AGED 311

EDUCATION, ETHICS
AND PUBLIC POLICY
LEARNING
GUIDE
TP-IMD-02 v0 No. ______

KAREN LUZ Y. TEVES

COLLEGE OF AGRICULTURE
AND FOOD SCIENCE
 2020

No copies temporary or permanent, in whole or in part of this

IM shall be made without written permission from the
author/s.
 Vision

A globally competitive university for science, technology, and

environmental conservation

Mission

Development of a highly competitive human resource,

cutting-edge scientific knowledge and innovative
technologies for sustainable communities and environment.

Quality Policy

The Visayas State University (VSU) is a higher education institution created by

law to provide excellent instruction, conduct relevant research and foster
community engagement that produce highly competent graduates necessary
for the development of the country. Toward this end, we, at the Visayas State
University, commit to:
1. produce highly competent, quality and world-class manpower in
science and technology (S&T), especially for agriculture,
environmental management and industry who are proficient in
communication skills, critical thinking and analytical abilities,
2. generate and disseminate relevant knowledge and technology that
lead to improved productivity, profitability and sustainability in
agriculture, environment and industry,
3. satisfy the needs of the industry, the community and government
sector who are in need of quality graduates and technology ready for
commercialization through the establishment, operation, maintenance
and continuous improvement of a Quality Management System which
is aligned with the requirements of ISO 9001:2015.
ii
AgEd 311: Education, Ethics and Public Policy

It shall be the policy of the university that the quality policies and procedures
are communicated to and understood by all faculties, staff, students and
other stakeholders and that the system shall be continually improved for their
relevance and effectiveness.
iii

Learning Guide in

AGED 311: Education,

Ethics and Public Policy
iv
AgEd 311: Education, Ethics and Public Policy

Foreword

The Role of Graduate Education as stipulated in the Commission on Higher

Education Memorandum Order No. 15, s. 2019, “Policies, Standards and
Guidelines for Graduate Programs”, is to better contribute to the attainment of
sustainable development of our country. It is expected that graduate
programs achieve a clear progression beyond basic education and
baccalaureate/undergraduate education by stressing cutting- edge integrative
and interrogative teaching and learning contents and methods, and higher
competencies in knowledge production (research), knowledge sharing and
exchange (teaching), and knowledge application and utilization. It is also
expected that graduate programs produce advanced competencies that can
spur and sustain leadership and innovation, scientific and technological
growth, creative and effective learning and teaching, ago-industrial
productivity, entrepreneurship, good governance, inclusive economic
development and environmental security, national sovereignty and
independent international relations, articulation of Filipino culture and arts,
cultural and religious diversity, and nationalism.
However, the offering of graduate programs in the university is recently
constrained with the occurrence of COVID pandemic which is affecting not
only nationally but internationally.
In our desire to help our graduate students to continue their studies during
this COVID pandemic, wherein no Face- to-Face interactions are allowed, the
VSU Graduate School required our graduate faculty to make this instructional
material to facilitate effective learning.
This learning module was done on the premise that here in VSU we wanted
that nobody will be left behind in achieving their dreams of finishing their
graduate education.
This module contains the most important topics that the students need to
learn based on the learning objectives as stipulated in the OBE Syllabus that
we have required our Graduate Faculty to make Initially, this module was
made up to the Midterm only and another set of learning modules will be
provided to you after the Midterm.
So, enjoy studying your learning modules and I wish you all the best in your
graduate studies.

ANABELLA B. TULIN
Dean, Graduate School
v

Acknowledgment

Grateful recognition is extended to the Department of Agricultural Education

& Extension (DAEEx) under the leadership of Dr. Henry Y. Goltiano for
reviewing/editing of this learning module. To my colleagues in Deed for the
constructive comments and their time in the review of this instructional
material, Dr. Milagros Bales, Prof. Fatima Balina, Ms. Rose Gonzaga, Mr. Jay-
Ar Dargantes and to the untiring effort of Ms. Janet Pasa for typesetting this
learning module.

The compiler of this learning guide does not claim authorship of the
concepts, ideas, principles or frameworks presented in this work. She only
compiled and organized previously published works for easier understanding
of students.
vi
AgEd 311: Education, Ethics and Public Policy

About the Compiler

Karen Luz Y. Teves is an experienced academic

extension worker, food technologist and food
safety analyst with a focus on engaging and
helping marginalized communities improve their
socio-economic conditions through agricultural
and food entrepreneurship.

Professor Teves has been in the government

service for over 20 years as college professor
specializing in extension education, educational
management, community leadership &
organization and food safety education. She
finished her Doctorate degree in Food Science
minor in Extension Education at the University of
the Philippines Los Banos, Laguna on a DOST
SEI scholarship in 2012 and her Doctor of
Education Major in Educational Management at
the University of the Visayas, Cebu City in 2005.
Currently she is as Associate Professor of the
Department of Agricultural Education &
Extension (DAEEx) of the College of Agriculture
& Food Science in this university.

In line with my profession, I had the opportunity

to present research output, serve as
session chair/co-chair to
international/national conferences, publish
paper to ISI/Non-ISI
Journals/Proceedings and finish a PCAARRD
Re-entry Research Project. I was also awarded
a TICA
fellowship last May 2013 to attend a Food
Security Training program at Kasetsart
University and
recently completed a three-month training in
Food Safety at University of Gent, Belgium as a
VLIR-OUS
scholar. These experiences have built my
confidence to apply to this prestigious
institution and teach
food science courses, do research/extension
work related
In line with my profession, I had the opportunity
to present research output, serve as
session chair/co-chair to
vii

international/national conferences, publish

paper to ISI/Non-ISI
Journals/Proceedings and finish a PCAARRD
Re-entry Research Project. I was also awarded
a TICA
fellowship last May 2013 to attend a Food
Security Training program at Kasetsart
University and
recently completed a three-month training in
Food Safety at University of Gent, Belgium as a
VLIR-OUS
scholar. These experiences have built my
confidence to apply to this prestigious
institution and teach
food science courses, do research/extension
work related
Undergraduate and graduate courses she
currently handles include social psychology,
educational psychology, social science
research, advanced educational management
and supervision, agricultural extension &
communication, planning & implementing
extension programs/projects, food hygiene &
sanitation, food quality assurance, to name a
few.

Prof. Teves is a minimalist who loves simple

things in life such as eating boiled semi ripe
banana dipped in spicy bagoong and in her free
time enjoys biking, singing and cooking.

For more queries about this module, please do

not hesitate to contact this approachable
professor.
viii
AgEd 311: Education, Ethics and Public Policy

Table of Contents

Vision i
Mission i
Quality Policy i
Title Page iii
Foreword iv
Acknowledgment v
About the Compiler vi
Table of Contents vii

Module 1: An Introduction to Ethics 1

Module Pretest 1
Lesson 1.1: The Nature and Definition of Ethics 4
Lesson 1.2: Human Values and Conduct 8
Module Posttest 14
References and Additional Resources 16
Answers to the Pretest 18
Answers to the Posttest 18
ix
 Module 1: An Introduction to
Ethics
Module Overview
This module consists of two lessons; first on the nature and definition of
ethics and the second lesson is on human values and conduct. In the first
lesson, the meaning of ethics is discussed with emphasis on the three
division of ethics; metaethics, normative ethics and applied ethics. Ethics is
also discussed on based on the views of philosophers. On human values and
conduct, in the second lesson, human values are discussed as things that are
good or worth having in the field of ethics. The taxonomy of values was also
included such as aesthetic values, religious values, socio-political, economic
and moral values. Human conduct is likewise discussed including the factors
that influenced it.

Motivation Question
If a woman is gang raped and became pregnant, do you think that it is morally
right to abort her baby?

Module Pretest

Instructions: Please encircle the letter of the correct answer

1. It is developed in the society to guide human conduct and specifies
the dos and don‘ts in the society

a. Custom
b. Law
c. Intellect
d. Habit

2. Taxonomy of values which refer to those things that people pursue

as a form of belief

a. Aesthetic
b. Socio-political
2
AgEd 311: Education, Ethics and Public Policy

c. Religious
d. Economic
3. These produce consistency in operation and facilitate an act to be
done more speedily and effectively, making human action pleasurable
in procedure

a. Custom
b. Law
c. Intellect
d. Habit

4. Taxonomy of values which has to do with what people considered to

be artistically appealing

a. Aesthetic
b. Socio-political
c. Religious
d. Economic

5. This involves the entire way of life of people, developed through the
society, involving acts and practices of the society over the years that
influenced people ‘s conduct

a. Custom
b. Law
c. Intellect
d. Habit

6. Taxonomy of values which afford individuals to achieve at least a

minimum level of material well-being to the end of attaining a good-
life

a. Aesthetic
b. Socio-political
c. Religious
d. Economic

7. This is a major factor influencing human conduct that serves as the

memory bank of both consciously and unconsciously built in
compelling factors influencing conduct.

a. Custom
b. Law
c. Intellect
d. Habit

8. These comprise of perfect thinking, knowledge and understanding,

For instructional purposes only • 1st Semester SY 2020-2021 3

wisdom, and science and art.

a. Virtuous Habits
b. Vicious Habits
c. Intellect virtue
d. Appetite virtue
9. Taxonomy of values which is about justice, liberty, human rights, and
others alike that are gains afforded, and required, by a civil society
a. Aesthetic
b. Socio-political
c. Religious
d. Economic

10. These acts are performed according to the moral norms and
principle

a. Virtuous Habits
b. Vicious Habits
c. Intellect virtue
d. Appetite virtue
4
AgEd 311: Education, Ethics and Public Policy

Lesson 1.1: The Nature and

Definition of Ethics

Lesson Summary
This lesson includes a discussion of ideas on the origin of ethics and its three
division; the metaethics, normative ethics and applied ethics. While
metaethics, is concerned with what ethical judgement means, normative
ethics, is concerned with the content of those judgements. Many people do
not consider it necessary to have a theoretical study of ethics in order for
them to conduct their everyday activities. It is also mentioned in this lesson
that philosophers attempted to find general answers that can be used by
everyone in society by using theoretical and logically based arguments to
justify their position and provide formal theories and approaches where
straightforward answers are not imminent.

Learning Outcomes
At the end of this lesson, students will be able to:

1. Explain the root of the word “ethics”.

2. Define ethics.
3. Differentiate metaethics, normative and applied ethics.
4. Explain the philosopher’s role in defining ethics.

Motivation Question
What is ethical to you and what is not? Cite situational examples.

Discussion

Ethics, defined

Etymology

Ethics in Greek is êthikos, literally meaning something concerned with êthos

(Greek, character), which in turn is connected with ethos (social custom,
habit).
For instructional purposes only • 1st Semester SY 2020-2021 5

Definition of Ethics

Ethics as the philosophy that tries to understand a familiar type of evaluation

is defined as the moral evaluation of people ‘s character traits, their conduct,
and their institutions. It is concerned with what bothers us about good and
bad, the morally right and the morally wrong thing to do, just or unjust
regimes or law, how things ought and ought not to be, and how people should
live.

Ethics is the study of the concept involved in practical reasoning: good, right,
duty, obligation, virtue, freedom, rationality, choice. It is also the second order
study of the objectivity, subjectivity, relativism, or skepticism that may attend
claims made in these terms.

Division of Ethics

1. Metaethics - is concerned with what ethical judgement means, what, if

anything, are they about, whether they can be true or false, and if so,
what makes them true or false. Metaethics investigates where our
ethical principles come from, and what they mean. Are they merely
social inventions? Do they involve more than expressions of our
individual emotions? Metaethical answers to these questions focus on
the issues of universal truths, the will of God, the role of reason in
ethical judgments, and the meaning of ethical terms themselves.

2. Normative ethics - is concerned with the content of those judgements.

For instance, what features make an action right or wrong; what is
good life; what are the characteristics of a good society? Normative
ethics takes on a more practical task, which is to arrive at moral
standards that regulate right and wrong conduct. This may involve
articulating the good habits that we should acquire, the duties that we
should follow, or the consequences of our behavior on others.

3. Applied ethics - involves examining specific controversial issues, such

as abortion, infanticide, animal rights, environmental concerns, capital
punishment, nuclear war, etc.

A central aspect of ethics is ―the good life, the life worth living or life that is
simply satisfying, which is held by many philosophers to be more important
than traditional moral conduct.

In defining ethics, it will be significant to define other ideas closely attached to

it. These include ethical constructivism, ethical formalism, ethical naturalism,
ethical objectivism and ethical relativism.
6
AgEd 311: Education, Ethics and Public Policy

 Ethical constructivism - is the anti-realists view of ethics that

supposes the existence of ethical truth. It argues that these ethical
truths are somehow constituted by human practices. Examples of the
practices are human emotions and reactions, human policies and
cultural habits.

 Ethical formalism- is the view that the form of maxim or value of an

action can be inhibited sufficiently by public conditions to yield
substantial ethical orders. It is a view largely associated with
Immanuel Kant; whose ethics explained in this lesson.

 Ethical naturalism- is the idea of placing ethical properties and ethical

thoughts in the natural world. It includes any belief that the nature of
ethical thinking is exhaustibly understood in terms of natural
propensities of human beings, without mysterious institutions, or
operations of conscience, or divine help.

 Ethical objectivism - is the view that the claims of ethics are

objectively true. They are not relative to a subject or a culture, nor are
they purely objective in their nature. This opposes the error theories,
skepticism, and relativism. The central problem, however, is finding
the source of the required objectivism.

 Ethical relativism- is the view that the truth of ethical claims is relative
to the claim to the culture or way of life of those who hold them. It
therefore generalizes to all of ethics what may reasonably be
supposed true of all matters of etiquette. This is summed up in the
proverb ―when in Rome, do as the Romans do‖. The doctrine is not
easy to formulate although its spirit appeals especially to people
afraid of the imperial ambitions which they detect in Western
liberalism.

Philosophers’ Role in Defining Ethics

Ethics is the branch of philosophy that is concerned with studying and/or

building up a coherent set of rules or principles by which people should strive
to live. It is a systematic approach to analyzing, understanding and
distinguishing matters of right and wrong, good and bad, and admirable and
deplorable as they relate to the relationships and the well-being of societies.

Many people do not consider it necessary to have a theoretical study of ethics

in order for them to conduct their everyday activities. Instead, most people
carry around a useful set of day-to-day ‗rules of thumb that influence and
govern their behavior in place of systematically examined ethical frameworks.
Common among the rules include; “it is wrong to steal” and “it is right to help
people in need” and so on.
For instructional purposes only • 1st Semester SY 2020-2021 7

But due the changes and difficulties of life, these simple rules are sometimes
put to the test. Consider the thumb rule that it is wrong to kill. Our definition of
ethics in philosophy raises a series of questions on this rule. These include;

Is it wrong to have capital punishment?

Is it wrong to kill animals?

Is it wrong to kill in self-defense?

Is the termination of pregnancy wrong?

Is euthanasia wrong?

Straightforward answers may not always be forthcoming if we try to apply our

everyday notions of right and wrong to these questions. We need to examine
these questions in more detail; and we need theoretical frameworks that can
help us to analyze complex problems and to find rational, coherent solutions
to those problems. Whilst some people attempt to do this work individually,
for themselves, philosophers attempt to find general answers that can be
used by everyone in society.

That attempt by the philosophers is ethics in theory. They do this because

when ethics is involved ethical determinations are applied through the use of
formal theories, approaches, and codes of conduct. Ethics is an active
process rather than static condition; as such some philosophers use the
words “doing ethics”. “When people are doing ethics, therefore, they need to
support their assertions and belief with sound reasoning”.

Definition of ethics then entails that even if people believe that ethics is
subjective, they must be able to justify their position through theoretical and
logically based arguments.

Learning Tasks/Activities
1. Search for two ideologies in the internet which are closely attached to
ethics. Discuss.

Assessment
1. Define ethics from your own understanding

2. Explain the etymology of the word ethics.

3. Differentiate metaethics, normative ethics and applied ethics.

8
AgEd 311: Education, Ethics and Public Policy

4. What kinds of questions are raised by normative ethics?

5. Why do you think the “rules of thumb” are not sufficient in defining
ethics?

6. Discuss why ethical questions are critically examined.

Instructions on how to submit student output

Your answers to pretest, learning task/activities output, assessment tests and
posttest answers should be submitted via email or facebook altogether in
one word file with a filename format of: firstname . familyname . module1
(for example; ben.avila.module1 ). Please text the professor that you have
already sent your output thru e-mail or facebook to inform her for record
purposes.

professor’s email add : karenyapteves50@gmail.com

professor’s facebook : https://web.facebook.com/karen.teves.3
professor’s cp# : 09190791992 (SMART) 09777782082 (GLOBE)

Lesson 1.2: Human Values and

Conduct

Lesson Summary
In this lesson human values are discussed as things that are good or worth
having in the field of ethics. As you learned in the previous lesson that ethics
deals with evaluating human actions – to find out whether they are good or
bad. Those actions that are good are termed valuable in ethics, while the
latter are labelled vicious. In this lesson human values are defined as traits or
qualities that we consider useful, beneficial or worthwhile. The taxonomy of
values included in this lesson shows that there are aesthetic values, religious
values, socio-political values, economic values, and moral values. Also, in this
lesson is the discussion on the nature of human conduct. The factors the
influence human conduct is also examined. The norms which define our
conduct as humans is also focused in this lesson.

Learning Outcomes
At the end of this lesson, students will be able to:
For instructional purposes only • 1st Semester SY 2020-2021 9

1. Define values;
2. Explain the various types of values;
3. Identify the classification of human values;
4. Define human conduct;
5. Explain the factors influencing human conduct.

Motivation Question
What is valuable to you and what is not? Discuss.

Discussion

What are (human) Values?

Values have to do with appropriateness and rightness—that is, what is good.

It refers to traits or qualities that we consider useful, beneficial or worthwhile.
In other words, values are things that are good.

Personal values

Values may be personal as well cultural. Personal values provide an internal

point of reference as per what is good and worth pursuing by an individual.
Here, values are the reference points that individuals evolve in their respective
life-times, primarily induced by their subjective experiences.

Cultural values

Cultural values, on the other hand, refer to the ideals shared by a people. One
can often identify the values of a society by noting which people receive
honor or respect.

Values relating to the norms of a culture

Values relate to the norms of a culture. Norms provide rules for behavior in
specific situations, while values identify what should be judged as good or
evil. While norms are standards, patterns, rules and guides of expected
behavior, values are abstract concepts of what is important and worthwhile.
Raising the national flag on a holiday is a norm, but it reflects the value of
patriotism. Different cultures reflect values differently and to different levels
of emphasis.
Values are generally received through cultural means, especially transmission
from parents to children. Parents in different cultures have different values.

Relative and Absolute Values

10
AgEd 311: Education, Ethics and Public Policy

Values may be relative or absolute. When relative, values are understood to

vary across societies and time epochs. An extreme version of value relativism
is subjectivism—the view that individual values vary, as well.

Intrinsic and Extrinsic Values

An extrinsic or instrumental value is worth having as a means towards getting

something else that is good (for example, a radio is instrumentally good in
order to listen to music). An intrinsically valuable thing is worth for itself, not
as a means to something else. Intrinsic and instrumental goods are not
mutually exclusive categories and intrinsic value of an object may be used
when putting that object in value systems, which is a set of consistent values
and measures.

Taxonomy of Values

Aesthetic Values - have to do with what people considered to be artistically

appealing. Aesthetics has to do to with beauty in artworks and the likes of
artifacts. Here, values are concerned with how best to evaluate works of arts
as beautifully appealing. For example, how beautiful is a painting, how nice is
a piece of music, how thrilling is a film and so forth.

Religious Values - these have to do with those things that people pursue as a
form of belief. Things that appeal to people ‘s spiritual loyalty and which they
consider as supra-rational deity of worship. Reverence to God is one
important religious value that is commonplace in all religions. Offering
prayers, offering sacrifices, visit to holy places, fasting in certain days, are
among many any other religious values.

Socio-political Values
These are related to ethical values: justice, liberty, human rights, and others
alike that are gains afforded, and required, by a civil society, as opposed to
the previous state of nature where life was invariably solitary, nasty. We
should clearly understand that socio-political values are the responsibilities of
both the government and the governed. Take the issue of justice, for example,
the citizens must practice it between themselves for the society to be stable.
One must not wait for the government to be just to his or her friend in their
relationship. However, the government plays the most critical role in ensuring
stable society by protecting the socio-political values.

Economic Values
They are those values that afford individuals to achieve at least a minimum
level of material well-being to the end of attaining, and sustaining, the good-
life, at least in the material sphere.

Ethical/Moral Values
Moral values are those qualities, like veracity, honesty, generosity, among
others, that are necessary for smooth human relations.
For instructional purposes only • 1st Semester SY 2020-2021 11

The Nature of Human Conduct

Human conduct has to do with the behavioral attributes of human being, that
is, the way people behave toward others. From antiquity through ethics,
philosophy, which is regarded as the mother of all studies, has made human
conduct as part of its scope of evaluation. The dimension of philosophical
study of nature of human conduct is a bit different from the psychological
study of it. Philosophical study is a normative study usually refers to as the
study of the human act, which is a moral evaluation of the rational actions of
human being. The psychological study is a descriptive analysis of factors,
both internal and external, that influence human behaviors. Philosophers also
put to consideration the external factors, but the major concern to them is the
internal factors, which the actor has control over.

Factors influencing human conduct

Human being is a complex machine, from the Cartesian point of view, woven
together. Rene Descartes, then, divided the human person into two major
categories – mental and physical. His position is difficult to explain till date,
the relationship between the physical and mental remain unclear.
Notwithstanding the difficulty, in our time, psychologists agree with Descartes
that ―much of behavior can be understood as reactions to outside events:
The environment poses a question and the organism answers it.

Accordingly, human conduct, which comprises of the total behavior and

actions of human being, is being influenced by such things like the
environment, culture, impulses such as desires, instincts, wishes, wants, and
so on. The factors influencing human conduct could be classified into two:
internal and external. The internal factors are the things within the will of the
person. In other words, the internal factors are the impulses that develop
from the nervous cells or the central nervous-system. While the external are
the social norms like the environment, law, etiquette, religion and so on.

Psychological impulses influencing human conducts can be group into two

categories – positive and negative. Positive impulses motivate actions and
include enthusiasm, interest, joy, love, satisfaction, and so on. While negative
impulses do create fear and unmotivated, they include such things as:
anxiety, distress, apathy, hostility, and so on. All these are kinds of motives
that direct human behavior. All these impulses, because they are mental and
produced by the brain, they are grouped as intellect. And because they
repeatedly influence human conduct, they are called habit.

External factors

Society - human by nature are social being, to live, therefore, is to live in the
community of a human. In order to checkmate social unrest in such a society,
12
AgEd 311: Education, Ethics and Public Policy

there is the development of principles that guide and guard individual

conducts. The principles are in forms of law, norms, code of conduct,
etiquette, and they influence individual conduct. The society and social order,
in which individuals grow-up or are nurtured, to a large extent, would
determine his conduct. Whatsoever the society values will be what
individuals’ value. In this sense, hardly does individual owns a personal
conduct. In other words, nobody has the monopoly of a conduct, it is societal.
As John Dewey puts it, ―neutrality is non-existent. Conduct is always shared.

Now, let us examine the tools society use to influence human conduct. This
shall be examined under custom, law and religion

1. Custom - through the society, custom is developed. All the involving

acts and practices of the society over the years then become
influencing factors to people ‘s conduct. Custom involves the entire
way of life of people. Their wants become the wants every individual
must subscribe to. Deviation from the cultural elements means that
the person is tampering with the social order and harmony of such a
society. This might likely receive condemnation, rejection,
denunciation for the defiance to the society.

2. Law - is another thing developed in the society to guide human

conduct. The law specifies the dos and don‘ts in the society. Law is to
aid the common good in the society. But without the understanding of
what the common good is, the nature and function of law in directing
human acts cannot be cherished. The law is to safeguard all
individuals in the society, without special preference to individual.

3. Religion - plays significant roles in human conduct. From ancient time

till now, the dominant religion determines the acceptable behavior of
such a society. Some society are trying to make the major religion ‘s
rules and laws as the state or civil law, this shows how forcefully,
religion is in human social interaction. Religious people believe that
there are laws that are divinely given that guide religious devotions
and all their other activities. Advocates of divine law would argue that
God created the whole things in the universe, and made laws that
direct their affairs.

Internal factors

The internal factors are the built-in capacity in the bio-chemical make-up of an
individual that influence his or her conduct.

1. Intellect - is a major factor influencing human conduct. It serves as

the memory bank of both consciously and unconsciously built in
compelling factors influencing conduct. From childhood, individuals in
the society reserve the societal acceptable conduct in the brain. Apart
For instructional purposes only • 1st Semester SY 2020-2021 13

from the societal shaping, the intellect is also the major tool for the
natural instinct. The presence of the intellect in human is the basis of
philosophical antagonizing mere psychological or biological
explanation of the conduct of human being. The intellect plays
significant role in the willingness, desire, intention motive of an action.

2. Habit - naturally, human beings are capable of diverse acts, but

without the habitual nature of human, most of human conducts would
be done arbitrarily. Therefore, habit develops to strengthen human
power, enabling the power to operate more effectively and with more
capability. Habits are built-in in human nature generally, not in a
particular person, and they are developed in individuals through the
environment he or she is to help in perfecting individual acts. Habits
produce consistency in operation and facilitate an act to be done
more speedily and effectively, they make human action pleasurable in
procedure.

3. Virtuous Habits - are the good habits while the bad ones are regarded
as vices. Virtuous acts are those that are appropriate to human nature;
that is, they are habitual acts performed according to the moral norms
and principle.

4. Vicious Habits – are the bad habits called vices that are seen to be
against human nature, just as they are believed to be against the
moral norms and principle.

5. Intellect virtue - comprises of perfect thinking, knowledge and

understanding, wisdom, and science and art.

6. Appetite virtue – include the courage, generosity, honesty, modesty,

prudence, justice, temperance and right disposition of the intellect
virtues. Appetite virtue is also moral.

Learning Tasks/Activities
1. Name a person you knew well. Describe his/her values - personal,
ethical, moral, cultural as well as his/her religious values. Also
examine her conduct as a person, her behavior, actions you usually
observed in her, the behavior, habits and trace through interview the
major influences in her life that mold her as a person. Discuss in the
class.
14
AgEd 311: Education, Ethics and Public Policy

Assessment
1. What are human values, in relation to ethics?

2. Attempt a brief description of the different types of values discussed

in this lesson.

3. Discuss the concept of human conduct.

4. Discuss the ways human conduct is being influenced by external

factors.

5. Critically examine the social elements that affect human conduct.

Instructions on how to submit student output

Your answers to pretest, learning task/activities output, assessment tests and
posttest answers should be submitted via email or facebook altogether in
one word file with a filename format of: firstname . familyname . module1
(for example; ben.avila.module1 ). Please text the professor that you have
already sent your output thru e-mail or facebook to inform her for record
purposes.

professor’s email add : karenyapteves50@gmail.com

professor’s facebook : https://web.facebook.com/karen.teves.3
professor’s cp# : 09190791992 (SMART) 09777782082 (GLOBE)

Module Posttest

Instructions: Please encircle the letter of the correct answer

1. These acts are performed according to the moral norms and
principle
For instructional purposes only • 1st Semester SY 2020-2021 15

a. Virtuous Habits
b. Vicious Habits
c. Intellect virtue
d. Appetite virtue

2. It is developed in the society to guide human conduct and specifies

the dos and don‘ts in the society

a. Custom
b. Law
c. Intellect
d. Habit

3. Taxonomy of values which has to do with what people considered to

be artistically appealing

a. Aesthetic
b. Socio-political
c. Religious
d. Economic

4. Taxonomy of values which refer to those things that people pursue

as a form of belief

a. Aesthetic
b. Socio-political
c. Religious
d. Economic

5. This involves the entire way of life of people, developed through the
society, involving acts and practices of the society over the years that
influenced people ‘s conduct

a. Custom
b. Law
c. Intellect
d. Habit
6. These produce consistency in operation and facilitate an act to be
done more speedily and effectively, making human action pleasurable
in procedure

a. Custom
b. Law
c. Intellect
d. Habit

7. This is a major factor influencing human conduct that serves as the

16
AgEd 311: Education, Ethics and Public Policy

memory bank of both consciously and unconsciously built in

compelling factors influencing conduct.

a. Custom
b. Law
c. Intellect
d. Habit

8. Taxonomy of values which afford individuals to achieve at least a

minimum level of material well-being to the end of attaining a good-
life

a. Aesthetic
b. Socio-political
c. Religious
d. Economic

9. Taxonomy of values which is about justice, liberty, human rights, and

others alike that are gains afforded, and required, by a civil society
a. Aesthetic
b. Socio-political
c. Religious
d. Economic

10. These comprise of perfect thinking, knowledge and understanding,

wisdom, and science and art.

a. Virtuous Habits
b. Vicious Habits
c. Intellect virtue
d. Appetite virtue
For instructional purposes only • 1st Semester SY 2020-2021 17

References and Additional Resources

Aghenta, J. A (1993) Principles and practice of educational planning: Focus

on the developing Countries. Benin City: NSEP. Available at:
https://academicjournals.org/journal/AJBM/article-
references/63B36AB57219

Brentano, Franz (2009). The Origin of our Knowledge of Right and Wrong,
Oxon: Routledge & Kegan Paul Ltd. Available at:
https://books.google.com.ph/books?
id=zviMAgAAQBAJ&pg=PR3&lpg=PR3&dq=Brentano,+Franz+(2009).
+The+Origin+of+our+Knowledge+of+Right+and+Wrong,+Oxon:+Routledge+
%26+Kegan+Paul+Ltd.&source=bl&ots=N74IPaIEKR&sig=ACfU3U2ymHB9zW
Xd6S40UwlBtUVQCWJxKQ&hl=en&sa=X&ved=2ahUKEwicqc2Pl5fsAhVKL6YK
HQsGD20Q6AEwBnoECAEQAg#v=onepage&q=Brentano%2C%20Franz
%20(2009).%20The%20Origin%20of%20our%20Knowledge%20of%20Right
%20and%20Wrong%2C%20Oxon%3A%20Routledge%20%26%20Kegan
%20Paul%20Ltd.&f=false

Deigh, John (2010). An Introduction to Ethics, Cambridge: Cambridge

University Press Ltd. Available at:
https://www.scribd.com/document/337303548/John-Deigh-An-Introduction-
to-Ethics-pdf

Foot, P. Ed. (2002). Theories of Ethics, Oxford: University Press. Available at:
https://core.ac.uk/download/pdf/77616088.pdf

Hadddad, W. D. (1994) The dynamics of education policymaking.

Washington D. C: The World Bank. Available at:
http://documents1.worldbank.org/curated/en/597231468752948812/pdf/m
ulti-page.pdf

Longe, R. S (2003) “Introduction to educational planning” Available at:

http://dlc.ui.edu.ng/oer.dlc.ui.edu.ng/app/upload/EME
%20201_1505822650.pdf

Morgan, P. and Lawton, C.A. (2007). Ethical Issues in Six Religious Traditions.
Edinburgh University Press. Available at:
http://earhemini.skinnyandsingle.ca/d7289a/ethical-issues-in-six-religious-
traditions.pdf

Peretomode, V.F (ed) Introduction to Educational Administration, Planning

and Supervision. Lagos: JOJA Educational Research and Publishers ltd.
Available at:
http://ijee.org/yahoo_site_admin/assets/docs/54.18211806.pdf
18
AgEd 311: Education, Ethics and Public Policy

Popkin, R. H. (1993). Philosophy. Oxford, Made Simple Books. Available at:

https://www.worldcat.org/title/philosophy-made-
simple/oclc/26850845/editions?
sd=desc&start_edition=1&referer=null&se=yr&qt=sort_yr_desc&editionsView=
true&fq=ln%3Aeng

Popkin, R. H. and Stroll, A. (1993). Philosophy. Oxford, Made Simple Books.

Available at:
https://www.worldcat.org/title/philosophy-made-
simple/oclc/26850845/editions?
sd=desc&start_edition=1&referer=null&se=yr&qt=sort_yr_desc&editionsView=
true&fq=ln%3Aeng

Sagi and Statman (1995). Religion and Morality. Rodopi, Amsterdam-Atlanta.

Available at:
https://www.academia.edu/28880581/Religion_and_Morality_Avi_Sagi_and_
Daniel_Statman_docx

Singer, P. (1993). Practical Ethics, 2nd edition, Cambridge: Cambridge

University Press. Available at:
http://www.stafforini.com/docs/Singer%20-%20Practical%20ethics.pdf

Solomon, R.C and Greene, J.K (1999). Morality and the Good Life, New York,
McGraw-Hill. Available at:
https://www.researchgate.net/publication/265602976_Morality_as_a_Biologi
cal_Adaptation_-
_An_Evolutionary_Model_Based_on_the_Lifestyle_of_Human_Foragers

Tannsjo, Torbjorn (2002). Understanding Ethics: An Introduction to Moral

Theory, Edinburgh: Edinburgh University Press Ltd. Available at:
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1755-2567.2006.tb00945.x

Dimensions of ethics https://www.youtube.com/watch?v=uuESiZAalgo

Ethics in Religion, https://en.wikipedia.org/wiki/Ethics_in_religion

Introduction to Ethics, https://www.youtube.com/watch?v=3_t4obUc51A

Introduction to Ethics, https://www.youtube.com/watch?

v=3_t4obUc51A&t=265s

Origins of ethics https://www.youtube.com/watch?v=GSfpL3TVY8k

For instructional purposes only • 1st Semester SY 2020-2021 19

Answers to the Pretest

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
b c d a a d c c b a

Answer to the Posttest

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
a b a c a d c d b c
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