Teacher

Module 4
in as a Person
Society

1.
3. Morality
2. A
Teachers and
Universal Its Foundational
Inof
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as Declaration
Persons ofModule
Good Moral
Human
Moral Principlesand Values
Rights
Character

Module Overview:

Hi! We welcome you to this fourth module of the course. This module will give
you some principles underlying the conduct of teacher as a person in society. Concepts
of morality and its foundational principles will be discussed as essential knowledge to
guide his conduct. This will also give you some backgrounds on good moral character
and formation of values as a sure guide in fulfilling your role in your chosen profession,
vocation, and a mission. Finally, a summarized version of the Universal Declaration of
Human Rights will be presented in this module to guide the conduct of a virtuous
teacher in the society. To accomplish this, you will go through the four (4) phases of
each lesson to wit; activity, analysis, abstraction, and application.

Module Outcomes:

In this module, you are expected to be able to:

1. Demonstrate an understanding of the principles of morality and values.

2. Explain the formation of values in a person.
3. Manifest a dignity in the teaching profession through virtuous conduct.
4. Demonstrate an understanding of the existing laws regarding human rights.
5. Create a case scenario on the application of legal rights and freedoms of humans.

Lesson
1 Morality and Its Fou ndational Moral Principles

Lesson Outcomes:

1. Discuss what morality is all about.

2. Differentiate the foundational principles of morality from different perspectives.
3. Map out the the different perspectives of the foundational principles of morality.

Time Frame: 2 hours

Introduction

This lesson will provide you some concepts about morality and its existence. It also
gives you a discussion on the foundational moral principles from different perspectives.
Specifically, you will find in this lesson how these principles are viewed by Christians,
Islam, and Buddhists. In the end, you will find yourself mapping out the difference of
these foundational moral principles. Hi! We welcome you to this fourth module of the
course.

ACTIVITY: Pick a Spot

Below is a box containing the spots labeled as A,B,C,D. Pick at least 2 spots of your
choice and write your explanation if you agree or not on the blanks provided.
A B
Your dog gave birth to 4 puppies, but The teacher in the classroom reminds
you have only space for 2 puppies. So everyone not to draw any images relating to
you kill the other two. Is this right? Yes God.
or No. Why? Is this right? Yes or No. Why?
-------------------------------------------------- Yes. Beacuse teachers will consider other
No. Because there is no such thing as learner’s religion.
killing anyone not even animals.

C D
A boy called a dinner party for his friends While on live streaming, you kill a puppy with
where he serves chocolate cookies, but a knife. Is this ok? Yes or No. Why?
the cookies were formed like a dog
poop. -------------------------------------------------------
Is it alright? Yes or No. Why? No. Because every life of a person even
No. Because not everyone will like how it animals are precious and important.
formed. To be respected, you should also
respect other people.
ANALYSIS: Let us answer these questions.

1. How do you find the spots above?

 The questions are quite weird.
2. What are your bases of saying Yes or No? Cite here.
 If i will say yes, it would be for the betterment of everyone. And when i
answer No, it is somewhat unfair or different from what’s normal.
3. How do you call these bases? How does community call them?
 They call it showing good moral attitudes. It is by showing people how to
handle crucial situations.
 You may call them in many ways; however, let‟s take a look on what is morality and its
foundation principles.

ABSTRACTION

What is Morality?

Many authors defined morality as simply referring to a “code of conduct put forward by
an actual group, including a society ” (Standford, 2002). It is also defined as “ a body of
standards or principles derived from a code of conduct from a particular philosophy,
religion, or culture.” (Long and Sedley, 1987). It is actually synonymous with
„goodness‟ and „rightness‟ (Standard University, 2011). Apparently, morality is the
“quality of human acts in which we call them right wrong, good or evil ” (Panizo,
1964). Based on these definitions, we could say that morality deals with human and his
conduct in relation to a code of conduct accepted by a particular group or culture.

Existence of Morality

But the question on how did it come to existence still lingers our mind. Morality comes
from the Greek word moralis which means customs or manners (Perle, 2004). This
has something to do with ethics which deals with right or wrong, good or bad. We
usually mean ethical or moral when the conduct is good and right, while we mean
unethical and immoral when the conduct is bad or wrong. Man‟s actions, whether good
or bad, is governed by his intellect and free will. His intellect will give him the
discernment and right judgment of the morality of his conduct because he is capable of
thinking and reasoning. His free will is his ability to choose for certain conduct of action
or character. Intellect and free will make humans different from all other animals. Thus
any human action is good when it is completely done as a natural man, and it is
immoral when it runs counter to human nature.

Foundational Principles of Morality

The principle of morality issue differs from each group of culture, religion, or group. The
word principle came from the word princeps, which means the source or the
beginning. Foundational principles mean the universal accepted norms by which all
principles of rightness or wrongness of actions are built upon. These are based on
natural law. The natural law is „ already written in the hearts of man‟ (Romans 2:15).
Fo the theist or believers, it is a „ man‟s share in the Eternal Law of God‟ (Panizo,
1964.). In short, the foundational moral principles are „„do good and avoid evil.‟ The
following are some sources:
1. The Golden Rule – „Do unto others what you want them to do unto you.‟
 2. The Two Great Commandments – „Love God with all your heart, with all your
souls, and all your might‟ and “ Love your neighbor as yourself.‟ This is
especially true to the followers of Christ who are called the Christians. So, when
you love God you will be faithful to Him; when you love your fellowmen, you will
not do harm to them.
3. Immanuel Kant – „Act in such a way that your maxim can be the maxim of
all.‟
4. Buddhist – „Hatred does cease by hatred, but hatred ceases only by love.‟ With
this principle,
5. Muslim – The Islamic Qur‟an „forbids, lying, stealing, adultery, and murder.

Let‟s elaborate some perspectives of morality for these three big groups of religion
through aschematic diagram:

A.Christianity – They are believers of the Bible as God-breathed Scripture, which

consists of the Old and New Testament. They are believers of the Ten
Commandments that God gave to Moses, as reflected in Exodus 20. These 10
commandments are also called the Law of Moses Love God with all your heart,
with all your soul, and with all
your strength.
Old Testament, Exodus 20

Ten Commandments
Love your neighbor as you
1. You shall have no other Gods before
love yourself.
me.

2. You shall not make for yourselves an idol.

3. You shall not misuse the name of the Lord your
God.
4. Remember the Sabbath day by keeping it
holy.
5. Honor your father and your mother
6. You shall not murder
7. You shall not commit adultery
8. You shall not steal.
9. You shall not give false testimony.
10.You shall not covet.
New Testament, Matthew 22
 B. Islam for Muslims- This group of religion is a believer of the Qur‟an. They
are believers on the following Islamic principles:

Qur’an Principles

1.The Islamic Qur’an ‘forbids, lying, stealing,

adultery, and Five Pillars of Islam murder. 1. Prayer

2. It teaches ‘honor to parents, 2. Self-purification by

kindness to slaves, protection for fasting. the orphaned

and the widowed, and charity for the poor.” 3. Fasting

3. It teaches ‘virtues of faith in 4. Alms-giving

God, pateince, kindness, honesty, 5. Pilgrimage to

indutry, honor, and generosity’.
Mec
ca. 4. It also condems ‘mistrust, impatience, and cruelty.

C. Buddhist Perspective - showing devotion to the Buddha through

ceremonies, festivals, different types of meditation and retreats.
Eight-fold Path
1.Strive to know the truth.

2. Strive to resist evil.

5 Moral Principles of
3. Say nothing to hurt others.
Buddhism 4. Respect life, morality, and
1. You shall not kill. property.
2. You shall steal. 5. Engage in a job that does not
3. You shall not misuse you senses or engage injure others.
in sexual misconduct.
4. You shall not speak lies or gossip. 6. Strive to free you mind from
evil.
5. You shall not take intoxicants that cloud 7. Control your feelings and
the mind (drugs, alcohol). thoughts.
 8. Practice proper forms of concentration.

Looking at the foundational principles of morality, it can be gleaned that morality is

applied into four areas such as:

1. Religion. Morality is determined by the relationship between man and his God.

2. Nature. Morality is determined by the relationship between man and the creation
around him.

3. Individuality. Morality is determined by the relationship the individual has to him or

herself.

4. Society. Morality is determined by the relationship between man and his society.

Notice then the similarities and differences of the foundational principles of morality in
each perspective. As future teachers of the young, and as a person in society, you must
be guided with proper principles of morality so that you can be called worthy of to your
chosen profession.

APPLICATION: Mind Mapping

At the center of the mind map, write the word morality; around it, map its different
foundational principles by writing the keywords associated with each.

The nature of
Qur'ān
Allah

Prayer (salat) Risalah

(prohethood)
ISLAM MUSLIM

Malaikah
Pilgrimage (hajj)
MORALITY (angels)

The holiness of the Hatred does cease by

Church and the hatred
communion of saints.
CHRISTIAN
BUDDHISM
 Hatred ceases only by
love
Christ's second coming, the
Day of Judgement and
salvation of the faithful.

The death, descent into hell,

resurrection and ascension of Four nobles truths
Christ.

Closure
Great work! You‟re done with Lesson 1. Please proceed to
Lesson 2

Lesson
Teachers as Persons of Good Moral 2
Character and Values

Lesson Outcomes:

1. Describe a person with good moral character.

2. Explain the formation of values in a person.
3. Identify some appropriate conducts of a virtuous teacher.

Time Frame: 2 hours

Introduction:

Welcome to Lesson 2. You may always believe that teachers are models of conduct and
fortitude. This lesson will give you a strong background about good moral character and
values formation. You will also find in this lesson, how moral values of teachers are
described and are given emphasis as licensed professionals. In the end, you will be able
to identify some conducts of a virtuous teacher.
ACTIVITY:Descriptive Graphic Organizer (DGO)

You can find a DGO below. Describe a person whom you know has good moral
character and of values by writing his/her name (not real name of a classmate/ teacher/
best friend) at the center. Write the descriptive words along or in between prongs of the
circle.

helpful

cheerful
generous

Trishea
kind responsible

Loving Best
adviser
Good listener

ANALYSIS: Let’s answer these question.

1. Why do you say that person is of good moral character and of values?
 Because i experience on how she express herself.

2. Describe in your own perspective what is a person of good moral character and
of values.
  A person of good moral character is a person who can handle a pressure
in every situation.

ABSTRACTION

A. Teacher as a Person of Good Moral Character

What is good moral character? Rogers (2000) defined good moral character as „ an ideal
state of a person's beliefs and values that is considered most beneficial to society .‟
The goodness or not of a person‟s character depends largely on the person assessing
the character. However, there are legal judgment to this concern that are widely
accepted such as honesty, diligence, respect, integrity, trustworthiness and the like.

In the teaching profession, the good moral of a teacher is defined in the Ethical
Standards for Teachers, in short, the Code of Ethics. Let‟s take a look on the preamble
of the Code of Ethics for Teachers…

„Teachers are duly licensed professionals who possesses dignity and

reputation with high moral values as well as technical and professional
competence in the practice of their noble profession, they strictly adhere to,
observe, and practice this set of ethical and moral principles, standards, and
values.‟
A preamble is an introductory statement of any law or statute that presents that
purpose, aims, and justification of the deed. From above lines of preamble taken from
the Code of Ethics for Teachers, the word moral values are properly stressed by
mentioning it twice in a single statement. But what makes up good moral character? A
Christian author named William Cosgrave (2004) describe this virtue into four (4) ways
to wit:

1. Being fully human – meaning you have substantially realized your potential as
a human.
2. Being a loving person – you are caring in an unselfish and mature manner
with yourself, other people and God.
3. Being a virtuous person- you have acquired good habits and attitudes and you
practice them consistently in your daily life and;
4. Being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental
stage.
This description denotes that it is a good thing for a person to develop his full potential
and continuously care and love himself so that he may be able to translate this love to
others. As a future teacher and as a person in society, it is expected that you will live a
life full of virtues, that is, as you grow and develop spiritually, intellectually, socially,
and emotionally, you will become humble and not arrogant of your achievements, but
conduct yourself with propriety and integrity as a model person of good moral character
in the community where you belong. To conclude, to become a teacher that will make a
difference in the society is to possess these virtues in an increasing measure in your
daily lifestyle.

B. Teachers’ Value Formation

Where does value come from, and what really values are? These are the common
questions overheard. A value can be associated with the thought of axiology, the
branch of philosophy which studies about the nature of value and valuation of which is
„primarily concerned with classifying what things are good, and how good they
are.‟Values are principles or qualities of human character that are held dearly by
individual, group, or society. It is the steering wheel of a person‟s actions and decision
as well as the holder of group ideal in a thing called core values.

Objectively, there three (3) possibilities of the origin of values:

1. It is a given by a Supernatural Being (Supernatural Theory).

2. It is fabricated by the nature (objectivism).
3. It is part of the „furniture‟ of the world, that is on human beings (subjectivism).

With these, values can be evaluated in three (3) positions, such as the objective,
subjective, and situational, that is emerging out of context. Supernatural-given values
are also called transcendent values or objective values that are held by the idealists and
are not changed beyond times and space such as love, care, concern, and the like.
Values that are dependent are called subjective and are primarily held by relativists.
These are the values that can be changed by the context of situation, culture, and
society.

Now, we will talk about value formation. What is formation then? A formation is a
process of developing something into its tangible state. In the formation of values, it
must be barely understood that values are both caught and taught. It is caught
because it should be the product of teaching and learning. A child‟s values may be
refined after he had learned something from his teacher.

Value formation takes on different forms of dimension. It has to be formed in the

mind (cognitive), in the heart (affective), and in behavior (action) aspects of a teacher.
Value formation is a training of the intellect and will . Your intellect and will
are your rational appetitive powers that need to be enriched with training so that it
could generate proper formation of ideas useful for giving judgment and reasoning. The
will should not yield to impulse because it will only result to lack of self-control. To have
a strong will means it‟s a full control of the mind in order to remain compose in any
situational occurrence. This is what we call a virtuous life, a life that constantly do an
effort to do things well in spite of hardships and circumstances. Never give in to a
vicious life where it corrupts good values and character and ruined yourself in the
end.

Let‟s take a shot glance at Max Scheler’s Hierarchy of values below:

Values of the Holy: this refers to absolute things such as belief, bliss, adoration.
Spiritual values: refers to spiritual acts of preference like loving vs hating, values of
right and wrong, values of pure knowledge, aesthetic values.

Vital Values: these are values refers to vital feeling of the individual or society like
health, vitality, capability, excellence.

Pleasure values: these refer to sensual feelings such as pleasant vs unpleasant,

agreeable vs disagreeable.

Based on the values hierarchy, the highest values that a person can possess are the
values coming from the Supreme Being, which is God, and the lowest values are the
values that based on human senses. When a person is full of godly values, he is a
person worth of emulation and respect.
APPLICATION: Theme Graphic Organizer
Honest

responsible

happy
AGREEMENT: Research Work

Read about the teaching as a profession, vocation, and a mission. Fill in below:
By answering the agreement, you‟re done! Please proceed to Lesson 3

Lesson
Universal Declaration of Human Rights 3

Lesson Outcomes:

1. Enumerate the different rights and freedom of humans.

2. Analyze some cases involving violations of human rights and freedom.
3. Uphold the ideals of humanity in the teaching profession.

Time Frame: 2 hours

Introduction:

Teachers as worth of emulation when they demonstrate virtuous conduct. To continue

acting in this manner, they should have enough knowledge about the rights and
freedoms of humans as they are in the frontline services. Bearing this, a summarized
universal declaration of human rights document is presented in this lesson. You may
expect that at the end of this lesson, you will be able to cite some applications of the
said rights and freedom. Here we go!

ACTIVITY:Guess me!

Pictures are herewith below. Guess what possible human right or freedom is shown.
teaching is about inspiring and motivating students to realize and exceed their potentials.

FREEDOM TO HAVE
EDUCATIONAL TOUR TRIP.

FREEDOM TO GO TO
SCHOOL AND STUDY.

RIGHT TO HAVE A
PLENTY OF FOODS.

FREEDOM TO
CHOOSE RELIGION.
ANALYSIS: Let‟s take a look on your answers on the activity portion.

1. What human right is shown in picture A? Picture B? Picture C? and D?

 FREEDOM TO HAVE EDUCATIONAL TOUR TRIP.
 FREEDOM TO CHOOSE RELIGION.
 FREEDOM TO GO TO SCHOOL AND STUDY
 RIGHT TO HAVE A PLENTY OF FOODS.

2. How do you know that?

 BY ANALYZING THE PICTURE THAT IS SHOWN ABOVE.

3. Can you guess what particular document embodies all these rights?
 IT EMBODIES THE VITAL VALUES OF EACH PERSON INVOLVE IN THE
PICTURES ABOVE.

Let‟s find out further.

ABSTRACTION

Universal Declaration of Human Rights

On December 10, 1948, the United Nations adopted this Universal Declaration of Human
Rights (UN-UDHR) in answer to the barbaric acts during the Second World War. This UN
Charter was chaired by Eleanor Roosevelt. This charter is not a treaty nor an
international agreement, but a plain declaration of equal human rights for both men and
women, and of the nations large and small (Preamble UDHR, 1948).

This lesson adopted the simplified version of UDHR made by the StudyLib (2020). There
are thirty (30) human rights and freedom which are summarized below:

1. Right to equality: Everyone is free and we should all be treated in the same
way.
2. Freedom from Discrimination: Everyone is equal despite differences in skin
color, sex, religion, language, political or their opinion, national origin or other
status.
3. Right to Life, Liberty, Personal Security: Everyone has the right to life and to
live in freedom and safety.
4. Freedom from Slavery: No one has the right to treat you as a slave nor should
you make anyone your slave.
5. Freedom from Torture and Degrading Treatment: No one has the right to hurt
you or to torture you.
6. Right to Recognition as a Person before the Law: Everyone has the right to be
treated equally by the law.
7. Right to Equality before the Law: The law is the same for everyone, it should
be applied in the same way to all.
8. Right to Remedy by Competent Tribunal: Everyone has the right to ask for
legal help when their rights are not respected.
9. Freedom from Arbitrary Arrest and Exile: No one has the right to imprison you
unjustly or expel you from your own country.
10. Right to Fair Public Hearing: Everyone has the right to a fair and public trial .
11. Right to be Considered Innocent until Proven Guilty: Everyone should be
considered innocent until guilt is proved.
12. Freedom from Interference with Privacy, Family, Home and Correspondence:
Everyone has the right to ask for help if someone tries to harm you, but no
one can enter your home, open your letters or bother you or your family
without a good reason.
13. Right to Free Movement in and out of the Country: Everyone has the right to
travel as they wish.
14. Right to Asylum in other Countries from Persecution: Everyone has the right
to go to another country and ask for protection if they are being persecuted
or are in danger of being persecuted.
15. Right to a Nationality and the Freedom to Change It:
16. Right to Marriage and Family: Everyone has the right to marry and have a
family.
17. Right to Own Property: Everyone has the right to own property and
possessions.
18. Freedom of Belief and Religion: Everyone has the right to practice and
observe all aspects of their own religion and change their religion if they
want.
19. Freedom of Opinion and Information: Everyone has the right to say what they
think and to give and receive information.
20. Right of Peaceful Assembly and Association: Everyone has the right to take
part in meetings and to join associations in a peaceful way.
21. Right to Participate in Government and in Free Elections: Everyone has the
right to help choose and take part in the government of their country.
22. Right to Social Security: Everyone has the right to social security and to
opportunities to develop their skills.
 23. Right to Desirable Work and to Join Trade Unions: Everyone has the right to
work for a fair wage in a safe environment and to join a trade union.
24. Right to Rest and Leisure: Everyone has the right to rest and leisure.
25. Right to Adequate Living Standard: Everyone has the right to an adequate
standard of living and medical help if they are ill.
26. Right to Education: Everyone has the right to go to school.
27. Right to Participate in the Cultural Life of Community: Everyone has the right
to share in their community‟s cultural life.
28. Right to a Social Order that Articulates this Document: Everyone must respect
the „social order‟ that is necessary for all these rights to be available.
29. Community Duties Essential to Free and Full Development: Everyone must
respect the rights of others, the community and public property.
30. Freedom from State or Personal Interference in the above Rights: No one has
the right to take away any of the rights in this declaration.

In conclusion, our rights and our obligations are protected by the law and the bigger
community around us. As teachers, let us be aware of these rights and obligations so
that in our daily undertaking with the people in the society, we become responsible
forour conduct at the same time educating people in our society to be good,
responsible, and productive citizens of our country.

APPLICATION: Case analysis

1. Mrs. Fellow became a widow 5 years ago and had a 12-year old daughter. She
wanted to marry, but her daughter would not allow her with a claim that she still
needs much attention from her mother. However, Mrs. Fellow has already
decided to marry the man she was in love with. Now, the child felt she is
abandoned by her mother and seeks refuge with her aunt. Her aunt brings the
case to the DSWD for attention. Was there any violation done in this scenario?
Support your discussion.

2. In the class of Miss Funny, two of her students were in close academic
completion for valedictorian. Student A always got first from 1st to 3rd grading
but of a little grade difference from the grades of student B. At the end of the
year, student B became the valedictorian. The parent of student A went to Miss
Funny to find out why her child did not make it. She asked for her child‟s scores
and performances, but she also wanted to see the scores and performances of
student B. Would Miss Funny allow her to see the performances of student B?
Yes, or no? Explain your answer by citing legal rights/freedom.
Closure

Congratulations! You‟re done with Lesson 3. Please answer the Module Assessment
found on the next page.

Module Summary

Module 4 has provided you with lessons about the teacher as a person in the
society. In acting as a person in the society, essential knowledge about
morality and its foundational principles were given as a guide in the daily
undertaking. Adding-on to this knowledge, discussed were virtues of
good moral character and value formation to concretize his conduct and
adhere to the expectations of the society in acting his chosen
profession, vocation, and mission. Finally, a simplified version of the
United Nations Universal Declaration of Human Rights (UN-UDHR) was
presented in order to give a thorough awareness of legal rights and
freedom of humans. Hopefully, these philosophical and legal knowledge
gained from this module would give you enough wisdom to act with
discretion as a person in the society.

Module Assessment

Direction: This is a summative assessment for the whole module. Answer each item
briefly in your own words. Total is 30 points.
 1. What is morality? (5 points)
It is a principles concerning the distinction between right and wrong or good and
bad behavior.

2. Differentiate at least 3 foundational principles of morality? 5 points each (15

points).

 ChristianityThe cardinal virtues are so called because they are regarded

as the basic virtues required for a virtuous life. The three theological
virtues, are Faith, Hope, and Love (or Charity). The ethics of mysticism
accentuated the inner nature of relationship to God.

 Islam for Muslims - The principle and fundamental purpose of Islamic

morality is love: love for God and love for God's creatures. ... Both
the Quran and the hadith often instruct Muslims to adopt
a morally upright character. Showing kindness to people and charity to
the poor and the helpless are the most emphasized moral virtues in
the Quran.

 Buddhist Perspective - to refrain from taking life, killing any living

creature. to refrain from taking what is not freely given, theft.

3. Which of the Hierarchical Values of Max Scheler do you prefer to possess and
have more? Why? (5 points)
I will choose the Spiritual values because it refers to spiritual acts of preference like
loving and hating, values of right and wrong, values of pure knowledge, aesthetic
values.

4. Create a basic situation where you can apply the Right to Participate in the
Cultural Life of Community. (5 points)

A human-centred approach to development based on mutual respect and open

dialogue among cultures is key to safeguarding heritage, strengthening creative
industries, and encouraging cultural pluralism.The right to take part in cultural life
guarantees the right of everyone to access, participate in and enjoy culture, cultural
heritage and cultural expressions. The full realization of this right depends on
concrete steps for the conservation, development, and diffusion of culture.

The protection and promotion of culture is a human rights imperative.

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Issue 06

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• https://www.slideshare.net/jawel02/the -foundational-principles-of-morality-
andyou
• authorstream.com/Presentation/keziahmandahinog
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• https://plato.stanford.edu/entries/value -theory/
• http s://www.idrlabs.com/morality/3/test.php
• bing images online (inserted)