INSTITUTE OF TEACHER EDUCATION

SYLLABUS IN ETHICS

I. VISION : We shall be the premier academic community through quality education and training.

II. MISSION : We provide: holistic, responsive, and globally recognized academic and training programs.

III. GOALS : Guided by its vision and mission, the college aims:

1. To provide quality education by promoting academic excellence at all levels.

2. To maintain partnerships with other academic institutions and organizations thereby forming alliances with the industry to promote entrepreneurship and global
competitiveness.
3. To create a strong research culture among all levels of the institution.
4. To exercise sound socio-civic practices.

IV. PROGRAM SPECIALIZATION OUTCOMES

1. Articulate and discuss the latest techniques in teaching.

2. Effectively educate students by using modern technologies.
3. Work effectively and independently by the help of computers
4. To give students a quality education.

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V. COURSE CODE : GE8

VI. COURSE TITLE : ETHICS

VII. COURSE DESCRIPTION : The course deals with the concepts of logic and how they can be applied by the student in actual situations, not only in argumentation, but also in day-
to-day conversation, and written communication, and analysis of statements and arguments in different disciplines. Examples and illustrations are
provided to facilitate comprehension and learning.

It is an introduction to the moral theory in relation to the human person based on the meaning of human dignity and the purpose of justice, living well,
moral duty, utility, and natural law. The course makes an examination of the vital issues of bioethics such as abortion, euthanasia and genetics from the
point of view of human dignity and conscience. It also examines the moral status of non-human animals and the preservation of the environment
VIII. COURSE OBJECTIVES

At the end of the course, the student should be able to:

1. Evaluate statements and arguments.
2. Construct sound and valid arguments.
3. Acquire and develop sensitivity for the forms in language, a thorough understanding of which is indispensable to clear, effective, meaningful communication.
4. Able to recognize and avoid fallacies in arguments.
5. Able to evaluate statements and arguments using the different techniques and rules for proving the validity of arguments and be able to formulate and construct
good arguments.
6. Evaluate their actions in terms of rightness, fairness, and justice.
7. Illustrate and explain the value of living well, living the good life, in the context of the dignity of the person as a human being.
8. Illustrate the explain the harmony in human nature and the natural law which compels man to love, to do good, and avoid evil.
9. Appreciate the emotional, and spiritual value of living a good life, doing good and avoiding evil, and exercising fairness and justice.
10. Manifest moral endowments through action and words as they relate to others.
11. Appreciate the value of contributing to the conservation and preservation of the environment and non-human creatures.
12. Make adjustments in personal attitude, behavior, and beliefs towards self and others.
13. Exhibit personal commitment to the conservation and preservation of the environment and non-human creatures.

IX. COURSE CONTENT

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 DESIRED STUDENT
LEARNING OUTCOME
1. Define logic and Ethics
2. Know and understand the
reasons for studying it.
3. Identify statements and
their truth value.
4. Define arguments
5. Identify arguments and
their components.
6. Identify premises and
conclusions
7. Restructure statements
into logical arguments.
DESIRED STUDENT
LEARNING OUTCOME
1. Identify deductive
arguments II.
2. Determine the validity and
invalidity of deductive
arguments
3. Displaying argument’s form C.
using symbols and letters
4. Determining sound and
COURSE CONTENT/DURATION
ORIENTATION – 1st day
A. EHICS & Logic, statements,
and arguments
B. Definition and importance
of Ethics
C. Statement and truth values
D. Arguments and their
components
E. Restructurimng arguments.
F. Restructuring arguments
into logical forms.
COURSE CONTENT/DURATION
Valid and invalid arguments
A. Valid deductive arguments
B. Invalid deductive arguments
Unsound deductive arguments
D. General principles of logic re:
truth of statements and validity
INSTRUCTIONAL DELIVERY
1. Guided Lecture
2. Students will form groups
of two and make
statements out of
premises and conclusion
indicators.
3. Students will be required
to bring editorials from
national dailies and find
the arguments therefrom.
After finding and
identifying the arguments,
the students in groups
will restructure them in
logical order.
INSTRUCTIONAL DELIVERY
1. Guided lectures and 1. Students are able to
graphic illustrations on A,
B, C, D.
2. Students work in pairs or
groups in
a. Constructing 2. Student outputs in analysis
arguments
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
1. Students will be able to Recitation log, Objective test,
define logic, statements, Analytic Rubric
arguments and the
components of
arguments.
2. They will be able to identify
and apply or use premises
and conclusion indicators.
3. Student output in analysis
of arguments from
newspaper editorials
restructured into logical
arguments. indicating
premises and conclusions.
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
Recitation log, Analytic Rubric,
analyze arguments in terms Objective test
of validity and soundness
and display them using
symbols and letters.
of arguments indicating
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 unsound deductive
arguments
5. Apply the principles of
logic re: truth of statements
and validity of reasoning
1. Identify inductive
arguments
2. Identify strong and weak
inductive arguments
3. Test the strength of
inductive arguments.
DESIRED STUDENT
LEARNING OUTCOME
1. Able to translate arguments
into syllogistic language
2. Understand and use well-
formed formulas (wffs)
3. Identify distributed and
undistrubited, general, and
singular terms.
4. Implement the star test for
valid and invalid
arguments.
5. Using wffs for arguments
of reasoning.
III. Inductive arguments
A. Strong inductive arguments
B. Weak inductive arguments
C. Testing the strength of
inductive arguments.
COURSE CONTENT/DURATION
IV. Syllogistic logic
A. Well-formed formulas (wff)
B. The star test
C. Distributed and undistributred
terms
D. General and singular terms
E. Drawing conclusions
F. Venn diagrams
b. Displaying
argument forms
c. Evaluating
soundness and
validity of
arguments.
1. Guided lectures on A, B,
and C.
2. Working in groups,
students identify inductive
arguments and
3. Test the arguments for
strength and/or
weaknesses.
INSTRUCTIONAL DELIVERY
1. Guided Lecture (A, B, C, C,
E, F)
2. Working in groups,
students apply the well-
formed formulas and the
star test.
3. Students are given
selections of passages and
translate them into
arguments.
4. Working in groups,
their validity and/or
invalidity.
1. Students are able to
identify inductive Recitation log, Analytic Rubric,
arguments Objective test
2. They are able to determine
the strength and/or
weakness of arguments
3. Student output on analysis
of inductive arguments
indicating their strengths
or weaknesses
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
Students submit papers on a. Recitation log, Analytic Rubric,
reconstruction of arguments Objective test
using wffs
b. determination of validity of
arguments through the star
test.
c. translation of difficult
passages into arguments.
d. deriving conclusions from
propositional statements.
e. Analysis of arguments using
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 with difficult translations.
6. Apply the Venn diagram in
analyzing validity and
invalidity of arguments.
DESIRED STUDENT
LEARNING OUTCOME
1. Identify the uses of languages
reflected in four types of
sentences.
2. Apply lexical definitions and
the interchange test.
3. Apply the 5 rules of lexical
definitions
4. Apply stipulative definitions
5. Apply clarifying definitions
6. Apply recursive definitions
7. Apply definitions by example
8. Distinguish analytic from
synthetic statements and
construct examples.
9. Distinguish a posteriori and a
priori knowledge and
construct examples.
COURSE CONTENT/DURATION
V. Meanings and definitions
VI.
A. Types of sentences
B. Uses of language
C. Emotional language
D. Lexical definitions and the
rules
E. Stipulative definitions
F. Clarifying definitions
G. Recursive definitions
H. Definitions by example
I. Analytic and synthetic
statements
J. A posteriori and a priori
statements
students are given Venn diagrams.
passages from which they
draw conclusions.
5. Students apply the Venn
diagrams to determine
validity and invalidity.
EVIDENCE OF
INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
PERFORMANCE
1. Guided lectures on the Students are able Recitation log, Analytic rubric,
course contents. 1. to translate words and Objective essay
2. Working in groups, phrases from emotional to
students practice and apply neutral forms and vice
the different definitions versa.
and statements. 2. Determine good lexical
definitions.
3. Give examples of the
different types of
definitions
4. Submit examples of
analytic and synthetic
statements
5. Examples of a posteriori
and a priori statements.
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 DESIRED STUDENT
LEARNING OUTCOME
1. Explain and discuss the
attributes of a good
argument.
2. Identify or determine
when fallacies occur in
arguments.
3. Idenfity formal fallacies
and determine in what kind
of arguments they occur.
4. Explain and discuss how
fallacies achieve their
purpose.
5. Identify, explain, and
discuss fallacies according
to their classification and
describe their effect on the
agreement and arguer.
DESIRED STUDENT
LEARNING OUTCOME
1. Explain and discuss the
value of respect for
human life and its moral
dimension
2. Discuss what is expected
of human beings
COURSE CONTENT/DURATION
VII. Fallacies (28th to 35th day) 1. Guided lecture on the
A. How fallacies occur
B. Formal fallacies
C. Informal fallacies
1. Fallacies of relevance
2. Fallacies of weak induction
3. Fallacies of presumption
4. Fallacies of ambiguity
5. Fallacies of grammatical
analogy
COURSE CONTENT/DURATION
VIII. The Human Person (36th
to 38th day)
INSTRUCTIONAL DELIVERY
course content.
2. Formed into groups,
students will analyze
editorials and news and
other selected statements
and identify fallacies and
determine their
classifications.
INSTRUCTIONAL DELIVERY
1. Guided lecture on the
course content
2. Formed into groups,
students will be given cases
to analyze and draw
conclusions therefor.
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
Students are able Recitation log, Analytic Rubric,
1. to point out fallacies Objective test
according to their
classifications.
2. Submit lists of fallacies
containing the examples
they formulated.
EVIDENCE OF
ASSESSMENT TOOLS
PERFORMANCE
Students are able to Recitation log, Analytic Rubric,
evaluate the rightness and Objective test
1. wrongness of actions
2. place under what domain
certain actions belog.
3. Find their roles in
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 3. Adhere to the pursuit of promoting justice among
justice and the good life people and institutions.
even in the presence of A. Moral dimension of human life 4. Student output on case
evil. B. Ethics and its functions analysis.
4. Explain and discuss what C. Domains of human action
is ethics. D. Criteria for assessing the
morality of an act
E. The urgency of not only
knowing, but more so doing
the moral good.
F. What human reason does for
us
G. Justice and the creation of a
just world
DESIRED STUDENT LEARNING
COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY EVIDENCE OF PERFORMANCE ASSESSMENT TOOLS
OUTCOME

1. Understanding of the self
2. Explain and discuss moral
wisdom
3. Know, understand, and
explain the process in the
attainment of happiness
4. Understand, explain and
discuss the ultimate
purpose of human life
5. Values virtue, the real good
life, and true happiness that
comes from worthwhile
living.
IX. Moral Virtue
X. The ultimate end of human
action
A. Virtue and human flourishing
B. Happiness as living well
C. Making life worth living.
1. Guided lecture on the 1. Students exhibit positive Recitation log, Analytic Rubric,
course content changes in attitude and Objective test
2. Case analysis and behavior.
evaluation of cases by 2. Adherence of students to
students grouped into 2 or concepts of virtue
3. 3. Students appreciate the
happiness that material
things could not provide.
4. Students submit their case
analysis and evaluation

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1. Able to discuss and explain
the concept of moral
obligation.
2. Identify and explain what
are involved in making a
moral choice.
3. Explain the concept of
human autonomy
4. Identify and explain the
imperatives in relation to
moral obligation.
5. Explain the conflict arising
from love and duty
XI. Moral Duty.
A. Principles of moral obligation
and the moral choice
B. Moral good and human reason
C. Human autonomy and self-rule
D. Hypothetical imperative
E. Categorical imperative
F. Duty and love: where they
begin and end.
1. Guided lectures on the
course content.
2. Grouped into 3 or more,
students are assigned to
analyze cases that tears a
man between love and
duty, such as between
parents and duty, etc.
1. Manifestation of the ability Recitation log, Analytic Rubric,
to make judgement where Objective test
duty and love come in
conflict.
2. Students submit analysis of
cases where they make
choices between love and
duty.

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Explain and discuss the XII. Utilitarianism 1. Guided lectures on the 1. Students submit their Recitation log, Analytic Rubric,
concept of utilitarianism as course contents output on case analysis Objective test
it relates to human action 2. Grouped students take on 2. They are able to explain
and those of institutions. A. The theory of utilitarianism cases involving their judgment on the cases
2. Discuss and explain how B. The utilitarian calculus utilitarianism perspective 3. Manifest analytical and
one can find the balance C. Act and rule utilitarianism, and discuss the results of decision-making ability on
between the utilitarian D. Maximum utility and individual their analysis and conflicting issues involving
perspective and the preferences. evaluation, as well as their love and duty.
morality of actions. judgment on the issues.
3. Differentiate rule and act
utilitarianism.
4. Discuss and explain the
dilemma of maximum
utility and individual
preferences.

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1. Discuss and explain when XIII. Abortion and Human Life 1. Guided lectures on the 1. Students are able to form Recitation log, Analytic Rubric,
human life begins course contents their opinions about when Objective test
2. Define and explain the 2. Group reports on case life begins in the womb or
basic procedures of A. The beginning of human life analysis involving out of the womb.
abortion. B. What is abortion? abortion. 2. They submit outputs
3. Discuss and explain the C. Church’s position on abortion involving analysis of a
position of the church on D. Legalization of abortion abortion cases.
abortion. E. The types of abortion
4. Explain the reasons for the
legalization of abortion
5. Discuss and explain the
types of abortion.

X. COURSE REFERENCES

TEXTBOOKS:

1. Gensler, Harry J. (2010) Introduction to Logic, 2nd Ed. Routledge. New York, U.S. A.
2. Hurley, Patrick J . (2000). A Concise Introduction to Logic, 7th Ed.. C & E Publishing, Wadsworth-Thomson Learning. CA., U. S. A.
3. Babor, Eddie R. (2003). Logic: The Philosophical Discipline of Correct Thinking. C&E Publishing, Inc. Quezon City, Philippines.
4. Umali, Pepe San Miguel (2007). Logic: The Art of Living with Reason. Mindshapers Co., Inc. Manila, Philippines
5. Wood, Nancy V. (1998). Perspectives on Argument. Prentice Hall. New Jersey, U. S. A.
6. Hatch, Garry Layne (1999) Arguing in Communities. Mayfield Publishing Co. California, U. S. A.
7. Maboloc, Christopher Ryan B. (2010). Ethics and Human Dignity. Rex Book Store, Inc. Manila, Philippines
8. Quito, Emerita S. (2008) Fundamentals of Ethics. C&E Publishing, Inc. Quezon City, Philippines.
9. Steinbock, Bonnie, Ed. (2007) The Oxford Handbook of Bioethics. New York, U. S. A.

ADDITIONAL /SUPPLEMENTARY MATERIALS

1. https://www.coursehero.com/file/7175172/Objections-to-Util/ . Professor Donald C. Hubin discusses the inapplicability of utilitarian principles and its calculus.

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 2. http://www.bbc.co.uk/ethics/introduction/intro_1.shtml. Ethics: a General Introduction. This is a general and practical paper on the application of ethics in
everyday life.
3. http://www.philosophybasics.com/branch_logic.html. The Basics of Phhilosophy: Logic. Logic is discussed in detailed points for laymen.

XI. PERFORMANCE INDICATORS AND EVIDENCES PERFORMANCE

DESIRED STUDENT LEARNING OUTCOME EVIDENCE OF PERFORMANCE PERFORMANCE STANDARDS

1. Define logic.
2. Know and understand the reasons for studying it. 1. Word List and Readers’ Journals Criteria:
3. Identify statements and their truth value. 60% - Qualitative Output
4. Define arguments 2. Submission of output in analysis of arguments 35% - Quantitative Output
5. Identify arguments and their components. from newspaper editorials restructured into 5% - Time of Submission
6. Identify premises and conclusions logical arguments. indicating premises and
7. Restructure statements into logical arguments. conclusions.

1. Identify deductive arguments 1. Word list and Readers’ Journal

2. Determine the validity and invalidity of deductive 2. Students are able to analyze arguments in terms of Criteria:
arguments validity and soundness and display them using 60% - Qualitative Output
3. Displaying argument’s form using symbols and symbols and letters. 35% - Quantitative Output
letters 3. Submission of outputs in analysis of arguments 5% - Time of Submission
4. Determining sound and unsound deductive indicating their validity and/or invalidity.
arguments
5. Apply the principles of logic re: truth of
statements and validity of reasoning
1. Identify inductive arguments 1. Word list and Readers’ Journal
2. Identify strong and weak inductive 2. Students are able to identify inductive arguments Criteria:
arguments 3. They are able to determine the strength and/or 60% - Qualitative Output
3. Test the strength of inductive arguments. weakness of arguments 35% - Quantitative Output
4. Student output on analysis of inductive arguments 5% - Time of Submission

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 indicating their strengths or weaknesse

1. Able to translate arguments into syllogistic 1. Word list and Readers’ Journal
language 2. Students submit papers on Criteria:
2. Understand and use well-formed formulas a. reconstruction of arguments using wffs 60% - Qualitative Output
(wffs) b. determination of validity of arguments 35% - Quantitative Output
3. Identify distributed and undistrubited, general, through the star test. 5% - Time of Submission
and singular terms. c. translation of difficult passages into
4. Implement the star test for valid and invalid arguments.
arguments. d. deriving conclusions from propositional
5. Using wffs for arguments with difficult statements.
translations. e. Analysis of arguments using Venn diagrams.
6. Apply the Venn diagram in analyzing validity
and invalidity of arguments.
1. Word list and Readers’ Journal
10.Identify the uses of languages reflected in four types 2. Students are able Criteria:
of sentences. a. to translate words and phrases from 60% - Qualitative Output
11.Apply lexical definitions and the interchange test. emotional to neutral forms and vice versa. 35% - Quantitative Output
12.Apply the 5 rules of lexical definitions b. Determine good lexical definitions. 5% - Time of Submission
13.Apply stipulative definitions c. Give examples of the different types of
14.Apply clarifying definitions definitions
15.Apply recursive definitions 3. Submit examples of analytic and synthetic
16.Apply definitions by example statements
17.Distinguish analytic from synthetic statements and 4. Submit examples of a posteriori and a priori
construct examples. statements.
18.Distinguish a posteriori and a priori knowledge and
construct examples.

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 Word list and Readers’ Journal.
1. Explain and discuss the attributes of a good Students are able Criteria:
argument. 1. to point out fallacies according to their 60% - Qualitative Output
2. Identify or determine when fallacies occur in classifications. 35% - Quantitative Output
arguments. 2. Submit lists of fallacies containing the examples 5% - Time of Submission
3. Idenfity formal fallacies and determine in what they formulated.
kind of arguments they occur.
4. Explain and discuss how fallacies achieve their
purpose.
5. Identify, explain, and discuss fallacies according
to their classification and describe their effect on
the agreement and arguer.
1. Explain and discuss the value of respect for Word list and Readers’ Journal
human life and its moral dimension Students are able to Criteria:
2. Discuss what is expected of human beings 1. evaluate the rightness and wrongness of actions 60% - Qualitative Output
3. Adhere to the pursuit of justice and the good 2. place under what domain certain actions belog. 35% - Quantitative Output
life even in the presence of evil. 3. Find their roles in promoting justice among people 5% - Time of Submission
4. Explain and discuss what is ethics. and institutions.
Students submit output on case analysis.
1. Understanding of the self 1. Word list and Readers’ Journal
2. Explain and discuss moral wisdom 2. Students exhibit positive changes in attitude and Criteria:
3. Know, understand, and explain the process in behavior. 60% - Qualitative Output
the attainment of happiness 3. Adherence of students to concepts of virtue 35% - Quantitative Output
4. Understand, explain and discuss the ultimate 4. Students appreciate the happiness that material 5% - Time of Submission
purpose of human life things could not provide.
5. Values virtue, the real good life, and true 5. Students submit their case analysis and evaluation
happiness that comes from worthwhile living.

1. Able to discuss and explain the concept of
moral obligation.
2. Identify and explain what are involved in
making a moral choice.
3. Explain the concept of human autonomy
1. Word list and Readers’ Journal
2. Manifestation of the ability to make judgement Criteria:
where duty and love come in conflict. 60% - Qualitative Output
3. Students submit analysis of cases where they make 35% - Quantitative Output
choices between love and duty.

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4. Identify and explain the imperatives in relation 5% - Time of Submission
to moral obligation.
5. Explain the conflict arising from love and duty

1. Word list and Readers’ Journal

1. Explain and discuss the concept of 2. Students submit their output on case analysis Criteria:
utilitarianism as it relates to human action and 3. They are able to explain their judgment on the 60% - Qualitative Output
those of institutions. cases 35% - Quantitative Output
2. Discuss and explain how one can find the 4. Manifest analytical and decision-making ability on 5% - Time of Submission
balance between the utilitarian perspective and the conflicting issues involving love and duty.
morality of actions.
3. Differentiate rule and act utilitarianism.
4. Discuss and explain the dilemma of maximum
utility and individual preferences.
1. Discuss and explain when human life begins 1. Word list and Readers’ Journal Criteria:
2. Define and explain the basic procedures of 2. Students are able to form their opinions about 60% - Qualitative Output
abortion. when life begins in the womb or out of the womb. 35% - Quantitative Output
3. Discuss and explain the position of the church 3. They submit outputs involving analysis of a 5% - Time of Submission
on abortion. abortion cases.
4. Explain the reasons for the legalization of
abortion
5. Discuss and explain the types of abortion.

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XII. GRADING SYSTEM

PRELIM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

MIDTERM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

FINAL GRADING PERIOD = CLASS STANDING (40%) + MAJOR EXAMINATION (60%)

FINAL GRADE = PRELIM GRADE + MIDTERM GRADE + FINAL GRADE

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XIII. COURSE REQUIREMENTS

Class Standing 60% (Prelims & Midterms) Class Standing 40% (Finals)
Attendance Attendance
Seatwork/ Assignments/ Journal Reading Seatwork/Assignments/ Journal Reading
Quizzes Quizzes
Recitations Recitations
Group Activities (Case Analyses, Reaction Papers) Compendium (Case Analyses,Reactions Papers and other Activities)
Major Examination 40% Major Examination 60%

XIV. COURSE POLICIES AND GUIDELINES

1. Students should maintain a facebook messenger to retrieve supplementary learning materials such as handouts, take home activities, worksheets and the like. In
addition, the students can also post their concerns about the subject/lesson.
2. Students are expected to study their lessons before entering the class to maximize class participation.
3. Eating and chewing gums inside the classroom is not allowed.

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 4. Requirements such as assignments/projects should be submitted on time. Failure to meet the deadline would mean demerit of 10% from the actual grade on a
daily basis.
5. Coordinate with the professor within the given consultation hours regarding concerns about the subject requirements.
6. Use of cellphones and other gadgets is strictly prohibited inside the classroom unless highly needed.
7. Practice “Clean as you Go” (CLAYGO).
8. Non-compliance to the requirements given will be marked as incomplete from the course.
9. Students who failed to take quizzes or major examination should comply within one week after the date of examination and are required to present an excuse
letter stating non-compliance to the said activity before taking a special exam.
10. Please refer to the Student’s Handbook concerning the following: tardiness; absences; acquisition of special quizzes, activities & major examination

XV. CONSULTATION HOURS

Days Time Room

Monday, Wednesday, and Friday 2:00 P.M. - 3:00 PM ITED FACULTY Rm.

Prepared by: Reviewed/Verified/ Approved by:

Jeric Pangilinan David Dr.Vilma V. Esparrago

Faculty VPAA

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