quality of being honest and having strong moral principles; moral
uprightness.
“he is known to be a man of integrity’, “I never doubted his -integrity”
Honesty - Honesty is when you speak the truth and act truthfully. Many children
think honesty means you “don’t tell a lie’-and that is definitely part of being honest.
But honesty means more than not lying. A more complete definition of honesty
shows that an honest person doesn't do things that are morally wrong.
Hard work - a great deal of effort or endurance. Working intelligently and

vigorously at a given task to complete it with maximum efficiency. “it takes hard
work to be successful in business”
Kindness - Kindness is defined as the quality of being friendly, generous, and

considerate. Affection, gentleness, warmth, concern, and care are words that are
associated with kindness. While kindness has a connotation of meaning
someone is naive or weak, that is not the case. Being kind often requires courage
and strength.
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Compassion - sympathetic pity and concern for the sufferings or misfortunes of

others. Compassion motivates people to go out of their way to help the physical,
mental, or emotional pains of another and themselves.
“the victims should be treated with compassion”
Empathy - the ability to understand and share the feelings of another. “what is
really important about learning a language is learning empathy for another
culture”
Sympathy - is a shared feeling, usually of sorrow, pity or compassion for another

person. You show concern for another person when you feel sympathy for them....
With empathy, you put yourself in another’s shoes, often feeling things more
deeply than if you just felt sympathy.
The differences between the most commonly used meanings of these two terms
is:
sympathy is feeling compassion, sorrow, or pity for the hardships that another
person encounters
empathy is putting yourself in the shoes of another, which is why actors often talk
about it.
Justice — is the morally fair and right state of everything. To have justice as a
person's character trait means that they are just and treat everyone the same, or
how they would like to be treated.
Formal justice - is the impartial, consistent and_ strict application of established

rules or laws; material justice concerns the justice or injustice of the content of
rules or laws. Now formal justice can be defined as treating persons in
accordance with their rights, where the question of what a person's rights are.
Bravery - the quality or state of having or showing mental or moral strength to

face danger, fear, or difficulty: courageous behavior or character.
“perhaps I'll get a medal for bravery”
These ideals, these so-called universal values, help guide us toward ethical
behavior and ethical decision making. They help inform us of what is expected of
us and what actions we should take.
Personal Values
Personal values evolve from circumstances with the external world and can change
over time. Integrity in the application of values refers to its continuity; persons have
integrity if they apply their values appropriately regardless of arguments or negative
reinforcement from others. Values are applied appropriately when they are applied in
the right area.
For example, it would be appropriate to apply religious values in times of happiness

as well as in times of despair.
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Personal values are implicitly related to choice; they guide decisions by allowing for
an individual's choices to be compared to each choice's associated values.
Personal values developed early in life may be resistant to change. They may be
derived from those of particular groups or systems, such as culture, religion, and
political party. However, personal values are not universal; one’s genes, family,
nation and historical environment help determine one's personal values. This is not
to say that the value concepts themselves are not universal, merely that each
individual possess a unique conception of them.
Example: A personal knowledge of the appropriate values for their own genes,
feelings and experience.
Personal value of other persons is the dignity of that other person.
Your values are the things that you believe are important in the way you live and
work. They (should) determine your priorities, and, deep down, they are probably the
measures you use to tell if your life is turning out the way you want it to.
Types of values
Values tend to influence attitudes and behavior and these types include
1. ethical/moral values
2. doctrinal/ideological (political, religious) values
3. social values
4. aesthetic values
Ethical/moral values - A person who knows the difference between right and wrong
and chooses right is moral. A person whose morality is reflected in his willingness to
do the right thing — even if it is hard or dangerous — is ethical. Ethics are moral
values in action.
Moral values are relative values that protect life and are respectful of the dual life
value of self and others. The great moral values, such as truth, freedom, charity, etc.,
have one thing in common
Doctrinal/ideological values
Doctrine (from Latin: doctrina, meaning “teaching”, “instruction” or “doctrine”) is a
codification of beliefs or a body of teachings or instructions, taught principles or
positions, as the essence of teachings in a given branch of knowledge or in a belief
system.
Ideological - is an adjective that describes political, cultural, or religious beliefs. An

ideology is a body of ideas, and those who agree with the main idea of something
take an ideological stand to support it.
Social values - are a set of moral principles defined by society dynamics, institutions,
traditions and cultural beliefs. These values are implicit guidelines that provide
orientation to individuals and corporations to conduct themselves properly within a
social system. Aesthetic values — Aesthetic value is the value that an object, event
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or state of affairs (most paradigmatically an art work or the natural environment)

possesses in virtue of its capacity to elicit pleasure (positive value) or displeasure
(negative value) when appreciated or experienced aesthetically.
The Nature of Aesthetic Value proposes that aesthetic goodness, the property in
virtue of which works of art are valuable, is a matter of their capacity in appropriate
circumstances to give satisfaction.
Kinds of Values - According to the level of human life to which they correspond.
1. Biological Values
2. Social Values
3. Rational Values
Biological Values — necessary to the physical survival of man as an organism
1. Life and health
2. Food and shelter
3. Work
Social Values — necessary to the sensual needs and fulfillment
1. Leisure and Sex
2. Marriage
3. Family and Home
4. Parental Authority
5. Education
Rational Values — necessary to the functions and fulfillment of intellect and will
1. Understanding and Control of Nature
2. Guide and Control of Oneself
3. Solidarity
4. Parental Authority with Fellowmen
5. Religion
Moral Values — are those that directly pertain to the function of intellect and will
those choices, decisions, and actions, by which man’s national faculties are involved
and perfected.
Characteristics of Moral Values

1. Moral Values are goods having intrinsic qualities of desirability
2. Moral Values are universal — they appeal to man as man and to man as a
specific individual 3. Moral Values are obligatory — they come as natural duty,
because possession of them is expected as an integral quality to man as rational
creature directed by natural powers towards truth, beauty and goodness.
What is virtue?
The ancient Romans used the Latin word virtus (derived from vir, their word for man)
to refer to all of the “excellent qualities of men, including physical strength, valorous
conduct, and moral rectitude.” The French words vertu and virtu came from this Latin
root. In the 13th century, the word virtue was «borrowed into English».
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Virtue (Latin: virtus, Ancient Greek: apetr) «arete») is moral excellence. A virtue is a
trait or quality that is deemed to be morally good and thus is valued as a foundation
of principle and good moral being. Personal virtues are characteristics valued as
promoting collective and individual greatness.
Four moral virtues according to scholastic philosophy

1. Prudence - treats how you handle yourself
2. Justice - treats your interactions with other people
3. Fortitude/courage - treats your aversion
4. Temperance/moderation - treats your desire
Desires
(Moderation)
Yourself Others
(Prudence) (Justice)
Aversions
(Courage)
Aristotle’s Cardinal Virtues and Their Subdivisions

Subjective Part1 Potential Parts2 Integral Parts3
Prudence: In Self-Direction Ability in Command Memory
Habit of choosing In Domestic Ability in Execution Docility
rights mean to Behaviors Sagacity
achieve worthy In Public Affairs Valuation
ends Reasoning
Inventiveness
Foresight
Circumspection
Caution
Justice: Commulative Religion Give rights to
Habit of rendering Justice Piety to Parents others
the other his/her Distributive Justice Obedience Avoid inqury to
rights Legal Justice Respect to others
Superiors
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Liberality
Fidelity
Friendliness
Gratitude
Patriotism
Temperature: Frugality Continence Sense of Shame
Habit of moderation Abstinence Meekness Sense of Propriety
in use of Sobriety Clemency Calmness
pleasurable things Chasity Humility
Modesty Self-Respect
Dignity Studiousness
Good Temper Good Manners
Proper Dress
Fortitude: None Same as integrals About Actions:
Habit of restraining Magnamity
fear of moderation Magnificence
of rash behavior in Munificence
the face of danger About Bearing:
or difficulty Patience
Perseverance
Notes:
1. Subjective Parts: sub-categories of the virtues that are distinct from each other.
2. Potential Parts: Virtues related to the cardinal virtues but are not a complete
expression of the cardinal virtue.
3. Integral Parts: Conditions and actions that are necessary to perfect the virtue as
a habit.
Aristotle’s ethics is an inquiry into how humans should live in order to achieve the
highest good, eudiamonia in Greek. This term is often translated as ‘happiness’ but
can also mean ‘flourishing’. Humans seek this highest good, this flourishing, in
accordance with human nature, which, for
Aristotle, is set apart by rationality Aristotle describes virtue as a habit, a tendency of

character to act in accordance with practical reason toward worthy ends.
Furthermore, Aristotle regarded virtue as occupying a state between extremes, a

state between two vices, one of excess and the other of deficiency. The cardinal
virtues are those habits of character which are primary in guiding the individual
toward that ‘golden mean’ in particular situations.
Other variables Aristotle recognized as influencing our ability to develop virtues

include the culture in general, sufficient income, enough power to resist being
overwhelmed by the less virtuous, a positive body image, parents who live long
enough to raise you, and peer support.
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I-Prudence it is characterized by “being careful about one’s choices, not taking

undue risks, and not saying or doing things that might later be regretted.” Prudence’s
roots date back to Aristotle's writings on practical wisdom, in which he hails it as a
crucial, linking virtue.
Prudence is described as an intellectual habit (virtue) enabling the person to

deliberate properly in order to choose the virtuous course, the right means of action
in any here and now situation. As such, it is primary over the other cardinal virtues.
Its integral parts all relate to cognitive activities related to making good choices.
Currently, prudence is usually used in reference to financial or political situations, but
to psychologists prudence’s meaning extends much further. According to Peterson
and Seligman (2004), “Individuals with this strength have the following attributes:
1. They take a foresighted stance toward their personal future, thinking and caring
about it, planning for it, and holding long-term goals and aspirations.
2. They are skilled at resisting self-defeating impulses and at persisting in beneficial
activities that lack immediate appeal.
3. They show a style of thinking about everyday life choices that is reflective,
deliberate, and practical.
4, They harmonize the multiple goals and interests that motivate them, forming these
into a stable, coherent, and un-conflicted form of life.”
II-Justice
It is the concept of moral rightness based on ethics, rationality, natural law, religion,
fairness, or equity, along with the punishment of the breach of said ethics
According to most theories of justice, it is overwhelmingly important: [John Rawls]

claims that “Justice is the first virtue of social institutions, as truth is of systems of
thought.” Justice can be thought of as distinct from and more fundamental than
benevolence, charity, mercy, generosity or compassion.
Justice has traditionally been associated with concepts of fate, reincarnation or

Divine Providence, The association of justice with fairness has thus been historically
and culturally rare and is perhaps chiefly a modern innovation [in western societies.
It is a familiar virtue to most of us and can be defined as rendering to others his/her

rights.
Variations of justice
1. Utilitarianism It is a form of consequentialism, where punishment is forward-

looking. Justified by the ability to achieve future social benefits resulting in crime
reduction, the moral worth of an action is determined by its outcome.
2. Retributive Justice It regulates proportionate response to crime proven by lawful
evidence, so that punishment is justly imposed and considered as morally correct
and fully deserved. The law of retaliation (lex talionis) is a military theory of
retributive justice, which says that reciprocity should be equal to the wrong suffered;
“life for life, wound for wound, stripe for stripe.”
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3. Restorative Justice It is concerned not so much with retribution and punishment

as with (a) making the victim whole and (b) reintegrating the offender into society.
This approach frequently brings an offender and a victim together, so that the
offender can better understand the effect his/ her offense had on the victim.
4. Distributive Justice It is directed at the proper allocation of things — wealth,
power, reward, respect — among different people.
5. Oppressive Law Exercises an authoritarian approach to legislation that is “totally
unrelated to justice”, a tyrannical interpretation of law is one in which the population
lives under, restriction from unlawful legislation.
Some theorists, such as the classical Greeks and Romans conceive of justice as a
virtue—a property of people, and only derivatively of their actions and the institutions
they create Others emphasize actions or institutions, and only derivatively the people
who bring them about. The source of justice hag variously been attributed to
harmony, divine command, natural law, or human creation.
lll - Fortitude Enables a person to stand firm against and endure the hardships of
life, to restrain fear, or to moderate fear in the face of danger, all done in accordance
with reason. Fortitude is one of the four cardinal virtues. As such, it can be practiced
by anyone, since, unlike the theological virtues, the cardinal virtues are not, in
themselves, the gifts of God through grace but the outgrowth of habit. Fortitude is
commonly called courage, but it is different from what much of what we think of as
courage today. Fortitude is always reasoned and reasonable; the person exercising
fortitude is willing to put himself in danger if necessary, but he does not seek danger
for danger’s sake. St. Thomas Aquinas ranked fortitude as the third of the cardinal
virtues, because it serves prudence and justice, the highest virtues. Fortitude is the
virtue that allows us to overcome fear and to remain steady in our will in the face of
obstacles. Prudence and justice are the virtues through which we decide what needs
to be done; fortitude gives us the strength to do it.
IV - Temperance (Sophrosyne) in Greek is defined as “moderation in action, thought,

or feeling; restraint.” It is the habit of moderation in the 11S9e of pleasurable things.
It has been studied by religious thinkers, philosophers, and more recently,

psychologists, particularly in the positive psychology movement.
It is considered a virtue, a core value that can be seen consistently across time and
cultures. It is considered one of the four cardinal virtues, for it is believed that no
virtue could be sustained in the face of inability to control oneself, if the virtue was
Opposed to some desire.
Temperance is generally defined by control over excess, so that it has many classes,
such as abstinence, chastity, modesty, humility, prudence, self-regulation, and
forgiveness and mercy; each of these involves restraining some impulse, such as
sexual desire, vanity, or anger. _
Other Values
1. Religious Values
2. Cultural Values
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3. Social Values
Religious Values - pertain to man’s relationship with God, guiding and regulating his
communion with Him
Cultural Values — pertain to man’s relationship sharing with others in a given
community of persons, shaping their spiritual kinship, and directing their attention to
definite ideals of behavior
Social Values — pertain to the relationship necessary in the promotion of human
society as a whole, integrating the motivation and interests of members towards the
common objective or goal
Hierarchy of Values
lt refers to the order of values from the lowest to the highest in importance.
The goods pertaining to the soul, the intellect and will occupy the highest level of
importance while the biological values occupy the lowest rank.
Choosing our Values

Man must be wise enough to choose his values in accordance to their intrinsic worth.
Guides in our preference to choose values

1. Permanent or lasting values must be preferred over temporary values Example:
education over courtship
2. Values favored by greater number of people must be preferred over those that
appeal only to the few Example: Discipline over personal freedom
3. Values that are essential must be preferred over those
4. that are accidental Example: health over beauty
5. Values that give greater satisfaction must be preferred over those that provide
short-lived pleasures
Example: Pursuing your artistic hobby over fanatical devotion to a movie star
The Highest Value - GOD
Summum bonum is a Latin expression meaning «the highest good», which was
introduced by the Roman philosopher Cicero, to correspond to the Idea of the Good
in ancient Greek philosophy. The summum bonum is generally thought of as being
an end in itself, and at the same time containing all other goods.
The term was used in medieval philosophy. In the Thomist synthesis of

Aristotelianism and Christianity, the highest good is usually defined as the life of the
righteous and/or the life led in communion with God and according to Gods precepts.
In Kantianism, it was used to describe the ultimate importance, the singular and
overriding end which human beings ought to pursue.
He is the Summum Bonum, the ultimate and absolute good that will fulfill all human
desires. God is the ultimate end of human life. God is not only the Alpha and the
Omega of the created universe, he is the preserver of values.
This principle obligates the ethical reasoner to examine all possible goods that bear
on an issue, to rank them in an ascending, and to choose the highest among them
as the *master good.” Such ranking can be based on the truths of purpose,
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goodness, morality, and utility, among others. As such, the concept of summum
bunum characterizes “the morals of all morals” and the ethics of all ethics.
Benefits of Knowing God

What makes knowing God the highest good? As we said the summum bonum is the
highest good out of which all good flows. If we are going to fully give ourselves to the
endeavor of studying and knowing God, we must be fully convinced of the benefits of
this endeavor.
I- Eternal Life/Quality of Life
The first benefit is eternal life. Eternal life is not primarily about length of life, for
everybody will live eternally in one of two places. It is also about quality of life.
This means the more we know God and the more we understand and build a
relationship with him, the more our quality of life increases. We start to live life the
way it was meant to be lived.
We study God to have a relationship with him that enriches our quality of life and
will continue throughout eternity as we know God. We study God to know what
life is, and therefore, what life is not.
ll - Proper Evaluation of Humanity

There is something else that happens when we encounter God. We begin to
rightly evaluate ourselves and others. Studying God is like looking at a mirror. We
see our faults, our problems, and maybe even our virtues. This happens in order
that we may be changed.
lll - Knowing God Reveals Our Sin

Many people have a tendency to wrongly evaluate themselves because they judge
themselves by looking at other people. | am really smart in comparison with him. |
am really beautiful in comparison with her. | am really holy in comparison with those
people. Pride exists because people are looking at the wrong person. They are
looking at themselves or one another, instead of God. Pride would be eliminated if
people had a proper relationship with God. Knowing God not only helps us evaluate
ourselves but also others. As our society turns farther away from God, the more it
will be common for man to praise evil and hate good.
IV - Knowing God Helps Us Give Value to Humanity

When we look at our society and see the killing of innocent babies, sex trafficking,
the growing murder rates and suicide rates around the world, we should realize this
is happening because people don't know God and can't properly value human life.
Man is made in the image of God, and therefore, has value. | have value because in
some way or another, even though | sin, | bear the image of God. Having God as my
maker and having been created in his likeness, gives me innate value. Humanity has
value.
V - Proper Evaluation of Morality

The next benefit of knowing God is a proper evaluation of morality. We have hinted
at this already in looking at humanity, but a proper understanding of God also affects
how we evaluate morality—what is right and wrong. We see varying lifestyles in
society based on our understanding of God.
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When society starts to deny God, they will become an unwise, incompetent, and
loveless society. Without proper thinking, proper decision making, and proper love,
the whole value system of society will be fractured.
VI - Not Knowing God Leads to Approval of Sin When you look at society and see
the movies, the media, and the people that are elevated or put on pedestals, it is a
picture of the result of not knowing God.
Society says sex before marriage is right, homosexuality fs right, pornography is
right, the murder of the innocent is right, drug and alcohol abuse is right, and the
worship of the biblical God and the practice of biblical values is wrong, and often met
with persecution.
The knowledge of God is necessary to help us properly evaluate morality—what is
right and wrong. We must study God to properly calibrate our hearts and minds.
VIl - Peace and Security

Therefore, the proverb means that those who “know God and his characteristics” will
find safety, security, and peace. When others are afraid and fearful at events in life,
God keeps those who know him at peace and protects them.
Vill - Increased Wisdom

The fear of the Lord is the beginning of wisdom. Next, when Solomon says, the
knowledge of the Holy One is understanding, he probably is just using Hebrew
parallelism to say the same thing. To fear the Lord means to know the Holy One, and
to receive wisdom is the same as understanding. Solomon is using a parallel
statement for emphasis.
IX - Multiplication of Blessings
Peter says the knowledge of God leads to “multiplied” blessings. It is through the
knowledge of God that grace, peace, and power are multiplied to believers.
X - Multiplied Grace
The first multiplied blessing he names is “grace,” which means unmerited favor.
XI - Multiplied Peace
“May grace and peace be multiplied to you in the knowledge of God and of Jesus our
Lord” (emphasis mine). In the Bible there are two kinds of peace. There is peace
with God that we receive by accepting Christ as Lord and Savior
XII - Multiplied Power

Finally, we also receive power. Being in God’s presence and knowing him brings a
certain amount of power in the life of the seeker. Peter says the person who knows
God received power to be godly.
XIIl - A Worthy and Pleasing Life

The next benefit of knowing God is a worthy and pleasing life.
Christians who offer God “everything plus” are people who are “pleasing” to God. He
enjoys them and rejoices over them with songs. That is what happens when a
person really knows God; they start to demonstrate God’s worth in varying ways.
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XIV - Fruitfulness
The next benefit of knowing God is a fruitful life. And we pray this in order that you
may live a life worthy of the Lord and may please him in every way: “bearing fruit in
every good work, growing in the knowledge of God”.
XV - Endurance, Patience, Joy, and Thanksgiving
 Endurance
Endurance means “to bear up under a heavy weight”. Through knowing God,
we receive power to endure a hard life situation. God gives us grace to
persevere through trials.
 Patience
What is the difference between endurance and patience? It seems that the
difference between patience and endurance is the fact that patience primarily
has to do with people. God gives us power to endure difficult people without
retaliation.
 Joy
Joy is an inward attitude that has nothing to do with circumstances, but is
based on one’s relationship with God. A person that is growing in the
knowledge of God can go through difficult situations with joy
 Thanksgiving
Finally, we see that thanksgiving is also a result of knowing God.
Thanksgiving is the outward expression of this internal joy in all circumstances.
We saw this perfectly modeled by Job as he thanked God even in the midst of
his trials. This was a man “filled with the knowledge of God’s will
Self-Help: You can also refer to the sources below to help you further understand
the lesson


Let’s Check

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1. the quality of being honest and having strong

moral principles; moral uprightness.
2. the ability to understand and share the feelings of

another. “what is really important about learning a language is learning
empathy for another culture”
3. feeling compassion, sorrow, or pity for the

hardships that another person encounters
4. the morally fair and right state of everything. To
have justice as a person's character trait means that they are just and
treat everyone the same, or how they would like to be treated.
5. the quality or state of having or showing mental or
moral strength to face danger, fear, or difficulty: courageous behavior or
character
6. a codification of beliefs or a body of teachings or
instructions, taught principles or positions, as the essence of teachings in
a given branch of knowledge or in a belief system.
7. an adjective that describes political, cultural, or
religious beliefs. An ideology is a body of ideas, and those who agree
with the main idea of something take an ideological stand to support it.
8. are those that directly pertain to the function of intellect

and will those choices, decisions, and actions, by which man’s national
faculties are involved and perfected.
9. This approach frequently brings an offender and a

victim together, so that the offender can better understand the effect his/ her
offense had on the victim.
10. “moderation in action, thought, or feeling;

restraint.”
Let’s Analyze


1. What are values? Explain.

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2. What are ethical foundations? Explain.

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3. What are the three major areas of study within ethics recognized today?
Explain each.
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4. Explain the word summum bonum.
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5. What are the four cardinal virtues? Explain each.

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In a Nutshel
In this portion of the unit, you will be required to state your

arguments or synthesis relevant to the topics presented. I will supply the
first item and you will continue the rest.
1. Values are those things worth fighting for and those things worth
sacrificing for. They’re what we hold most dear. Our values
strongly influence our decision making and help determine where
we place our emphasis on our personal and professional lives.

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Q&A List
In this section you are going to list what boggles you in this
unit. You may indicate your questions but noting you have to
indicate the answers after your question is being raised and
clarified. You can write your questions below.
1.
2.
3.
4.
5.
Keywords Index
Prudence Integrity Personal Values
Variations of Justice Honesty Ideological Values
Fortitude Hard work Social Values
Temperance Kindness Aesthetic Values
Summum Bonum Compassion Virtues
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BIG PICTURE B
expected to:
a. Know and understand the Code of Ethics, difference of Code of Ethics and
Code of Conduct to identify the key principles of code of conduct, professional
ethics. Making Ethical Decisions: Process Ethical Dilemmas to familiarize the
6 steps for making Ethical Decisions.
Big Picture in Focus: ULOa. Know and understand the Code of Ethics,
difference of Code of Ethics and Code of Conduct to identify the key principles of
code of conduct, professional ethics. Making Ethical Decisions: Process Ethical
Dilemmas to familiarize the 6 steps for making Ethical Decisions.
Metalanguage
The following are terms to be remembered as we go through in studying

this unit. Please refer to these definitions as supplement in case you will
encounter difficulty in understanding the concept of fingerprint pattern.
1. Fiduciary duties - A legal obligation of one party to act in the best interest of
another. The obligated party is typically a fiduciary, that is, someone entrusted
with the care of money or property. Also called fiduciary obligation.
2. Code of Ethics - a moral standard that the company expects employees to follow.
At a minimum, ethics guidelines are established by the laws and industry regulations.
3. Code of Conduct outlines specific behaviors that are required or prohibited as a

condition of ongoing employment.
Essential Knowledge
Ethical standards generally are wide-ranging and non-specific, designed to
provide a set of values or decision making approaches that enable employees to
make independent judgements about the most appropriate course of action. Please
note that you are not limited to exclusively refer to these resources. Thus, you are
expected to utilize other books, research articles and other resources that are
available in the university’s library e.g. ebrary, search.proquest.com etc., and even
online tutorial websites.
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Code of Ethics Definition
The code of ethics is a moral standard that the company expects employees to
follow. At a minimum, ethics guidelines are established by the laws and industry
regulations. A business can exceed minimum ethics guidelines to ensure that
employees feel safe, avoid situations where they feel harassment or discrimination.
Conflicts of interest are also addressed in a code of ethics. A well-written code of
ethics that’s adhered to builds trust among employees and establishes credibility
with partner companies and consumers.
Sometimes it is referred to as a Value Statement, it behaves like the Constitution

with general principles to guide behavior; outlining a set of principles that affect
decision-making. For example if an organization is committed to protecting the
environment and “being green’, the Code of Ethics will state that there is an
expectation for any employee faced with a problem, to choose the most “green”
solution. It works on the bases of “treat others as you would like to be treated.” When
faced with ethical dilemmas or debatable situations, what's articulated in the Code of
Ethics can help guide decision making.
“Code of ethics” as such standards as are reasonably necessary to promote:
1. Honest and ethical conduct, including the ethical handling of actual or apparent
conflicts of interest between personal and professional relationships
2. Full, fair, accurate, timely, and understandable disclosure in the periodic reports
required to be filed by the issuer
3. Compliance with applicable governmental rules and regulations
Definition Code of Conduct
A Code of Conduct applies the Code of Ethics to a host of relevant situations. A

particular rule in the Code of Ethics might state that all employees will obey the law,
a Code of Conduct might list several specific laws relevant to different areas of
organizational operations, or industry, that employees need to obey.
The Code of Conduct outlines specific behaviors that are required or prohibited as a
condition of ongoing employment. It might forbid sexual harassment, racial
intimidation or viewing inappropriate or unauthorized content on company computers.
Codes, along with other measures, have helped some companies dig themselves
out of scandals, and have helped many companies build a healthier work climate
and reputation.
Another code of conduct example might require everyone to protect consumer data.
This is a law and sets a general guideline for all employees. However, the
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accounting department might follow a higher set of privacy protocol set forth in the
code of conduct. A call center might require that all personal items be left in a locker
to prevent accidentally capturing or removing consumer personal information.
Every business should have a clear vision, when it comes to ethics and conduct.
What that happens, then employees work better as a team, job satisfaction
increases and performance improves when companies set the tone with meaningful
ethical and conduct standards. The result is a positive corporate culture, in which
people want to go to work and that consumers enjoy working with these employees.
Either way, whatever type of Code an organization chooses to employ, it's critical
that it is treated consistently in every instance of wrongdoing. The Code needs to
apply to every employee from the ground up, and no matter how small the violation,
appropriate discipline needs to take place. For example, if your Code stipulates that
theft of company property is prohibited, and an employee takes home one pack of
post-it-notes from the supply inventory, that’s theft, and should be treated as such.
A great Code and a strong company culture is the heart of a successful organization.
This code helps the organizations to build a culture of integrity, transparency, and
accountability. An organization's culture is different in all industries: there’s no one-
size-fits-all solution for building and adopting a strong organizational culture. One
step in building a successful culture is with the integration of a strong compliance
program, including a whistleblower hotline. This is a powerful tool for any
organization to implement in their proactive measures to ensure their business
success and grow their strong culture where employees can thrive.
Each entity implements local employee codes of conduct. These codes are intended
for all employees to help them develop their activities while respecting the Group’s
ethical principles.
In compliance with local uses and regulations, they are based on 10 fundamental
themes.
Difference of Code of Ethics and Code of Conduct
It is easy to see why a code of ethics and a code of conduct may be confused or
used interchangeably. Both have goals of setting a standard of behaviors from
employees. Both Code of Ethics and Code of Conduct are similar as they are used in
an attempt to encourage specific forms of behavior by employees. Ethics guidelines
attempt to provide guidance about values and choices to influence decision making.
Conduct regulations assert that some specific actions are appropriate, others
inappropriate. In both cases, the organization's desire is to obtain a narrow range of
acceptable behaviors from employees.
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They are, in fact, two unique documents. Code of ethics, which govern decision-
making, and code of conduct, which govern actions, represent two common ways
that companies/ Organizations/agencies self-regulate. They are often associated
with large companies/organizations/agencies, and provide direction to employees
and establish a public image of good behavior, both of which benefits businesses of
any size.
The primary difference is that a code of conduct is less morally driven than a code of
ethics. For example, the code of conduct might require all employees to wear a
specific color or a company shirt when in the office. This is not an ethical issue, but it
is a conduct issue designed to create cohesiveness among employees.
Take a look for our table of Difference:
Code of Ethics Code of Conduct

Ethics rules help people make decisions Conduct rules require specific behaviors
A moral standard that the company Code of conduct states how the company
expects employees to follow expects employees to behave
Every code of ethics scenario should Code of conduct may not always be
have a corresponding set of rules ethically driven
Ethics are higher level concepts Code of conduct gets down to specific
action expectations
Code of ethics might state that all A code of conduct explains for example,
employees must obey all safety protocols the distance from an oxygen tank
employees are allowed to smoke.
Ethical standards generally are wide- Conduct standards generally require little
ranging and non-specific, designed to judgement; you obey or incur a penalty,
provide a set of values or decision and the code provides a fairly clear set of
making approaches that enable expectations about which actions are
employees to make independent required, acceptable or prohibited.
judgements about the most appropriate
course of action
Key principles of Code of Conduct
These codes are intended for all employees to help them develop their activities
while respecting the Group's ethical principles. In compliance with local uses and
regulations, they are based on 10 fundamental themes.
1. Respect for laws and regulations

The Group upholds the highest standards in how it runs its activities, notably
by respecting human rights, labor laws and the environment.
2. Respect for people
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Safety and health in the workplace, Prevention of discriminatory actions and

Respect for third parties. Safety and health in the workplace Safety of
employees is one of the priorities, and safety will never be compromised for
the sake of efficiency. Each employee has the right to work in safe and
healthy conditions, and has a duty to ensure this by behaving responsibly in
the workplace; Safety policy extends to all employees, subcontractors and
service providers. Each employee must exercise their professional activities
by abiding with the safety, hygiene and health rules applicable in his or her
workplace, and by participating in appropriate training sessions that might be
planned in these areas.
Prevention of discriminatory actions

The Group is determined to offer personnel equal opportunities for recognition
and career advancement, regardless of their ethnic origins, gender, beliefs,
sexual orientation or physical condition and will not tolerate any form of
discrimination, or harassment.
Respect for third parties
It is forbidden for any employee to discuss or agree with a competitor an
arrangement which prevents, restricts or distort fair competition. Agreements,
for example, to fix prices, exchange price information, share markets or limit
productions are strictly prohibited.
3. Respect for the environment
Respect for the environment and the preservation of natural resources in its
operations and those of its customers is a major priority.
4. Respect for competition law regulations
Competition law is applicable to every aspect of a company’s commercial
activity: negotiations with customers and suppliers, contacts with competitors,
marketing and sales promotion.
5. Respect for rules on insider trading
Any employee holding sensitive information could influence the smooth
operation of an agency of it is made public. The employee must keep this
information confidential and must not undertake, or recommend that a third
party undertake or have undertaken, any operations. The employee
concerned must abide by the measures in the memorandum on the
prevention of insider trading issued by the agency
6. Prevention of conflicts of interest
Each employee must commit avoiding any situation that involves a conflict
between their personal interests and those of their organization.
For example, a case where an employee may work simultaneously for a
customer, supplier or competitor or holds a major interest in these latter,
either directly or indirectly. Any employee who could potentially be in a conflict
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of interest is encouraged to inform his or her immediate supervisor of this

situation.
Respect for rules on corruption
It is prohibited to pay for, offer or grant unwarranted advantages, in any form
whatsoever, directly or through an intermediary, to a private party or a
representative of the public authorities in any country, with the purpose of
obtaining favorable treatment or influencing the outcome of a negotiation in
which an organization 's involved.
7. Protection of Activities
Each employee must properly protect and keep confidential any strategic,
financial, technical of commercial data or documents that are not public and
whose disclosure to third parties could be harmful to the interests of the
organization.
 Protection of information
Likewise, professional and private information concerning a named
person is confidential and must be subject to all the precautions
needed to prevent inaccurate or inappropriate modification or
disclosure. This duty on _ confidentiality continues even after the
departure of an employee.
 Protection of property and resources
Each employee must properly protect and keep confidential Group
property and resources such as intellectual property (patents,
trademarks, and copyrights), installations, equipment and financial
resources or cash. These resources and property must be used in
accordance with their professional purpose and in the established
framework.
 They may not be used for personal ends except if explicit authorization
has been granted by a duly authorized individual in the framework of
established procedures.
 Lastly, itis the responsibility of each employee to protect the property
and resources of the Group against any damage, inappropriate
alteration, fraud, loss or theft.
8. Transparency and integrity of information
Each employee who takes part in the production, analysis, filing or
communication of this information must Carry out these operations honestly
and transparently.
1. Internal control and audit

Internal control systems set up within the Group (respect for laws,
regulations, policies or procedures, asset protection and reliable financial
information) help control its activities, operational efficient use of its
resources. duct
2. Implementation of the Code of Conduct
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lf there is any doubt about the interpretation or application in a given

situation, of the rules presented in this document.
Each employee has the right to inform his or her immediate supervisor, or
her units Human Resources Department, Legal Department or Corporate
Governance Officer, the Group Personnel Department or the Group Ethics
Officer about it.
In addition, an employee Who has, in good faith, pointed out a breach in
the rules pointed out In this ject to any disciplinary measures.
Professional ethics
Professional ethics encompass standards of behavior expected by professionals.
The word professionalism originally applied to vows of a religious order. By at least

the year 1675, the term had seen secular application and was applied to the three
learned professions:
1. Divinity
2. Law
3. Medicine
The term professionalism was also used military profession around this same time.
Professionals and those working in knowledge and knowledge professions exercise
specialist skill. How the use of this knowledge should be governed when providing
considered a service to the moral issue and is termed professional ethics.
It is capable of making judgments, applying their skills, and reaching informed

decisions in situations that the general public cannot because they have not attained
the necessary knowledge and skills. One of the earliest examples of professional
ethics is the Hippocratic oath to which medical doctors still adhere to this day.
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A 12th-century Byzantine manuscript of the Hippocratic oath
Ethics in Law Enforcement and Policing
It's often said that no other profession demands a higher ethical standard than that
of law enforcement. Regardless of whether or not there are other careers that
require a similar dedication to doing the right thing, it is undeniable that there is an
understandably tremendous degree of expectations placed upon police officers.
Professional Codes of Ethics
General rule is to ethically act in accordance with approved standards of conduct

and responsibility or according to the respective ethical code of behavior
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Importance of Professional Codes of Ethics
 Many ethical dilemmas in criminal justice

 Complicated relationships in the field
 Requirement of professionalism
Areas Of Ethical Concern For Decision Making
The three areas below are not “static.” They, at times overlap, at times are mutually
exclusive, and numerous varieties in between.
Making Ethical Decisions: Process
Ethical decision-making refers to the process of evaluating and choosing among

alternatives in a manner consistent with ethical principles. In making ethical
decisions, it is necessary to perceive and eliminate unethical options and select the
best ethical alternative.
The process of making ethical decisions requires:
1. Commitment: The desire to do the right thing regardless of the cost
2. Consciousness: The awareness to act consistently and apply moral convictions

to daily behavior
3. Competency: The ability to collect and evaluate information, develop alternatives,

and foresee potential consequences and risks
Good decisions are both ethical and effective:
Ethical decisions generate and sustain trust; demonstrate respect, responsibility,

fairness and caring; and are consistent with good citizenship. These behaviors
provide a foundation for making better decisions by setting the ground rules for our
behavior.
Effective decisions are effective if they accomplish what we want accomplished

and if they advance our purposes. A choice that produces unintended and
undesirable results is ineffective. The key to making effective decisions is to think
about choices in terms of their ability to accomplish our most important goals. This
means we have to understand the difference between immediate and short-term
goals and longer-range goals.
Making Ethical Decisions: Model
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The “Character-Based Decision-Making Model” model, developed by the Josephson

Institute of Ethics, can be applied to many common problems and can also be used
by most individuals facing ethical dilemmas.
It involves three steps:
1. All decisions must take into account and reflect a concern for the interests and
wellbeing of all affected individuals (“stakeholders”). The underlying principle here is
the Golden Rule — help when you can, avoid harm when you can.
2. Ethical values and principles always take precedence over non-ethical ones.
Ethical values are morally superior to non-ethical ones. When faced with a clear
choice between such values, the ethical person should always choose to follow
ethical principles.
3. Perceiving the difference between ethical and non ethical values can be difficult.
This situation often occurs when people perceive a clash between what they want or
“need” and ethical principles that might deny these desires. If some rationalization
begins to occur, this situation is probably present.
It is ethically proper to violate an ethical principle only When it is clearly necessary to

advance another true ethical principle, which, according to the decision. maker's
conscience, will produce the greatest balance of good in the long run.
Some decisions will require you to prioritize and to choose between competing
ethical values and principles when it is clearly necessary to do so because the only
viable options require the sacrifice of one ethical value over another ethical value.
When this is the case, the decision-maker should act in a way that will create the
greatest amount of good and the least amount of harm to the greatest number of
people.
7 steps to help you make ethical distinctions between competing options when
you are faced with a difficult choice. (According to Josephson Institute of Ethics)
Making ethical choices requires the ability to make distinctions between competing
options. Here are seven steps to help you make better decisions:
1. Stop and think: This provides several benefits. lt prevents rash decisions,
prepares us for more thoughtful discernment, and can allow us to mobilize our
discipline.
2. Clarify goals: Before you choose, clarify your shortterm and long-term aims.
Determine which of your many wants and “don't wants” affected by the decision are
the most important. The big danger is that decisions that fulfill immediate wants and
needs can prevent the achievement of our more important life goals.
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3. Determine facts: Be sure you have adequate information to support an intelligent

choice. To determine the facts, first resolve what you know, then what you need to
know. Be prepared for additional information and to verify assumptions and other
uncertain information. In addition:
a. Consider the reliability and credibility of the people providing the facts.
b. Consider the basis of the supposed facts. If the person giving you the information
says he or she personally heard or saw something, evaluate that person in terms of
honesty, accuracy, and memory.
4. Develop options: Once you know what you want to achieve and have made your
best judgment as to the relevant facts, make a list of actions you can take to
accomplish your goals. If it's an especially important decision, talk to someone you
trust so you can broaden your perspective and think of new choices. If you can think
of only one or two choices, you're probably not thinking hard enough.
5. Consider consequences: Filter your choices to determine if any of your options

will violate any core ethical values, and then eliminate any unethical options. Identify
who will be affected by the decision and how the decision is likely to affect them.
6. Choose: Make a decision. If the choice is not immediately clear, try:
a. Talking to people whose judgment you respect.
b. Think of a person of strong character that you know or know of, and ask yourself
what they would do in your situation.
c. If everyone found out about your decision, would you be proud and comfortable?
d. Follow the Golden Rule: treat others the way you want to be treated, and keep
your promises.
7. Monitor and modify: Ethical decision-makers monitor the effects of their choices.
If they are not producing the intended results, or are causing additional unintended
and undesirable results, they re-assess the situation and make new decisions.
Ethical dilemmas, also known as a moral dilemma, are situations in which there is
a choice to be made between two options, neither of which resolves the situation in
an ethically acceptable fashion. A moral dilemma is a conflict in which you have to
choose between two or more actions and have moral reasons for choosing each
action. Learn more about moral dilemmas from examples and test your knowledge
with a quiz
Characteristics of Ethical Dilemmas
 A choice must be made between two (or more) courses of action
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 Significant consequences for taking (or not taking) any action

 Each action is supported by one or more ethical principles
 Principles supporting the unselected courses (s) of action will be
compromised
 Fundamentally ethics is knowing what is right and doing it.
 The heart has reasons that reason will never know. (Pascal)
What are the ethical models?
The ETHICS model is a theoretical grounded ethical decision making model

that draws from the latest relevant literature in ethics and integrates multiple
theoretical perspectives. Specifically, the model is comprehensive and
accessible, and can be used with a wide range of cases
An ethical decision-making model is a framework that leaders use to bring

these principles to the company and ensure they are followed.
6 Steps for Making Ethical Decisions
In other instances, you may feel unsure about a situation and a decision, since there
seem to be a number of acceptable alternatives. If you ask yourself these types of
questions, the issue probably has ethical or moral implications.
This 6-step process helps you make a thoughtful and responsible decision.
1. ESTABLISH THE FACTS IN A SITUATION

Establish exactly what has happened (or is happening) and who is involved in
the situation before trying to figure out what to do about it. Ask yourself the
following questions:
 What has happened or what is happening?
 When and where did certain events occur?
 Who is (or might be) involved in or concerned by the situation?
 What do the parties involved have to say about the situation?
2. DECIDE WHETHER THE SITUATION INVOLVES LEGAL OR ETHICAL
ISSUES
The next step consists of determining whether the situation has legal
implications. The following questions can be useful in determining that: Has
anyone been harmed by the action or decision of another, and if so, in what
way? Does the action or the situation contravene an existing law? Was there
a breach of contract? Were the actions of the athlete discriminatory or
constituted harassment?
3. IDENTIFY YOUR OPTIONS AND POSSIBLE CONSEQUENCES
Ask yourself: What could | do in this situation? Think about a variety of options.
The first one to consider should be not making any decision or taking no
action. This would be the least demanding option, and it could be thought of
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as representing one end of a continuum of possibilities. As a second step,

consider the other extreme of the continuum, and think of the most
comprehensive or liberal action you might take in the situation. Then, identify
several intermediate options. Do not rule out any option at this stage, even
though at the outset it may appear an unlikely choice.
4. EVALUATE YOUR OPTIONS

Assess the pros and cons of each of your options outlined in step 3. This is
critical in reaching a decision. The notions of outcome sought (i.e. striving to
do what is good for individuals or the team) and means used (striving to do
things right) are central to ethical) thinking. A decision should reflect a fair
balance between outcomes sought and the means used to achieve them.
5. CHOOSE THE BEST OPTION

Making an ethical decision requires a final reflection on what is the best
decision under the circumstances, a just and reasonable decision that will
apply where an ethical dilemma is involved. An ethical decision ig “the right
thing to do” with regard to the duties and responsibilities of the person making
the decision, is made “the right way”, and is consistent with the values and
behaviors outlined in the Code of Ethics.
6. IMPLEMENT YOUR DECISION

Putting your decision or plan of action into effect requires that you consider a
number of things, particularly if it involves dealing with individuals or groups of
people. Consider the following as you establish an action plan:
- Choose your path. Exactly what are you going to do? Plan carefully the
steps you are going to take.
- Think about what may happen. Consider the likely outcomes of the decision
and the how any consequences will be managed.
- Identify who needs to know. Consider who needs to be informed of or
involved in implementing the action plan or decision.
- Determine if you can deal on your own with the person(s) involved. In issues
not involving a contravention of the law, it is often best to try to deal with the
issue informally and directly with the individual involved.
- Warn, don’t threaten. This is an important concept when dealing with a
situation level. It entails informing the individual of the logical consequences of
what can happen if a situation is not resolved, rather than threatening the
person with an end run.
- Think about what you might do next if the chosen plan of action doesn’t work.
If your Original decision or plan of action is ineffective, think carefully about
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what to do next. Inform the individual that you now have to follow up with Plan
B.
Personal Values
I- Core Contributors
1. Age/era
2. Location
3. Socioeconomic
4. Ethnicity
5. Religion
6. Family
Il - External Contributors
1. Education
2. Social Interaction
3. Vocation
Professional Values
1. Organizational
 Professional standards (SOP’s)
 Organizational ethics
2. Governmental
 Equality for all
 Accountability
Hammer Model of Scientific Misconduct
1. Negligence
 Lack of Training
 Lack of Support
 Lack of Commitment
2. Deliberate Dishonesty
3. Begins with lack of commitment
4. Money
5. Notoriety - media
6. Ends justify the means — | know
7. Ego —| don’t make mistakes
D-O-O-R Model of Decision Making
D — Determine
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O — Options
O — Outcomes
R — Recycle
D — Determine
 What is wrong?
 What's the REAL issue for me?
 ls there a moral or ethical threat to me or someone else?
 Would this be a problem if someone else was involved?
O - Options
 What are some extreme choices?

 Am I considering several choices?
 What resources or help do | have available? Choose them wisely
O - Outcomes
 What could happen based on the Option | choose?

 What could happen if | do nothing?
 Who will be affected by what | do?
 Is the RIGHT thing to do?
R - Recycle
After an option is chosen, return to see if the original question is still valid
Professional ethics and codes of conduct
Professional ethics are principles that govern the behavior of a person or group in a
business environment. Like values, professional ethics provide rules on how a
person should act towards other people and institutions in such an environment.
NOTE:
Unlike values, professional ethics are often codified as a set of rules, which a
particular group of people use.
This means that all those in a particular group will use the same professional ethics,
even though their values may be unique to each person.
The Code is an example of a codified set of professional ethics for those who choose
to enter the immigration advice profession.
Ethical principles
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Ethical principles underpin all professional codes of conduct. Ethical principles may
differ depending on the profession; for example, professional ethics that relate to
medical practitioners will differ from those that relate to lawyers or real estate agents.
However, there are some universal ethical principles that apply across all
professions, including:
1. honesty
2. trustworthiness
3. loyalty
4. respect for others
5. adherence to the law
6. doing good and avoiding harm to others
7. accountability
Professional codes of conduct draw on these professional ethical principles as the

basis for prescribing required standards of behavior for members of a profession.
They also seek to set out the expectations that the profession and society have of its
members.
The intention of codes of conduct is to provide guidelines for the minimum standard
of appropriate behavior in a professional context. Codes of conduct sit alongside the
general law of the land and the personal values of members of the profession.
NOTE:
The primary value of a professional code of conduct is not as a checklist for

disciplining non-conforming members, although breaches of a code of conduct
usually do carry a professional disciplinary consequence. Rather, its primary value is
to act as a prompt sheet for the promotion of ethical decision-making by members of
that profession.
Professional codes of conduct provide benefits to:
1. the public, as they build confidence in the profession’s trustworthiness
2. clients, as they provide greater transparency and certainty about how their affairs
will be handled
3. members of the profession, as they provide a supporting framework for resisting

pressure to act inappropriately, and for making acceptable decisions in what may be
‘grey areas’
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4. the profession as a whole, as they provide a common understanding of acceptable

practice which builds collegiality and allows for fairer disciplinary procedures
5. others dealing with the profession, as the profession will be seen as more reliable
and easier to deal with.
Other contributors to professional ethics
Fiduciary duties - A legal obligation of one party to act in the best interest of another.
The obligated party is typically a fiduciary, that is, someone entrusted with the care
of money or property. Also called fiduciary obligation.
When an adviser agrees to assist a client, they agree to take one level of
responsibility for that person and their immigration matter. The client becomes
dependent on the adviser in relation to that assistance. This is a fiduciary
relationship between the fiduciary (the adviser) and a principal (the client). Even
without a Code this fiduciary relationship means the adviser has certain obligations
to their client.
Contractual obligations
When an adviser enters into a contract (or written agreement) with a client this
creates legally binding obligations to perform the terms of the contract in a particular
way. This includes a duty to act with diligence, due care and skill, and also implies
obligations such as confidentiality and honesty, even if they are not specifically set
out in the contract.
Many ethical issues are likely to stem from advisers’ relationships with clients. Most
of these can be overcome by having clear terms in a written agreement about how
certain matters will be dealt with, such as the sharing of confidential information, the
use of interpreters, refunds and invoicing.
Codes of conduct
Codes of conduct are becoming more a staple in the academic lives of students
while some of these rules are based solely on academic’s others are more in depth
than in previous years.
A code of professional conduct is a necessary component to any profession to

maintain standards for the individuals within that profession to adhere. It brings about
accountability, responsibility and trust to the individuals that the profession serves.
A code of conduct lays out an organization’s expectations and guiding principles for
appropriate workplace behavior, some policies also provide legal and ethical
guidelines for, relationships between employees, service users and Clients.
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A well-written code of conduct clarifies an organization’ mission, values and

principles, linking them with standard of professional conduct. It can also serve as a
valuable reference, helping employees locate relevant documents services and other
resources related to ethics within the organization.
A Code of Conduct is a written collection of the rules principles, values, and

employee expectations, behavior, and relationships that an organization considers
significant and believes are fundamental to their successful operation.
Why Code of Conduct is Important?
Code of conduct is a central guide and reference for employees in supporting day-to-
day decision making. A well written code clarifies organization's mission, values and
principles, linking them with standards of professional conduct.
Codes of conduct
Professional codes of conduct draw on these professional ethical principles as the

basis for prescribing required standards of behavior for members of a profession.
They also seek to set out the expectations that the profession and society have of its
members.
The intention of codes of conduct is to provide guidelines for the minimum standard
of appropriate behavior in a professional context. Codes of conduct sit alongside the
general law of the land and the personal values of members of the profession.
NOTE:
The primary value of a professional code of conduct is not as a checklist for

disciplining non-conforming members, although breaches of a code of conduct carry
a professional disciplinary consequence.
Rather, its primary value is to act as a prompt sheet for the promotion of ethical
decision-making by members of that profession.
Self Help: You can also refer to the sources below to help you further
understand the lesson:


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Let’s Check

1. are situations in which there is a choice to be

made between two options, neither of which resolves the situation in an
ethically acceptable fashion.
2. generally require little judgement; you obey or incur a
penalty, and the code provides a fairly clear set of expectations about which
actions are required, acceptable or prohibited.
3. are wide-ranging and non-specific, designed to provide

a set of values or decision making approaches that enable employees to
make independent judgements about the most appropriate course of action
4. a moral standard that the company expects
employees to follow. At a minimum, ethics guidelines are established by the
laws and industry regulations.
5. It might forbid sexual harassment, racial

intimidation or viewing inappropriate or unauthorized content on
company computers.
Activity 2. True of False (Write T if the statement if correct and F if the

statement is wrong).
1. Unlike values, professional ethics are often codified as a set of rules,

which a particular group of people use.
2. The word professionalism was originally applied to vows of a religious
situations.
3. Ethical principles underpin all professional codes of conduct.
4. Every business should have a clear vision, when it comes to ethics
and conduct.
5. A great code an a strong company culture is the heart of a succesful
organization.
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Let’s Analyze


1. What is the difference of Code of Ethics and Code of Conduct?

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2. What are the key principles of Code of Conduct?

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3. Explain the characteristics of Ethical Dilemmas

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In a Nutshel

arguments or synthesis relevant to the topics presented.

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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Code of Ethics Ethical Decision Ethical Models
Code of Conduct Effective Decision Personal Values
Professional Ethics Ethical Dilemmas Professional Values
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BIG PICTURE C
expected to:
a. Know the importance of Professional Conduct and identify the Twelve (12)
professional behavior tips and Nine (9) Golden Rules of Professional Ethics in
the Workplace and to know the ways to uphold your professionalism and
workplace etiquette.
Big Picture in Focus: ULOa. Know the importance of Professional Conduct

and identify the Twelve (12) professional behavior tips and Nine (9) Golden
Rules of Professional Ethics in the Workplace and to know the ways to uphold
your professionalism and workplace etiquette.
Metalanguage
The following are terms to be remembered as we go through in studying this

unit. Please refer to these definitions as supplement in case you will encounter
difficulty in understanding the concepts of Latent fingerprint.
1. Professional conduct - is the field of regulation of members of professional

bodies, either acting under statutory or contractual powers.
Essential Knowledge
Professional conduct is behavior that meets or exceeds ethical expectations

for a given profession. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc., and even online tutorial websites.
What do you understand by professional conduct?
lt is a professionally accepted standards of personal and business behavior, values

and guiding principles. Codes of professional ethics are often established by
professional organizations to help guide members in performing their job functions
according to sound and consistent ethical principles.
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What is Professional Conduct?
Professional conduct is the field of regulation of members of professional bodies,

either acting under statutory or contractual powers.
Historically, professional conduct was wholly undertaken by the private professional

bodies, the sole legal authority for which was of a contractual nature. These bodies
commonly established codes of conduct and ethical codes for the guidance of their
members.
In certain areas, where the public interest is considered to be heavily engaged,

legislation has been enacted, either replacing professional regulation by statutory
legislation, or by form of supervision of the professional body by a statutory body.
What would you do if you saw someone cheating on a test? What if that person was
a teacher? Most of us would agree that a teacher who cheats does not belong in the
classroom, right? that’s a pretty clear act of unethical, or morally unacceptable,
behavior. What if a teacher promoted a student to the next grade when the student
did not meet the requirements for promotion? We would likely say that this is not
professional Conduct for a teacher.
Professional conduct is behavior that meets or exceeds ethical expectations for a

given profession. Teaching is a field in which professional conduct is extremely
important. After all, teachers serve as role models for youth. Most states have
published principles of professional conduct for teacher’s Professional conduct is the
accepted manner in which a professional will act.
Example: Lawyers are held to strict ethical standards and rules of professional
conduct enforced by state and local bar associations.
Professional conduct translates into a functional work environment. Civility and

mutual respect, commitment to environment, organization, job satisfaction,
productivity, synergy, minimal absenteeism, minimal turnover, communication. All of
these qualities that you present at your workplace will help you build a positive
reputation. Making yourself reliable and trustworthy will give your employers a good
vibe about you, which can result in earning greater responsibilities with the company.
IMPORTANCE OF PROFESSIONAL CONDUCT
Professional conduct involves ethics, morals, and standards of behavior. Being a

professional, it is necessary for the person to maintain his/her ethical behavior and to
have good professional conduct.
Professionalism is the conduct, aims or qualities that characterize or mark a

profession or professional person; it implies quality of workmanship or service. Every
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organization knows that a professional reputation is the difference between success

and failure and they seek to keep their most professional staff.
Most professionals have internally enforced codes of practice that members of the
profession must follow to prevent sexploitation of the client and to preserve the
integrity of the profession. This is not only for the benefit of the client but also for the
benefit of those belonging to that profession. Disciplinary codes allow the profession
to define a standard of conduct and ensure that individual practitioners meet this
standard, by disciplining them from the professional body if they do not practice
accordingly. This allows those professionals who act with a conscience to practice in
the knowledge that they will not be undermined commercially by those who have
fewer ethical qualms. It also maintains the public's trust in the profession,
encouraging the public to continue seeking their services.
In cases where professional bodies regulate their own ethics, there are possibilities
for such bodies to become self-serving and fail to follow their own ethical code when
dealing with renegade members. This is particularly true of professions in which they
have almost a complete monopoly on a particular area Of knowledge. For example,
until recently, the English courts deferred to the professional consensus on matters
relating to their practice that lay outside case law and legislation
What is professional conduct in the workplace?
Professional behavior is a form of etiquette in the workplace that is linked primarily to

respectful and courteous conduct. Being conscious of how you treat co-workers and
clients, and ensuring a positive workplace attitude can help you to improve your
productivity and effectiveness in the workplace.
Twelve (12) Professional Behavior Tips
Professional behavior is a form of etiquette in the workplace that is linked primarily to

respectful and courteous conduct. Many organizations will have a formal code of
professional conduct in place, but many do not. Believe it or not, professionalism and
ethical behavior can benefit your career and improve your chances of future success.
Being conscious of how you treat co-workers and clients, and ensuring a positive
work improve your productivity and in general, professional behavior comes down to
ethics a dedication. Although possessing the necessary skills to do your job
effectively is essential, having an understanding of what constitutes professional
behavior will help you develop your own high standard of work habits that could
contribute to future career success.
1. Honesty: always act openly. Never share confidential, privileged or client

information unnecessarily, and don’t tolerate or justify dishonest conduct by others.
Report any conflicts of interest immediately.
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2. Respect: maintain a respectful attitude to others at all times, even during stressful
times. Don’t lash out at colleagues or disrespect anyone (senior or otherwise).
Always use appropriate language (verbally and in writing) and don’t swear.
Apologize for errors or misunderstandings, and keep your personal opinions of
others private.
3. Meetings: arrive on time and be prepared by reviewing the agenda or meeting

notes in advance. Make contributions to discussions where appropriate, and don't
take over when someone else is trying to talk. Respect the meeting convener or
chair, follow the appropriate format, and ask considerate questions.
4. Communication: speak clearly and in language Others can easily understand,

act courteously and use good manners when engaging with others. Follow any
company guidelines regarding content, read information provided before asking
questions, listen to others when they are talking or explaining, and don't engage in
office gossip. Be careful of language and tone in written communications, and don’t
copy in others unnecessarily when emailing (but don’t intentionally exclude others
either).
5. Time Management: don’t be late to work, instead arrive a few minutes early to
settle, get your coffee and greet co-workers. Follow lunch and break schedules by
leaving and returning on time. At the beginning of every day, review your schedule
so you know what time you have to be where, and what workload you have on that
day.
6. Integrity: act ethically and do the ‘right’ thing at all times, always report suspicious
people in the office, misconduct, or other violations of company policy. Remain
impartial keeping any personal bias and intolerances out of the workplace.
7. Safety: understand the company safety policy and report any maintenance or
other hazards immediately.
8. Corporate Goals: have an understanding of your company’s missions, goals and

objectives and the role that you play in achieving those.
9. Dress: dress in clean, appropriate clothing. Follow any dress code standards or
guidelines and if there aren't any, avoid clothing that is revealing, provocative, or
includes offensive language or pictures.
10. Accountability: take responsibility for your work and actions, do what needs to
be done, and don't leave it for others. Be honest if things go wrong, or you don't
finish something on time, then work out an effective resolution to move forward.
Seek help early if you need it.
11. Teamwork: you often need to work with people that you may not necessarily like.
Set aside differences to work well with others since teamwork sometimes even
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outweighs performance — with people who work well with others often advancing
based on that aspect.
12. Commitment: dedication and a positive action to your role and the organization
can carry you along way. Plus, dedication from employees is often contagious with
others being inspired to go the extra effort themselves. Essentially, being
professional is about giving your best at all times. Think about how your behavior will
be perceived by others and make sure to understand and follow company codes of
conduct where they exist
Nine Golden Rules of Professional Ethics in the Workplace Professionalism is

the conduct, aims or qualities that characterize or mark a profession or professional
person; it implies quality of workmanship or service. Every organization knows that a
professional reputation is the difference between success and failure and they seek
to keep their most professional staff.
Professionalism is all about success and influence; having a reputation for

excellence and being thought of as someone who exhibits professionalism under any
circumstances can open doors for you either in the workplace or in your personal
ambition.
Following are ten golden rules to being professional in service to your

organization:
1. Always strive for excellence; this is the first rule to achieving greatness in
whatever endeavor you undertake this is the quality that makes you and your work
stand-out. Excellence is a quality of service which is unusually good and so
surpasses ordinary standards, it should be made a habit for it to make a good
impression on your bosses and colleagues. 2. Be trustworthy; in today’s society
trust is an issue and any employee who exhibits trustworthiness is on a fast track to
professionalism. Trustworthiness is about fulfilling an assigned task and as an
extension not letting down expectations, it is being dependable, and reliable when
called upon to deliver a service. In order to earn the trust of your bosses and
colleagues, worth and integrity must be proven over time.
3. Be accountable; to be accountable is to stand tall and be counted for what

actions you have undertaken, this is the blameworthiness and responsibility for your
actions and its consequences good or bad.
4. Be courteous and respectful; courteousness is being friendly, polite and well-

mannered with a gracious consideration towards others. It makes social interactions
in the workplace run smoothly, avoid conflicts and earn respect. Respect is a positive
feeling of esteem or deference for a person or organization; it is built over time and
can be lost with one stupid or inconsiderate action. Continued courteous interactions
are required to maintain or increase the original respect gained.
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5. Be honest, open and transparent; honesty is a facet of moral character that

connotes positive and virtuous attributes such as truthfulness, straightforwardness of
conduct, loyalty, fairness, sincerity, openness in communication and generally
operating in a way for others to see what actions are being performed. This is a
virtue highly prized by employers and colleagues, for it builds trust and increases
your personal value to all.
6. Be competent and improve continually; competence is the ability of an

individual to do a job properly, it is a combination of knowledge, skills and behavior
used to improve performance. Competency grows through experience and to the
extent one is willing to learn and adapt. Continuous self-development is a pre-
requisite in offering professional service at all times.
7. Always be ethical; ethical behavior is acting within certain moral codes in

accordance with the generally accepted code of conduct or rules. It is always safe for
an employee to “play by the rules’. This is always the best policy and in instances the
rule book is inadequate, acting with a clear moral conscience is the right way to go.
This may cause friction in some organizations but ethical organizations will always
stand by the right moral decisions and actions of their employees.
8. Always be honorable and act with integrity; honorable action is behaving in a

way that portrays “nobility of soul, magnanimity, and a scorn of meanness” which is
derived from virtuous conduct and personal integrity. This is a concept of “wholeness
or completeness” of character in line with certain values, believes, and principles
with consistency in action and outcome.
9. Be respectful of confidentiality; confidentiality is respecting the set of rules or

promise that restricts you from further and unauthorized dissemination o; information.
Over the course of your career, information will be passed on to you in confidence —
either from thy organization or from colleagues and it is important to be true to such
confidences. You gain trust and respect of those confiding in you and increase your
influence within the organization.
10.Set good examples; applying the foregoing rules helps you improve your
professionalism within your organization but it is not complete until you impact
knowledge on those around and below you. You must show and lead by good
example. Being a professional is about living an exemplary live within and without
the organization.
Professionalism is highly valued by every organization today and professionals are

hardly out of work. Apply the ten golden rules of professionalism and enjoy a
wonderful, professional and prosperous career.
Personal ethics refers to the ethics that a person identifies with in respect to people
and situations that they deal with in everyday life. Professional ethics refers to the
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ethics that a person must adhere to in respect of their interactions and business
dealings in their professional life.
The difference between personal and professional ethics Personal ethics refers
to the ethics that a person identifies with in respect to people and situations that they
deal with in everyday life.
Professional ethics refers to the ethics that a person must adhere to in respect of
their interactions and business dealings in their professional life.
In some cases, personal and professional ethics may clash and cause a moral
conflict. For example:
 A police officer may personally believe that a law that he is required to enforce
is wrong. However, under the Code of Conduct for the Police, he is required
to obey all lawful and reasonable instructions to enforce that law unless there
is good and sufficient cause to do otherwise.
 A doctor may not personally believe that the course of medical treatment
chosen by a patient is the right one. However, under the Code of Ethics, she
must respect the rights, autonomy and freedom of choice of the patient.
NOTE:
More often than not people at work resolve moral conflicts by drawing a line
between their professional and individual roles.
In other words, they separate their work from their personal life and follow their
professional code of conduct.
Ways to uphold your professionalism and workplace etiquette
Professionalism and workplace etiquette are always important regardless of

overall performance, careers have been known to stall (or even fail to start)
because an individual did not display these qualities. Here are some everyday
ways to show professionalism and stay on the right track to building a reputation
that will benefit your overall career goals.
1. Honor your commitments and get your job done

Above all, the most important factor to professionalism is doing what you say
you are going to do, which includes getting your job done. You can meet
every other factor of professionalism, but if you don’t honor your commitments
and get your job done, none of it will matter because nobody will want to work
with you.
2. Be on time for work and any meetings/events
Being on time sends an unspoken message of respect
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for your responsibilities as well as the value you place on the time and effort of your
colleagues. Be consistently on time for meetings, even if they tend to start a little
later than the time scheduled. Your consistency will build a reputation for punctuality
and prevent you from being late the one time they decided to start promptly!
3. Pay attention to cultural norms and follow them

For cues on office-appropriate dress, pay attention to how others in your
workplace dress. Although conventional wisdom will tell you to wear a certain
type of clothing, you really need to look around in order to follow company
culture. If nobody, including the CEO, ever wears a Suit jacket, then consider
leaving yours at home. However, a great tip when it comes to deciding what to
wear is to dress for the job you want, not the job you have — observe their
attire and dress accordingly.
Communication also varies based on office culture. Ask yourself, how does
everyone communicate? Do they prefer to connect in an email before talking
about an issue, or can you just pick up the phone to discuss? Should you
formally request a meeting via an administrative assistant, or simply walk into
their office unannounced? Once learned, these cues and others will reflect the
unofficial rules or your organization and help you to navigate to success.
4. Check your communication
Your communication while at work will convey important (and unspoken)
messages about you at your organization. Here are some tips for
professionally written and verbal communication:
Use professional language while at work and avoid sending messages using
all CAPS or using ‘text speak” (e.g. ur for you’re) in messages, and never
send messages containing foul language or expletives. Always include a
“greeting” and “closing” to each emai message, no matter how short or
informal.
Enable automatic Spell-check on your outgoing messages to prevent embarrassing

spelling and grammatical errors.
Double check who the message is going to when responding to group messages,
and never write anything in a Company email you would not feel comfortable having
being read (or distributed to) the whole company.
On calls, be mindful of your volume. Are you louder than everyone else in the room?
Answer each call professionally even if you know the person on the other end. You
never know who else might be listening.
5. Keep personal business during work time to a minimum

Whether you are in an office, cubicle, or open space, it is important to mind
the personal space and time of others. A “quick” conversation about the movie
you saw last night could turn into 15-30 minutes which is not a productive use
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of time for you or your colleagues. Catch up on last night’s game or weekend
plans at lunch time or after work.
6. Bring a notepad and pen or pencil to every meeting
By showing up without these, you are communicating loudly and clearly that
there will be nothing said or done in the meeting that is worth writing down or
remembering. Even if that's how you feel, you don’t want to send that
message.
7. Think before you post, tweet or comment at work or about work
Some companies have specific policies around using Social media. If yours
does, make sure you know what it Says and follow it. However, even if there
isn’t a policy, never post or comment negatively about your job, boss or
coworkers. Those words may likely end up back to someone within the
Company and could put your job in jeopardy. Plus, it’s Just in poor taste to
bad mouth your employer and says as much about you as it does about them.
8. Avoid office politics and gossip
It’s true that office politics can be unavoidable and at times may even be
required to climb the corporate ladder or even just to get a project pushed
through. Try to avoid the negative side of office politics by maintaining
constructive relationships and knowing how to work with various individuals.
Gossip will also naturally exist within any office environment, and you may not
be able to avoid it. But when you do encounter gossip, don't participate in the
conversation and never repeat what you've heard.
Self Help: You can also refer to the sources below to help you further
understand the lesson:


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Let’s Check
Activity 1. True of False (Write T if the statement if correct and F if the

statement is wrong).
1. A vital aspect of the workplace is working well with others.

2. Ethical and behavioral guidelines in the workplace often place a high
amount of importance o dedication.
3. Behavior guidelines typically address topics, such as harassment,
work attire and language.
4. Addressing ethical standard for a small business starts with the hiring
process.
5. Ethical standards guide individuals and the company to act in an
honest and trustworthy manner for their organization.
Let’s Analyze


1. What is ethical standards? Explain.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______
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2. What are company behavior policies? Explain.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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__________________________________________________________
__________________________________________________________
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__________________________________________________________
__________________________________________________________
_____
3. Explain the statement “Ignorance of the law excuses no one”.

__________________________________________________________
__________________________________________________________
__________________________________________________________
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__________________________________________________________
__________________________________________________________
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__________________________________________________________
_____
In a Nutshel

arguments or synthesis relevant to the topics presented.
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1. ______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
2. ______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
3. ______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
4. ______________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
___________________________________________
Q&A List
1.
2.
3.
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4.
5.
Keywords Index
Ethical Standard Company Level
Legal Ethical Standard Individual Level
Macro Level Integrated Approach
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COURSE SCHEDULES
Please be mindful of the schedules below to avoid future problems in complying with
your requirements.
Activity Date Where to submit

Big Picture A: ULOa Let’s Check
June 7, 2022 CF’s email
and Analyze Activities
Big Picture A: ULOa In a Nutshell June 7, 2022 CF’s email
Big Picture A: ULOa Q and A List June 9, 2022 via Zoom app
Big Picture A: ULOb Let’s Check
Big Picture A: ULOb In a Nutshell June 16, 2022 CF’s email
Big Picture A: ULOb Q and A List June 21, 2022 via Zoom app
Prelim Examination June 24, 2022 Quipper LMS
Big Picture B: ULOa Let’s Check
Big Picture B: ULOa In a Nutshell June 30, 2022 CF’s email
Big Picture B: ULOa Q and A List July 5, 2022 via Zoom app
Midterm Examination July 8, 2022 Quipper LMS
Big Picture C: ULOa Let’s Check
July 12, 2022 CF’s email
Big Picture C: ULOa In a Nutshell July 14, 2022 CF’s email
Big Picture C: ULOa Q and A List July 19, 2022 via Zoom app
Final Examination July 21-22, 2020 Quipper LMS
Please note that this schedule may change from time to time. It is advisable that you
always keep in contact with your teacher for updates and always check your LMS or
Group Chatrooms.
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Online Code of Conduct
 All teachers/Course Coordinators and students are expected to abide by an

honor code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
 Faculty members are guided by utmost professional conduct as learning
facilitators in holding DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).
 All students are likewise guided by professional conduct as learners in attending
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance
tasks and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
 Teachers/Course Coordinators shall devote time to handle DED courses and
shall honestly exercise due assessment of student performance.
 Teachers/Course Coordinators shall never engage in quarrels with students
online. While contentions intellectual discussions are allowed, the
teachers/Course Coordinators shall take the higher ground in facilitating and
moderating these discussions. Foul, lewd, vulgar and discriminatory languages
are absolutely prohibited.
 Students shall independently and honestly take examinations and do
assignments, unless collaboration is clearly required or permitted. Students shall
not resort to dishonesty to improve the result of their assessments (e.g.
examinations, assignments).
 Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all
the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
 By enrolling in DED courses, students agree and abide by all the provisions of
the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.
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Monitoring of OBD and DED
 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective DED classes through the
LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of the
conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by department.
 The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
Course prepared by:
AMETHYST JOANNE L. BESAGAS

Course Coordinators
Course reviewed by:
JUN MARK A. ASIS, MSCRIM

Assistant Dean-Zone 2
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
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Work Plan for Lecture
Days
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Modality Synchronous Asynchronous Synchronous Asynchronous Synchronous Asynchronous
 Teacher to
Type of  Learner to Learner to Learner to Teacher to Learner  Learner to
Learner
interaction Content Learner Content Content
 Uploading of  Utilization of  Group Sharing  Utilization of  Discussion  Utilization of
Learning SIM a. Collab SIM (Clarification or SIM
Materials b. Forum New lessons)
 Videos c. Zoom  Videos a. Collab  Videos
 Discussion b. Forum
a.Collab  Self-directed  Consultation  Self-directed c. Zoom  Self-directed
b.Forum Activities Activities Activities
c.Zoom  Supplementary Rest
Suggested Day
Activities
Activities
 Giving of
Formative  Quiz
Assessment
 Consultation
 Giving of
Performance
Task
Prepared by: Reviewed by: Approved by:
AMETHYST JOANNE L. BESAGAS JUN MARK A. ASIS, MSCRIM GINA FE G. ISRAEL, EdD
Course Teacher Assistant Dean-Zone 2 Dean of College
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UNIVERSITY OF MINDANAO

Department of Criminal Justice Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 9 – ETHICS (DISCIPLINAL)

Name of Teacher: Amethyst Joanne L. Besagas., Rcrim

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Part 1. Course Outline and Policies ...................................................... 1

Big Picture B: Unit Learning Outcomes ............................................. 41

Let’s Analyze ......................................................................... 61

Big Picture C: Unit Learning Outcomes ......................................... 64

Part 3. Course Schedule ......................................................................... 77

Course Outline: GE 9 ETHICS (DISCIPLINAL)

Course Coordinators : Amethyst Joanne L. Besagas

Course Outline Policy

Areas of Concern Details

Contact and Non- This 3-unit course self-instructional manual is designed

Assessment Task Submission of assessment tasks shall be on the 2nd , 4th

the submission of the assessment task.

If the assessment task is done in real-time through the

Turnitin submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as cheating

However, if the late submission of the assessment

For group assessment tasks, the course coordinator will

Assignment You should request in writing addressed to the course

Re-marking of You should request in writing addressed to the course

If disapproved by the course coordinator, you can

Grading System Your grades will be based on the following:

Submission of the final grades shall follow the usual

Student Communication You are required to have an e-mail account, which is a

You may call or send SMS to your course coordinator

channels, such as those stated above, may be used.

You can also meet the course coordinator in person

Contact Details of the Dr. Gina Fe G. Israel

Jun Mark A. Asis., MSCrim

Library Contact Details Clarissa R. Donayre, MSLS

Course Information – See or download the course syllabus in Quipper

CO : As a student of this course you are expected to able to distinguish

1. Ethics - a branch of philosophy which studies the

Ethics as the “only necessary knowledge’.

Ethics or moral philosophy is a branch of philosophy that

The English word “ethics” is derived from an Ancient Greek word,

Ethics seeks to resolve questions of human morality by defining concepts such as

Three major areas of study within ethics recognized today are:

1. Meta-ethics, concerning the theoretical meaning and reference of moral

2. Normative ethics, concerning the practical means of determining a moral course

3. Applied ethics, concerning what a person is obligated (or permitted) to do in a

1. The Classical Period

Qualities of Mind during this period according to Jones, et. al

We can summed up these qualities of mind in the term “Humanism”

Philosophers and their Principal works:

2. Aristotle Nicomachean Ethics

3. Epicuros Letter of Herodotus

The Middle Ages

This period is considered to be a study of continuity and | This period is considered

It is termed “Continuity” because many of the philosophers were steeped in classical

Philosophers and their Principal works:

1. Boethius His Consolation of Philosophy

4. Thomas Aquinas Summa Theologica