PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)

Intramuros, Manila

COLLEGE OF HUMANITIES ARTS and SOCIAL SCIENCES

Department of Social Sciences and Humanities

Course Title: Ethics

Course Code: ETH 0008
Course Credit: 3 Units
Course Learning Outcomes:
1. Differentiate between moral and non-moral problems.
2. Describe the elements of moral development and moral experience.
3. Describe what a moral experience is as it happens in different levels of human existence.
4. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas.
5. Develop sensitivity to the common good.
6. Use ethical frameworks or principles to analyze moral experiences.
7. Make sound ethical judgments based on principles, facts, and the stakeholders affected.
8. Understand and internalize the principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources.
COURSE COVERAGE

WEEK TOPICS LEARNING OUTCOMES (LO) TEACHING AND LEARNING RESOURCESS ASSESSMENT TOOLS MODE OF LEARNING
ACTIVITIES (Classroom-based,
Online Mode)
WEEK  Orientation to the  Recall rules they have  Online Lecture:  Course Outline/Syllabus  Assignment that Online Class Discussion
1 course to follow.  Why rules are important will be uploaded after the requires students to and Activities(3 HRS)
 Explain why they have to social beings? discussion via zoom or pay attention to  The facilitator or
 Difference to follow rules.  What rules do you find GC). school and faculty will give
between moral  Differentiate between constricting?  PLM Student Manual (2017 community rules general orientation
and non-moral moral and non-moral  Open Forum: Revision) experienced in daily to the course which
standards. standards.  When do you say it is a  List of rules e.g., Basketball life. Evaluate these includes policies,
moral experience? game rules. requirements, and
 Difference between moral  Class online recitation grading system.
and no-moral standards. after mini-lecture on  Attendance will be
the importance of monitored and
rules, for teacher to students will be
 find out if students required to provide
recall and understand their basic
the nature of rules information
and why they are (names, contact
important. number and email
 Reflection paper. address in
Citing two or three accordance with
differences between the DPA) in the
moral and non-moral chat board for the
standards, one of purpose of
which should be the alternative learning
most important. and
communication.
 The facilitator will
also have
discussion on the
content of the
syllabus.
 Upload e-copy of
the course syllabus
or outline to GC or
zoom.
 In the open forum,
he or she will also
initiate discussions
and personal
sharing among
students on their
experiences of the
ECQ that will relate
to ethical or moral
discussions.

WEEK  Moral dilemmas  Recognize and recall a  Online Lecture:  Rachels, James. “What is  Reflection paper or Online Class Discussion
2 moral experience.  What are moral Morality?” reactions and insights and Activities(3 HRS)
 The three levels of  Detect a moral dilemmas? Examples of Chapter 1 in the Elements on the uploaded  Again, the faculty
moral dilemmas: dilemma. moral dilemmas. of Moral Philosophy, 1-15 video clip will utilize Zoom or
 The three levels of moral 4th ed. New York: McGraw- GC as venue for
 individual;  Identify the three levels dilemmas. Hill College, 2004. (A copy  Class online recitation discussion. He /
organizational of moral dilemmas.  Freedom as foundation of of the handouts will be and sharing after a She will also upload
(e.g., business and  Explain why only ethics. shared to the class via 45-minute lecture the reading
public sector); and human beings can be  Open Forum zoom or GC). where students materials and video
structural (i.e., ethical.  For individual dilemmas:  Palma-Angeles, Antonette identify and share clip on this topic
network of Case discussions on and Rowena Azada- their personal using either of the
institutions and students’ moral Palacios. Medicine Prices, experience or views abovementioned
operative dilemmas. Price Controls, and the of dilemmas. This will platforms.
theoretical  For organizational Philippine Pharmaceutical also to bring out Assignment will be
paradigms e.g., dilemma: Medical and Industry. Makati: Ateneo reactions and insights posted also online
universal health business ethics case, e.g., Graduate School of on the video clip, with the indicated
care). pharmaceutical industry Business, 2011. (Link of the zeroing in on why date of submission.
case – Dr. X goes to the article will be shared to freedom is crucial to  The facilitator or
 Freedom as United States three times the class via zoom or any the ethical faculty will give 60-
foundation for a year for free. other online experience. minute online
moral acts.  For structural dilemmas: communication) discussion on this
Expensive medicines in  News clips. (Facilitator will topic. All 40
the Philippines. have to choose from the students of the
 Viewing of video clip current news events and class are required
demonstrating unlimited will shared to the class via to log in or to be
freedom or the absence of zoom or GC). online.
freedom.  A Clockwork Orange.  The students will
Directed by Stanley be required to
Kubrick. Burbank, CA: watch the
Warner Bros., 1971. (Video uploaded video on
clip will be uploaded and their favorable or
will be shared to the class convenient time
via zoom or GC). prior to the online
session.
 They will be
advised also to
spend time to do e-
library research
looking for cases
illustrating the
three levels of
moral dilemmas.
WEEK  What is culture?  Articulate what culture  Online Class discussion. How  Cultural artefacts shared by  Online class Online Class Discussion
3 How does it means. do you think your community students. discussion and and Activities (3 HRS)
define our moral  Attribute facets of influences your behavior?  Video clips will be shared recitation to elicit
behavior? personal behavior to  Lecture: to the class via Zoom or students’  The faculty will
culture.  What is culture? GC. E.g., I-Witness: Mga understanding of the have 60-minute
 How does it define moral Agta ng Penablanca (A cultural discussion on this
behavior? documentary by Kara embeddedness of this topic and
 Viewing of video clip on David, GMA 7, 2014) behavior. accommodates
culture  Reaction paper students’ sharing
and questions.
 Dividing the class
into small group
where they can
communicate each
group members via
online medium.
WEEK  Cultural  Recognize differences  Small Group online discussion  Two cases/stories about  Online class Online Class Discussion
3 relativism: in moral behavior of among students. Cases cultural differences to be discussion and and Activities (3 HRS)
Definition, different cultures. showing differences in shared to the class via recitation explaining
advantages of  Appreciate the practices will be uploaded zoom or GC. the position in ethics  The faculty will
recognizing the differences. online prior to this topic.  Rachels, James. “The called cultural have 60-minute
differences, and  Evaluate the strengths  Lecture: Why can’t all cultural Challenge of Cultural relativism. Discuss its video or online
the dangers of the and weaknesses of practices be always correct? Relativism.” Chapter 2 in strengths and presentation via
position cultural relativism. the Elements of Moral weaknesses. Zoom or GC.
Philosophy, 16-31. 4th ed.  Individual  Questions and
New York: McGraw-Hill position/reaction interactions are
College, 2004. (Notes will paper on the encouraged and
be shared to students via strengths and accommodated
zoom or GC). weaknesses of the after the
discussed theory. presentation or on
the next 30
minutes.
 Attendance will be
monitored.
 1.5 shall be allotted
for writing their
reaction paper to

WEEK  The Filipino way  Analyze crucial qualities
5 of the Filipino moral
identity in their own
moral experiences.
 Evaluate elements that
need to be changed.
 Viewing of video clip on the
Filipino way.
 Student Activity and
discussion: Description of
highlights of Filipino culture.
 Webinar: Strengths and
weaknesses of the Filipino
moral character.
 Elemia, Camille. “Political
Dynasties in PH.” 9News
Philippines, October 1,
2012.
https://youtu.be/FXYK4fKIk
lM (Video clip will be
shared also to the class via
zoom or GC).
 Licuanan, Patricia et al. “A
Moral Recovery Program:
Building a People – Building
Nation.” In Values in
Philippine Culture and
Education: Philippine
Philosophical Studies I,
edited by Manuel B. Dy Jr.,
pp. 31-48. Washington DC:
The Council for Research in
Values and Philosophy,
1994. (Readings will be
shared to the class via
zoom or GC).
 Palma-Angeles, Antonette.
“Cultural Drivers of
Corruption in Business and
Governance.” In Business
Ethics in Asia: Issues and
Cases, edited by Oscar G.
Bulaong Jr., Ike Janita
Dewi, and J. Sedfrey
Santiago, pp. 20-36.
Quezon City: Ateneo de
be passed before
the end of the
online class.
 Reflection paper or Webinar/ Online Class
essay wherein they Discussion and
will narrate a personal Activities (3 HRS)
experience, analyze
how problems were  The faculty should
rooted in Filipino upload video clip or
qualities, and from link via Zoom or GC
hindsight, week prior to this
recommended how topic.
they would have done  He or She may
things differently. divide the whole
class into small
group or just use
the same groupings
they have had on
the previous topic.
One representative
of the group will
present their
output and ideas
via Zoom or GC.
 Discussions and
sharing may focus
on the unique
characteristics or
cultural traits of
the Filipinos in
responding the
COVID-19
pandemic.
 Manila University Press,
2014. Makati: Ateneo
Graduate School of
Business, 2011. (Readings
will be shared to the class
via zoom or GC).

WEEK  Universal values  Identity universal
6 values.
 Explain why universal
values are necessary for
human survival.
 Online Lecture: Why there
are universal values?
 Viewing of video clip
 Rachels, James. “The
Challenge of Cultural
Relativism.” Chapter 2 in
the Elements of Moral
Philosophy, 16-31. 4th ed.
New York: McGraw-Hill
College, 2004. (Readings
will be shared to the class
via zoom or GC).
 Written exercises on Online Class Discussion
two scenarios and Activities (3 HRS)
highlighting (a)
respect for human  The faculty should
life, and (b) truth- upload the reading
telling. Students materials on this
discuss the possible topic via Zoom or
results of upholding GC.
or not upholding the  The facilitator will
two values to their have 60-minute
existing small discussion base on
groupings. the reading
 Individual materials he or she
reaction/reflection shared to the class
paper on the via online
necessity of having communication.
universal values.  Discussions and
interactions may
highlight the
universal values
and responses
made by
individuals or group
of people in
addressing the
COVID-19 problem.

WEEK  How is moral  Recall defining  Student Activity: Small group  Small group presentation:  Online class Online Class Discussion
7 character moments in their moral online discussion/sharing. At Animation or presentation discussion and and Activities (3 HRS)
developed? formation. the start of the class on circularity of acts and recitation: What are
  Explain the relationship
 Stages of moral between individual acts
development. and character.
 Identify and articulate
each stage of moral
development
 Check their personal
growth, and three other
cases against the stages
of development.
WEEK  Reason and  Recall immediate
8 -9 impartiality as responses to moral
requirements for dilemmas.
ethics.  Differentiate responses
based on reason and
discussion, bring out students’
understanding of contributory
elements to their moral
character.
 Use of Graphics: Circularity of
relationship of individual acts
and moral character.
 Online Lecture:
 Moral character as
disposition; how it is
developed?
 The six stages of moral
development.
 Student Activity: Draw a chart
of their life’s journey using
PowerPoint to show incipient
moments in their lives and
where they are now in their
moral development.
 Small group online discussion:
Identifying stages in chosen
stories.
 Illustrate feelings as
instinctive response via a case
from the news
 Student Activity: Students are
given three situations – for
character.
 Character studies of Nelson
Mandela and Adolf Hitler
(Materials will be shared
to the class via zoom or
GC).
 Three cases/stories on
moral development. (Cases
will be provided and will
be shared to the class via
zoom or GC).
 Kohlberg, Lawrence. Essays
on Moral Development.
Vol. 1 of The Philosophy of
Moral Development: Moral
Stages and the Idea of
Justice. San Francisco, CA:
Harper and Row, 1981.
(Video clip will be shared
to the class via zoom or
GC).
 News clips to illustrate
feelings as instinctive
response.
 Rachels, James. “What is
Morality?” Chapter 1 in the
the six stages of moral  The faculty will
development? Briefly have 60-minute
explain each stage. video or online
 Group presentation: presentation via
Three cases/stories Zoom or GC. All 40
featuring moral students of the
agents at different class are required
stages. Groups to log in or to be
identify the stages of online.
the agents in each of  Questions and
the three cases and interactions are
will justify their encouraged and
answer. One accommodated
representative of the after the
group is tasked to presentation or on
present. the next 30
 Class comments and minutes.
critiques on the  Attendance will be
responses in the monitored.
activity.  In small group,
students will be
required to present
scenarios or cases
particularly during
ECQ amidst the
COVID-19
pandemic.
Presentation may
be in PowerPoint
form or any other
creative medium.
 Role-play three cases, Online Class Discussion
highlighting in one and Activities (6 HRS)
case an emotional
response, and in the  The facilitator or
other a rational faculty will have
  Feelings and those based on feelings. medical ethics, end-of-life Elements of Moral response. 60-minute online
reason: Upsurge  Capture and analyze involving a dying patient; Philosophy, 1-15. 4th ed.  The class critiques the discussion
of feelings is their feelings in payment of facilitation fee to New York: McGraw-Hill behavior and concerning the
natural and what personal moral a customs officer by a finance College, 2004. (Readings responses of agents in topic on rationality,
we do with them experiences. employee; and from ethics in will be shared to the class three cases. feeing and
is what makes us  Compare reasonable government, the use of an via zoom or GC). impartiality.
ethical or and emotional official car to bring one’s  Cases will be provided and  Small group
unethical. responses daughter to school every day be shared also to the class discussion will be
– and are asked to present a via zoom and GC). made to create
 The ethical short video clip or story venue of
requirement of narrative illustrating their interactions where
reason and response on the given students can
impartiality. situations. communicate
 Webinar: Lecture on Reason online and share
 What is reason? their understanding
 Webinar: The Role  What is impartiality? and concrete
of Reason in  Webinar: Lecture on Feelings experiences to
Ethical Discourses  Feelings – importance, other group
origin, and disadvantages. members.
 Feelings and impartiality.  One representative
 Student Activity: Small Group of the group will
discussion: Stories from news present the
clips highlighting emotional summary of their
and rational responses. interactions.

WEEK  The 7-step moral  Check real-life cases  Online Lecture:  Cases be shared to the  Group Case Analysis. Online Class Discussion
10 reasoning model. against the 7-step  The 7-step model. class via zoom and GC). Using the 7-step and Activities (3 HRS)
model, a model that  Reason and will  Rae, Scott B., and Kenman model on the
 The difference uses reason and  Moral theories as frames L. Wong. “A Model for business ethics case  The faculty should
between reason impartiality. of moral experiences. Moral Decision Making.” called the Star upload the reading
and will.  Differentiate knowing  Student Activity: Class Chapter 6 in Beyond Employee. materials on this
and actually executing a discussion highlighting that a Integrity: A Judeo-Christian  Small group online topic via Zoom or
 Moral theories good moral decision. good rational moral decision is Approach to Business sharing on one’s GC.
and mental  Judge their own moral not always executed, and then Ethics. Grand Rapids, MI: most recent personal  The facilitator will
frames and why behavior in terms of analyze why. Zondervan, 1996. dilemma: How did I have 60-minute
they are planning and execution (Readings will be shared decide and what I discussion online
important. in important moral to the class via zoom or actually did during base on the reading
 experiences. GC). my most important materials he or she
 Explain the role of  Que, Nemesio S., S.J. moral experience in shared to the class
mental frames in moral “Notes on Moral the past years? via online
experience. Deliberation.” Introduction  Reflection paper: communication.
 Classify the dominant to course notes for PH104: What is the bigger
mental frames. Foundations of Moral context in which I
Value. Ateneo de Manila make my individual
University. (Readings will decisions?
be shared to the class via
zoom or GC).
 Werhane, Patricia H. Moral
Imagination and
Management Decision
Making. New York: Oxford
University Press, 1999.

WEEK  Virtue Ethics  Articulate the nature
11 (Aristotle) and identify the
strengths and
weaknesses of Virtue
Ethics.
 Critique Virtue Ethics.
 Make use of Virtue
Ethics or apply this
ethical theory to some
moral problems.
 Reporting (assigned the topic
to 3-5 students presenters) or
Small group presentation on
Aristotle’s Virtue Ethics.
 Lecture or Online Class
discussion on Aristotle’s
Virtue Ethics
 Viewing of crash course video
clip on Virtue ethics
 Cases relating to Virtue
ethics will be provided and
shared to the class via
zoom and GC).
 Aristotle. Books I-II in the
Nicomachean Ethics.
Translated by Martin
Oswald. Indianapolis:
Bobbs-Merrill Educational
Publishing, 1993.
 Small Group Case Online Class Discussion
Analysis. and Activities (3 HRS)
 Reaction paper
 The facilitator
should assign this
topic to 3-5
students during the
first two weeks of
the semester or
meetings.
 The assigned group
will have 60-minute
to present the topic
or the ethical
theory via Zoom or
GC. All 40 students
of the class are
required to log in
or to be online.
  Reactions,
interactions and
questions will be
accommodated by
the assigned group
after the
presentation.
 The faculty will
summarize the
discussion in 15-20
minutes.
 The remaining time
shall be used for
small group
discussion.

WEEK  Natural Law Ethics  Articulate the essence  Reporting or creative  Cases relating to Natural  Small Group Case Online Class Discussion
12 (Saint Thomas of Natural Law Ethics presentation (assigned the Law Ethics will be provided Analysis where and Activities (3 HRS)
Aquinas) and identify the its topic to 3-5 students and be shared also to the students can interact
strengths and presenters) on Aquinas’ class via zoom and GC). through text  The assigned group
weaknesses. Natural Law Ethics.  Aquinas, Thomas. On law, messaging, chat or of students will
 Critique and evaluate  Online Lecture or Class eternal law, and natural email. have 60-minute
Natural Law Ethics. discussion on Natural Law law. Summa Theologiae.  Reaction paper video or online
 Make use of Natural Ethics. vol. 28, edited by Thomas presentation via
Law Ethics.  Viewing of crash course and Gilby, 5-97. Cambridge: Zoom or GC. All 40
other substantive video clips Blackfriars, in conjunction students of the
on Natural Law Ethics. with McGraw-Hill Book class are required
Company, New York, 1996. to log in or to be
online.
 Questions and
interactions are
encouraged and
will be
accommodated by
the group members
after the
presentation.
  The faculty will
summarize the
discussion in 15-20
minutes.
 The remaining time
shall be used for
small group
discussion.
 Assignment and
submission of it will
be posted online
via Zoom or GC.

WEEK  Utilitarianism  Articulate what  Reporting or creative  Cases relating to Utilitarian  Individual Case Online Class Discussion
13 (Jeremy Bentham Utilitarianism is. presentation (assigned the Ethics will be provided and Analysis. The and Activities (3 HRS)
and John Stuart  Critique and evaluate topic to 3-5 students shared to the class via Marcopper and the
Mill) Utilitarianism. presenters) on Utilitarian zoom and GC). Boac river case.  The assigned group
 Make use of Ethics.  Groundwork of the  Reaction paper on of students will
Utilitarianism.  Online Lecture or Class Metaphysics of Morals, the film. have 60-minute
discussion on Utilitarianism. translated by H. J. Paton, video or online
 Viewing of crash course and 162-76. New York: Harper presentation via
other substantive video clips and Row Publishers Inc., Zoom or GC. All 40
on Utilitarian Ethics. 1964. students of the
 Film viewing  The Kite Runner. Directed class are required
by Marc Forster. to log in or to be on
DreamWorks lined.
Pictures/Paramount  Questions and
Classics, 2007. (The film interactions are
will be uploaded and encouraged and
shared to the class via will be
zoom or GC). accommodated
after the
presentation or in
the next 30
minutes.
 The faculty will
summarize the

WEEK  Deontological  Understand and
14 Ethics (Immanuel articulate the
Kant) deontological or rights
theory.
 Differentiate a legal
from a moral right.
 Critique and evaluate
the Kantian Ethics
 Make use of the
deontological theory.
 Reporting or creative
presentation (assigned the
topic to 3-5 students
presenters) on Kantian Ethics.
 Online Lecture:
 Kant and rights theorists
 What is Legal is not always
Moral
 Small group sharing: Analysis
of a case using rights theory
(students can communicate
their group members via text
messaging, chat or email).
 Viewing of crash course and
other substantive video clips
on Utilitarian Ethics.
 Film viewing
 Cases on rights: Informed
consent: Right of the Dying
and rights of the Family will
be provided and be shared
also to the class via zoom
and GC).
 Kant, Immanuel.
“Categorical Imperative.”
In Groundwork of the
Metaphysics of Morals,
translated by H. J. Paton,
162-76. New York: Harper
and Row Publishers Inc.,
1964.
 Hacksaw Ridge. Directed by
Mel Gibson. Summit
Entertainment et al, 2016.
(The film will be uploaded
and shared to the class via
zoom or GC).
discussion in 15-20
minutes.
 The remaining time
shall be used for
small group
discussion.
 Reflection paper: An Online Class Discussion
analysis highlighting and Activities (3 HRS)
why the option taken  The assigned group
by the agent may be will have 60-minute
legal but not moral. online presentation
 Reaction paper on the via Zoom or GC. All
film 40 students of the
class are required
to log in or to be on
line.
 Questions and
interactions are
encouraged and
will be
accommodated
after the
presentation or in
the next 30
minutes.
 The faculty may ask
question to every
member of the
group to determine
the students’
understanding,
depth and
preparation.
 The faculty will
summarize the
discussion in 15-20

WEEK  Justice as Fairness  Articulate what justice
15 (John Rawls and fairness are.
Ethics)  Critique and evaluate
the strengths and
weaknesses of justice
and fairness theory.
 Make use of justice and
fairness principle in real
life situation.
WEEK  Confucian Ethics  Articulate what
 Reporting or creative
presentation (assigned the
topic to 3-5 students
presenters) on Rawls’ Ethics.
 Online Lecture: Justice and
Fairness
 Student Activity: Small group
discussion
 Social housing – Who
should pay for the cost?
 Who should carry the
burden of taxation?
 Who should benefit from
taxes?
 Viewing of crash course and
other substantive video clips
on Rawls Ethics.
 Reporting or creative
 Cases on justice and  Group Case Analysis
fairness issue will be
provided and be shared
also to the class via zoom
and GC).
 Rawls, John. “A Theory of
Justice.” In Reason at
Work: Introductory
Readings in Philosophy,
edited by Steven M. Cahn
and George Sher, 262-76.
Fort Worth, TX: Harcourt
Brace College Publishers,
1996.
Confucius. The Ethics of  Small Group Online
minutes.
 The faculty may
also share his or
her insights on the
topic and give his
or her feedback to
the group’s
presentation.
 The remaining time
shall be used for
small group
discussion.
Online Class Discussion
using the President and Activities (3 HRS)
Duterte case: Whose  The assigned group
interests? One will have 60-minute
representative of the video or online
group is tasked to presentation via
present the summary Zoom or GC.
of their  Questions and
discussion/sharing. interactions are
encouraged and
will be
accommodated
after the
presentation.
 The faculty will
summarize the
discussion in 15-20
minutes.
 The remaining time
shall be used for
small group
discussion.
Online Class Discussion
 16 (Kung Fu Tzu) Confucian and Taoist presentation (assigned the Confucius edited by Miles Case Analysis. and Activities (3 HRS)
Ethics are. topic to 3-5 students Menander Dawson with  Reaction paper  The assigned group
 Taoist Ethics  Critique and evaluate presenters) on Confucianism foreword by Wu Ting Fang. of students will
(Lao Tzu) the strengths and and 3-5 students also for Online Library of Liberty, 1915. have 60-minute
weaknesses of Taoist Ethics. video or online
Confucianism and  Lecture: Hansen, Chad. Daoism. Stanford presentation via
Taoism.  Confucianism encyclopedia of Philosophy, Zoom or GC. All 40
 Make use of the  Taoism 2003. students of the
principle of  Viewing of crash course and https://plato.stanford.edu/entri class are required
Confucianism and other substantive video clips es/daoism/ to log in or to be on
Taoism in real life on Confucian Ethics and lined.
situations. Taoism.  Questions and
interactions are
encouraged and
will be
accommodated
after the
presentation or in
the next 30
minutes.
 The faculty may
also share his or
her insights on the
topic and give his
or her feedback to
the group’s
presentation.
 The remaining time
shall be used for
small group
discussion.

WEEK  Globalization and  Identify the important  Viewing of video clip on facets  Knicker, Nicole.  Reflection paper Online Class Discussion
17 its ethical moral challenges of of globalization: Ethical “McDonlads: Winning at identifying the and Activities (3 HRS)
challenges globalization challenges for business that Global Marketing important moral  The facilitator or
 Identify important works in a globalized world; Strategies.” Global E challenges of faculty will have
 Contemporary contemporary moral and what standards do Brands, September 15, globalization. 60-minute online
 Issues on Applied issues and to provide a
Ethics personal/societal
response.
 Compare responses to
(Ethics of Law shared moral dilemmas
Enforcement among millennials
during Pandemic) (GenZ) in general and
Filinnials.
 State qualities of the
 Millennials and Filipino Generation Z’s.
Filinnials: Ethical
challenges and
responses.
workers follow?
 Viewing of video clip on
Filinnials.
 Online Class Discussion:
 The Moral Challenges of
Globalization
 What are issues that cause
moral friction between
Millennials and Filinnials
and their parents?
 How should we resolve
the friction? Who is right?
2013.
http://globalebrands.com/
mcdonalds-winning-at-
global-marketing-
strategies.
 Friedman, Thomas. The
Lexus and the Olive Tree.
Understanding
Globalization. 1st ed. New
York: Anchor Books, 2000.
 Reyes, Ramon Castillo.
“Relation between Ethics
and Religious Belief.” In
The Moral Dimension:
Essays in Honor of Ramon
Castillo Reyes, edited by
Nemesio S. Que, S.J., Oscar
G. Bulaong Jr., and Michael
Ner E. Mariano, 107-12.
Quezon City, PH: Office of
Research and Publications,
Ateneo de Manila
University, 2003.
 Campbell, W. Keith. “The
Narcissism Epidemic.”
Interview by Steve Paikin.
The Agenda with Steve
Paikin, July 31, 2013.
 Individual Case discussion
Analysis. How do I concerning this
respond to the topic.
challenges of  Small group
globalization and the discussion will be
differences of made to create
mindsets caused by venue of
differing generational interactions where
relations to students can share
technology and social their understanding
media? and concrete
 Submission: Small experiences among
group project. 3- each group
5minute video clip member via text
highlighting moral messaging, chat or
responses on a email.
particular moral  Individual Online
problem. Oral Exam
 Final Online Oral  Submission: Small
Exam group project.
Three to five (3-5)
minute video clip
highlighting moral
responses on a
particular moral
problem.
 1 hour Integration

Week  Webinar: Peace  Identify the importance  Lecture thru Webinar  Invited Speakers  Reaction paper 3 Hours Webinar
18 Education and of Ethics in Peace
Ethics Education.

References:
Angeles, Antonette and Azada, Rowena. “Medicine Prices, Price Controls, and the Philippine Pharmaceutical Industry.
Monograph produced by the Jose B. Fernandez Jr. Ethics Center and Ateneo Graduate School of Business, 2011.

Aquinas, Thomas. On Law, Eternal Law, and Natural Law, Summa Theologiae, vol. 28, Blackfriars in conjunction with McGraw-Hill Book Company, New York, 1996, pp. 5-97.

Aristotle, Books I-II, Nicomachean Ethics trans. by Martin Oswald, Indianapolis: Bobbs-Merrill Educational Publishing, 1993.

Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization. 1st ed. New York: Anchor Books, 2000.

Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.

Jacobsen, David Andrew. Philosophers and Classroom Application. Singapore: Prentice Hall, 2002.

Kant, Immanuel. “Categorical Imperative,” in Groundwork of the Metaphysics of Morals, trans. by H. J. Paton, New York: Harper and Row Publishers Inc., 1964.

Kohlberg, Lawrence. Essays on Moral Development, vol. 1, The Philosophy of Moral Development. San Francisco, CA: Harper and Row, 1981.
Kubrick, Stanley. Clockwork Orange. (video clip). Burbank, CA: Warner Bros., 1971.

Licuanan, Patricia et al. “A Moral Recovery Program: Building a People – Building Nation.” In Values in Philippine Culture and Education: Philippine Philosophical Studies I, edited by Manuel B. Dy
Jr., 31-48. Washington DC: The Council for Research in Values and Philosophy, 1994.

Moore, Brooke Noel and Kenneth Bruder. Philosophy: The Power of Ideas. California: Mayfield Publishing Company. Mountain View, 1990.

Padilla, Reynaldo. Philosophy Made Simple. A Textbook on Introduction to Philosophy. Manila: Books Atbp. Publishing Corporation, 2013.

Palma-Angeles, Antonette. “Cultural Drivers of Corruption in Business and Governance.” In Business Ethics in Asia: Issues and Cases, edited by Oscar G. Bulaong Jr., Ike Janita Dewi, and J. Sedfrey
Santiago, 20-36. Quezon City: Ateneo de Manila University Press, 2014. Makati: Ateneo Graduate School of Business, 2011.

Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundations of Moral Value. Ateneo de Manila University Press, 2014.

Rachels, James. The Elements of Moral Philosophy, 4th ed. New York: McGraw-Hill College, 2004, pp 1-31.

Rae, Scott B., and Kenman L. Wong. “A Model for Moral Decision Making.” Chapter 6 in Beyond Integrity: A Judeo-Christian Approach to Business Ethics. Grand Rapids, MI:
Zondervan, 1996.

Werhane, Patricia H. Moral Imagination and Management Decision Making. New York: Oxford University Press, 1999.
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