Weeks 2-4: Cases and Stages – ARG

Present three (3) cases/stories featuring moral agents at different stages. Identify the stages of the
agents in each of the three (3) cases and justify your answer. Upload your work here in the
Dropbox.

1. In a classroom setup, a student named Leonell Mark behaves well and participates in class activities.
Because he knows that if he continues to behave, he will get a reward. But if he did not behave well and
participate in class, it is considered a bad action and he will get nothing in exchange.
– This example is in Pre-conventional morality particularly on Stage 2. Because at this stage,
individualism and exchange of favors are the basis of right or wrong. A person understands his needs as
well as others’ needs. In order to meet the needs of others, his needs shall also be met. The line “you
scratch my back, I’ll scratch yours” also apply in this example.

2. Marlyn Joy, a teen-age girl, is a very friendly and funny person. She often jokes and considered to be
the mood lifter of her group of friends. She makes herself like a clown in order to make her friends happy
and so they would accept her as a good friend. One time, she and her friends are strolling in the park
when one of her friends suddenly collapsed because she has asthma. She immediately run to the
pharmacy to buy a medicine. However, the medicine is very pricey and unaffordable. Instead of putting it
back in the medicine shelf, she run and stole the medicine for her friend.
– This example is in Conventional morality under Stage 3. At this stage, a person’s reference is mostly
his/her peers. Good interpersonal relationship or the desire to be accepted in a societal group is very
important in this stage. That is why a person make decisions or actions based from the opinion of peers
and how it will please others. They consider the perspective of others when they are making decisions. So
in the example, we can say that stealing the medicine is bad. But because it will help her friend and her
other friends will be pleased for what she’s done, then she will think that her intention is good and her
moral is clean.

3. Sofia Rose is a senior high school student, a volunteer to a non-government organization which
advocates for environment protection and animal safety, and an active officer for a youth council that help
young people. She is an example of a person who is a good follower of the law. She is compliant and
conforms to the law. Sofia Rose firmly believes that rules and regulations, law, and other ordinance must
be strictly followed for the organization and maintaining order in the society.
- In this case, Sofia Rose is in the level of Conventional morality specifically on Stage 4. Wherein, Law
and Order serves as a determining factor on how good and bad a person behaves. A person look to the
society as basis for knowing what is right and what is wrong. The decision and judgments of an individual
relies on the compliance in the law as an obligation and duty and to avoid guilt. An individual also care
about the effect of his action to others that’s why he/she acknowledge the importance of social norms and
aims to be a good member of the society.
 02 Task Performance 1

1. Using a PowerPoint presentation, show the incipient moment of your life.

2. At the end of your presentation, discuss where you are now in the moral development.
3. You will be graded based on the given rubric.
4. Upload your file here.

Slide 1: Title:
02 Task Performance 1
The Incipient Moment of my Life
Rizzi, Clifford Chazz L.
BSIT 611

Slide 2: Picture with parents

Caption: As a kid, I learned that obeying my parents makes me a good boy. And disobeying them makes
me a bad boy. At this time of my life, I am on Pre-conventional morality particularly on Stage 1.
Wherein, I behave based from the rules of my parents. I obey them so I can avoid being punished.
Slide 3: Picture with Teachers (pre-school or elementary)
Caption: I was with my teachers in the given pictures. During this time, I am on Pre-conventional
morality under Stage 2. I learned this time that others have needs as well as I. So I do what others need
me to do if they give something to me in return. Like when my teachers ask me to behave well in class so
I can have a reward.
Slide 4: Picture with peers (elem or highschool)
Caption: I remember when I was in Conventional Morality level specifically on Stage 3, I took high
values of my peers opinion and approval of me. I do the things that are pleasurable for them, I go along
with their trips in life just so I could be accepted. At this moment of my life, I believe that I am doing the
right things because my peers accept and approve me.
Slide 5: Picture as part of the society (SHS – college)
Caption: This is the time when I understand the importance of law and order. I learned that in order to
have an organized life, I should conform to the laws. I look at the society that I belong to and I look for
guidelines to what is right and what is wrong. This is the stage 4 of conventional morality.
Slide 6: Present picture
 Caption: This is me at the present. I believe that I am now at Post-conventional level of Kohlberg’s moral
development under stage 5. Because now, I know that laws, rules and regulations are important for
maintaining order and organization in the society. But I also know now that these matters are flexible.
They could be applicable at some point, and they could be eliminated at some situations.

02 Seatwork 2

1. Recall some of your defining moments in the formation of your moral character. Did it
change your personality as well as your outlook on life? How?

 When I was a kid, I was kind of neglected by my parents. I learned to fend for my own.
The dysfunctionality in my family drives me to be independent and self-sufficient. As an
elementary boy, I experienced to be bullied for not fluently speaking the English
language in a private school because I came from a public school. When I was in high
school or in my teenage years, I was exposed to the ‘rebel’ part of life. I got angst and I
have vices. But in time, I understand that there is law and order that I have to be
compliant to. So when I was in SHS, I chose to do part-time jobs and “raket” while I’m
still studying to reduce the financial loads for my father and so I have my own savings. I
also studied well to get a scholarship in my school. It helps in the formation of my moral
character in a way that I had to set rules for myself and to know what I should prioritize
in my life. A lot of my experiences changed my personality and my outlook in life.
Because of these experiences, my perspective in life widened, I understand that there are
differences in every individual, and the experiences that I had and will be having,
whether it is positive or negative, molds me to be a morally mature person.

2. What do you think will happen to our country if our youth will be lacking the necessary
moral ascendancy? Can we still rely on them as the hope of our motherland? Explain your
answer.

 If our youth which is the hope of our future, lacks moral ascendency, I don’t think that
we can still rely to them. This is because the moral character is an essential determining
factor for a person to do good or to do bad in life. It also what drives an individual to
know and to show behavior that is acceptable. Our youth are the future leaders and
followers, that is why they are expected to know what is morally right. If they have vices
and lacks moral character, they might not be able to produce positive outcomes. Our
country might be in chaos and in disorganized state. Crime rates may escalate, corruption
might be intensified, rules and regulations might be discarded and ignored, and a lot more
worst situation might happen. Establishing the moral ascendancy in our youth is
significant, for it will be associated to the hope and betterment of our nation.
3. Explain the relationship between individual acts and character.

 There is a circular relationship between individual acts and moral character. An

individual acts determine moral character, and moral character develops acts that helps in
achieving either virtue or vices.
 Show circular relationship diagram.