LEARNING-MODULE (Ethics-GEC 08, AY 2020-2021)

Republic of the Philippines
City of Olongapo
GORDON COLLEGE
Olongapo City Sports Complex, East Tapinac, Olongapo City
Tel. No. (047) 224-2089 loc. 314
College of Education Arts and Sciences
Program: BSCA 2E
Course Code: GEC 08
Course Title: ETHICS
Course Description:
Ethics deals with principles of ethical behavior in modern society at the level of the person,
society, and in interaction with the environment and other shared resources (CMO 20 s 2013).
Morality pertains to the standards of right and wrong that an individual originally picks up from
the community. The course discusses the context and principles of ethical behavior in modern
society at the level of the person, society, and in interaction with the environment and other shared
resources. The course also teaches students to make moral decisions by using dominant moral
frameworks and by applying a seven-step moral reasoning model to analyze and solve moral
dilemmas
The course is organized according to the three (3) main elements of the moral experience: (a)
agent, including context – cultural, communal, and environmental; (b) the act; and (c) reason or
framework (for the act).
Course Learning Outcomes:

At the end of the course, the students must be able to:
1. Differentiate between moral and non-moral problems.
2. Describe what a moral experience is as it happens in different levels of human existence.
3. Explain the influence of Filipino culture on the way students look at moral experiences and
solve moral dilemmas.
4. Describe the elements of moral development and moral experiences.
5. Use ethical frameworks or principles to analyze and solve moral experiences.
6. Make sound ethical judgments based on principles, facts, and the stakeholders affected
7. Develop sensitivity to the common good. 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.
Grading Rubric:
b. FINALS
a. MIDTERM Final Exam 30%
Midterm Exam 30% Performance Output 40%
Learning Module (Midterm)
Performance Output 40% Portfolio (Compilation of Activities)
Portfolio (Compilation
Module Number Learning Objectives of Activities) Topics and Key Teaching and 30%
Class Standing Learning
Class Standing 30% Accomplished Learning Task
and Title (most essential learning Concepts Learning Tasks
Accomplished Learning Task
competencies) Materials and
Tentative Total
Resources 100%
Tentative Total 100%
T h i s L e a r n i n g M o d u l e i s E x c l u s i v e l y f o r G o r d o n C o l l e g e
I t i s n o t f o r s a l e .
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Tel. No. (047) 224-2089 loc. 314
Module 1: Key 1. Identify what makes a  Morality- it is a  Laptop,

concepts in Ethics human a human standard of android
himself. doing what is phone,
2. Maintaining the virtue. right and tablet
3. Enabling the ability to wrong. and
have a good decision  The importance desktop
to avoid what is not of rules is: it .
right thing to do. regulates our  Google
behaviour, Classro
guarantee our om.
rights and  Google
freedom, Forms.
produce sense  Google
of justice, meet.
essential for the  Kahoot.
economy.
 Moral
standards- the
norms we
believe to be
morally
acceptable and
unacceptable.
 Non-moral
standards- It
refers to rules
that are
unrelated to
moral or ethical
considerations.
 Dilemma-
choosing
between two
negative
results.
 3 levels of
moral
dilemma-
personal,
organizational,
and structural.
 Freedom- the
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foundation of
morality.
Module 2: Culture 1. Explain the  Culture- the 

in Moral Behaviour meaning of culture. characteristic
2. Giving importance features of
to Filipino culture. everyday
3. Construct a existence (such
concrete sense of as diversion or
respect towards a way of life)
other culture. shared by
people in a
place or time.
 Transmitter of
Culture:
parents,
teacher, novels,
films,
television.
 Social
conditioning
Theory- the
influence of
society on our
thoughts words
and actions.
 Cultural
Relativism- the
ability to
understand
culture on its
own term and
not to make
judgment.
 Moral
Relativism- is
the view that
moral
judgments are
true or false
only relative to
some particular
standpoint.
 Western Ethics
is more on
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logical and
rational and the
Eastern Ethics
is more on
religion.
 Filipino values-
pakikisama,
hiya, amor
propio, utang
na loob,
hospitable and
respect for the
elders.
Module 3: Moral 1. Identifying  Character-
Agent character as a means distinct
moral agent. mark of a
2. Evaluate their own person.
excellences to  Virtue as
come up with a disposition.
good decision  2 distinct
making. human
3. Make a story board excellences:
on how a child excellence of
develops their thought and
morality. excellence of
character.
 Stages of
development
discusses on
how individual
improve their
morality.
Module 4: Feelings 1. Classify the role of  Feelings as
and Moral Decision feelings in decision instinctive
Making. making. response to
2. Weighing out moral
between feelings dilemmas.
and logic in doing  Feelings as
the right decision. Obstacles to
3. Distinguish Making the
feelings in moral Right Decisions
decision making.  Feelings Can
Help in Making
Right Decisions
Module 5: Reason 1. Define the reason  Reason- Is
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and Impartiality as a and impartiality the basis or

Minimum and reflect it on motive for an
Requirement for choosing between action,
Morality. right and wrong. decision, or
2. Create a strong conviction.
mind setting and  Impartiality-
stabilize the Involves the
morality based on idea that each
what is truly right. individual’s
3. Apply 7-steps interests and
Model for Making point of view
Moral Decisions in are equally
various settings. important.
 7 steps Model
for Making
Moral
Decisions
states that a
person have
their own
process on
making
decisions.
 Will- Doesn’t
refers to any
particular
desire, but
rather the
capacity to act
decisively on
one’s desire.
 Moral
Courage- doing
the right thing
even at the risk
of
inconvenience,
ridicule,
punishment,
loss of job or
security or
social status.
DETAILED LEARNING MODULE
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Tel. No. (047) 224-2089 loc. 314
Title: Key Concept in Ethics

Module No. 1
The Introduction
I. Introduction
In our daily life, we understand the concept of “good” and “evil”, “right” and “wrong”.
Since our childhood, we are trained by our parents on how to act according to what is
right though sometimes we did something wrong. Choosing what is right or wrong is
what we call “Ethics”.
In this module, you will deeply grasp the essential nature of Ethics, not just defining it
but integrating it on your daily life. By fully understand of those nature, you will be able
to analyze what are you going to choose when it comes to decision making and made easy
for you to pick the ‘good’ one.
II. Learning Objectives

After studying this module, you should be able to:
1. Enabling the ability to have a good decision to avoid what is not right thing to do.
1. Understanding the duty of a person in a society.
2. Maintaining the virtue inside.
III. Topics and Key Concepts
MORALITY
When we decide on what you are going to do, there are certain choices that we prefer
to and in those choices, it may be bad or good result. In weighing things when it comes to
decision, you consider good result rather than bad result. It defines your Morality. It is easy
for you to understand morality because it is already inside you.
It is hard for a person to choose between what is right or wrong because sometimes
bad things are comfortable to do. Knowing what is right and wrong, good and bad is the key
ingredients to Morality.
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Here in our country, there are many rules and laws that we need to submit to because
one of our soul duty is to obey what rules are there to control our behaviour on doing what is
against others. Rules direct us on the right path of righteousness and give us the wisdom that
we need to care for others.
These are the importance of rules:
1. It regulates behaviour
2. Guarantee our rights and freedom
3. Produce sense of justice
4. Essential for the economy.
MORAL STANDARDS
We all have our own standard of what is right and wrong. What is right for you
perhaps an insult to a certain person, culture, and society. We have differences in many ways
specifically on principles, attitude and perspective.
Moral standards involve serious wrongs or significant benefits. It may cause harm to
others or may be beneficial. Values are necessary to moral standards. Though you have a
choice to do what is wrong, values are the main component of moral standards.
DILEMMA
Imagine you are in the middle of the ocean and there is a sudden storm ravaging your
boat and both your mother and fiancé fell in to the ocean and you have only one life saver
float. Whom you choose to save? Your mother who takes care of you since birth or your
bride-to-be whom you dearly love? If you are in this kind of scenario or the like, you are
experiencing dilemma. Wherein you have to choose between two negatives and you need to
choose lesser evil. The rule of dilemma is you need to choose even if it will cause you harm.
3 levels of Dilemma
1. Personal Dilemma- Are those experienced and resolved on the personal level.
2. Organizational Dilemma- Refer to ethical cases encountered and resolved by social
organizations.
3. Structural Dilemma- Refer to cases involving network of institutions and operative
theoretical paradigms
FREEDOM
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The foundation of morality is freedom. We have our own standard of what is right or
what is wrong. We freely choose what we think can help us. The consequences of our action
are visible but we are blinded by our own principle and we are blinded by our own pride
because we knew to ourselves that we think well than the others but we should be careful of
our freedom. Let us use our freedom in a best way possible.
IV. Teaching and Learning Materials and Resources

 Google Classroom
 Zoom
 Messenger
V. Learning Task
Answer the following questions. 5 points each.

1. There are only 10 spaces in the lifeboat, but there are 11 passengers on the sinking
ship. A decision must be made. Who will stay behind?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. A train with broken brakes is speeding towards a fork in the tracks. On the left, there
is a woman crossing with her two children; on the right, there is a man doing routine
maintenance on the tracks. If you are an engineer, which side will you choose?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
3. Is Death Penalty ethical or unethical? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
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4. What do you choose: Stay living unhappily or Commit suicide and await uncertainty
after life? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 1
Fill in the table below. Minimum of 5 sentences, maximum of 7 sentences.
Rules How it regulates How it guarantee How it produce How essential it

our behaviour? our rights and sense of justice? is on the
freedom? economy?
Human Rights
Law under the
1987 Philippine
Constitution
TRAIN Law
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TERROR Law
VI. Reference
De Guzman, Jens Micah et. al (2017) Ethics: Principles of Ethical Behavior in Modern Society,
Mutya Publishing House, Malabon City
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Title: Culture in Moral Behaviour
Module No. 2
Part I
Lesson 1: Culture in Moral Behaviour
I. Introduction
Culture means cumulative deposit of experience, beliefs, values, attitudes, religion
and roles. That is the totality of a person's learned accumulated experience which is
socially transmitted, or more briefly, behavior through social learning. At one point,
“culture” was used to differentiate between the “good” and the “bad,” or the “cultivated”
and the “primitive.” To be “cultured” was to be “civilized” or “refined,” whereas, to be
“uncultured” was to be “unruly” or “uncivilized.” By the end of the nineteenth century,
Europeans, Americans, and others, generally used the term “culture” to distinguish
between “refined people” and “savages.” In fact, European culture was held up by many
(at least in the Western World) as the epitome of all that is good and refined in the world.
Our parents, teachers, some novels, films and television are some of the
transmitters of culture. Some of them are indirectly affects our lives. They serve as
somehow what we are now. What we act, believe and our attitude affects by our culture
and even our knowledge and even on how we speak.
II. Learning Objectives
1. Construct a concrete sense of respect towards other culture.
3. Explain the meaning of culture.
4. Giving importance to Filipino culture.
III. Topics and Key Concepts
Social Conditioning Theory
What is the most common trap that almost all of us have fallen into? It is conforming to
the ‘norms’ that have been created by the society around us. This is known as social
conditioning. Even if these norms are outdated, false, misleading, or do not align with the
present world – we conform to them nevertheless. This is because we grew up believing in
them and seeing them adapted by everyone around us.
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Social conditioning is the process by which people of a certain society are trained to
think, believe, feels, want, and react in a way that is approved by the society or the groups
within it.
Social conditioning begins when we are just babies, and it becomes more apparent in
childhood and adolescence. However, it goes on our entire lives. The agents of social
conditioning can be parents, teachers, our peers, teachers, popular culture, mainstream media,
novels and movies, the church, etc.
Cultural Relativism
Have you ever seen these or eaten food from another country and think of it as weird
and gross? This is an example of ethnocentrism! That means you use your own culture as the
center and evaluate other cultures based on it. You are judging, or making assumptions about
the food of other countries based on your own norms, values, or beliefs. Thinking “dried
squid is smelly” or “people shouldn’t eat insects” are examples of ethnocentrism in societies
where people may not eat dried squid or insects.
To avoid judging the cultural practices of groups that are different to yours, we can use
the cultural relativism approach. Cultural relativism refers to not judging a culture to our own
standards of what is right or wrong, strange or normal. Instead, we should try to understand
cultural practices of other groups in its own cultural context. For example, instead of
thinking, “Fried crickets are disgusting!” one should instead ask, “Why do some cultures eat
fried insects?” You may learn that fried crickets or grasshoppers are full of protein and in
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Mexico; it is famous Oaxaca regional cuisine and have been eaten for thousands of years as a
healthy food source!
Moral Relativism
Moral relativism is the idea that there is no universal or absolute set of moral principles.
It’s a version of morality that advocates “to each her own,” and those who follow it say,
“Who am I to judge?” Moral relativism can be understood in several ways.
Descriptive moral relativism, also known as cultural relativism, says that moral
standards are culturally defined, which is generally true. Indeed, there may be a few values
that seem nearly universal, such as honesty and respect, but many differences appear across
cultures when people evaluate moral standards around the world.
Meta-ethical moral relativism states that there are no objective grounds for preferring
the moral values of one culture over another. Societies make their moral choices based on
their unique beliefs, customs, and practices. And, in fact, people tend to believe that the
“right” moral values are the values that exist in their own culture.
Normative moral relativism is the idea that all societies should accept each other’s
differing moral values, given that there are no universal moral principles. Most philosophers
disagree however. For example, just because bribery is okay in some cultures doesn’t mean
that other cultures cannot rightfully condemn it.
Moral relativism is on the opposite end of the continuum from moral absolutism, which
says that there is always one right answer to any ethical question. Indeed, those who adhere to
moral relativism would say, “When in Rome, do as the Romans do.”
Activity 1.2
Talk to your family and friends and discuss the following questions:
1. The gender inequalities of China were men do not consider as their
intellectual equals. (https://journals.openedition.org/chinaperspectives/6013?
&id=6013&file=1)
Name:_________________________________________________________
Their opinion:
________________________________________________________________
________________________________________________________________
_______________________________________________________________
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Cultural Relativist point of

view:___________________________________________________________
________________________________________________________________
_____________________________________________________________
2. One of the most polluted rivers in the world is Ganges River. In India,
they worship this river and even take a bath and drink water from it.
(https://www.youtube.com/watch?v=mkPwEuflhKo)
Name:__________________________________________________________
Their
opinion:_________________________________________________________
________________________________________________________________
________________________________________________________________
view:___________________________________________________________
________________________________________________________________
______________________________________________________________
3. The legalization of same sex marriage in Canada.
(https://thecanadianencyclopedia.ca/en/article/same-sex-marriage-in-canada)
Name:__________________________________________________________
Their
opinion:_________________________________________________________
________________________________________________________________
________________________________________________________________
view:___________________________________________________________
________________________________________________________________
________________________________________________________________
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6 Basic Filipino Values

1. Pakikisama - is having and maintaining ‘good public relations.’ It characterizes both
a value and a goal that involves keeping good feelings in all personal interactions and
getting along with others, oftentimes, at all costs but sometimes ‘pakikisama,’ may
submit to, overgenerous praise on one another, smiling even when things go wrong
and avoiding to say ‘no’.
2. Hiya- is described as a feeling of lowliness, shame or embarrassment, and inhibition

or shyness which is experienced as somewhat distressing. Integrally, ‘hiya’ is related
to the concept of ‘face’ and a concern with how one appears in the eyes of others.
This unique Filipino concept ‘hiya’ or ‘fear of losing face’ encompasses being
afraid to do bad things as it may damage one’s reputation in the sight of
other people.
3. Amor Propio- like ‘hiya,’ the Filipino value of ‘amor propio’ is derived from the
concept of ‘face.’ Although commonly translated as ‘self-respect’ or ‘self-esteem,’
‘amor propio’ has been “characterized as the high degree of sensitivity that makes a
person intolerant to criticism and causes him to have an easily wounded pride”
(“Amor Propio,” n.d.). Concerning this Filipino value, some observe that “Filipinos
learn to withstand a ‘loss of face’ in some situations, particularly when they perceive
themselves to be at fault, but it is devastating to be publicly criticized, insulted,
belittled, or humiliated, or to lose one’s self-respect” .
4. Utang na loob- is likewise a fundamental aspect of upholding group harmony and

relationships that demand the balancing of obligations and debts. This involves the
concept ‘reciprocity’ or returning the received favor. The inability to repay the “utang
na loob” (debt of gratitude) usually makes a person “walang utang na loob” or
“walang-hiya.”
5. Filipino Hospitality- ‘Filipino hospitality’ refers to the innate ability and trait of
Filipinos to be courteous and entertaining to their guests. Indeed, generally speaking,
Filipinos are hospitable as they are internationally known to be warm, welcoming, and
accommodating.
6. Respect to elders- Concerning ‘respect to elders,’ we, Filipinos, are not only
respectful to elders, but also have unique ways of expressing this respect to elders.
These include the use of ‘po’ and ‘opo’ when talking to elders and ‘pagmamano’ or
the putting of the elder’s hand to one’s forehead. When excessive, nonetheless,
respect to elders makes one dependent or irrationally obedient to parents or elders.
This trait, however, makes Filipinos prone to being abused or maltreated.
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IV. Teaching and Learning Materials and Resources

 Zoom
 Messenger
V. Learning Task
What is Culture? 5 points each.
CULTURE
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VI. Reference
Hill, Mcgrew(1997)Cultures and Organizations: Software of the mind,

http://people.tamu.edu/~ichoudhury/culture.html#:~:text=Culture%20refers%20to%20the
%20cumulative,of%20generations%20through%20individual%20and
Otten, George Van et, al The Concept Of Culture,
https://www.e-education.psu.edu/geog571/node/149
Singh, Namrata 2019, https://themindfool.com/how-to-understand-social-conditioning/
https://myinfobasket.com/filipino-moral-character-pros-and-cons/
https://journals.openedition.org/chinaperspectives/6013?&id=6013&file=1
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Title: The Moral Agent
Module No. 3
Lesson 2: The Moral Agent
Introduction
Moral agents are those agents expected to meet the demands of morality. Not all
agents are moral agents. Young children and animals, being capable of performing actions,
may be agents in the way that stones, plants and cars are not. But though they are agents they
are not automatically considered moral agents. For a moral agent must also be capable of
conforming to at least some of the demands of morality. This requirement can be interpreted
in different ways. On the weakest interpretation it will suffice if the agent has the capacity to
conform to some of the external requirements of morality. So if certain agents can obey moral
laws such as ‘Murder is wrong’ or ‘Stealing is wrong’, then they are moral agents, even if
they respond only to prudential reasons such as fear of punishment and even if they are
incapable of acting for the sake of moral considerations.
According to the strong version, the Kantian version, it is also essential that the agents
should have the capacity to rise above their feelings and passions and act for the sake of the
moral law. There is also a position in between which claims that it will suffice if the agent
can perform the relevant act out of altruistic impulses. Other suggested conditions of moral
agency are that agents should have: an enduring self with free will and an inner life;
understanding of the relevant facts as well as moral understanding; and moral sentiments,
such as capacity for remorse and concern for others.
I. Learning Objectives
1. Make a story board on how a child develops their morality.
5. Identifying character as a moral agent.
6. Evaluate their own excellences to come up with a good decision making.
II. Topics and Key Concepts
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Moral Character and Virtue

The English word “character” is derived from the Greek charaktêr, which was
originally used of a mark impressed upon a coin. Later and more generally, “character” came
to mean a distinctive mark by which one thing was distinguished from others, and then
primarily to mean the assemblage of qualities that distinguish one individual from another. In
modern usage, this emphasis on distinctiveness or individuality tends to merge “character”
with “personality.” We might say, for example, when thinking of a person’s idiosyncratic
mannerisms, social gestures, or habits of dress, that “he has personality” or that “he’s quite a
character.”
Most of the Greek moralists think that, if we are rational, we aim at living well (eu
zên) or happiness (eudaimonia). Living well or happiness is our ultimate end in that a
conception of happiness serves to organize our various subordinate ends, by indicating the
relative importance of our ends and by indicating how they should fit together into some
rational overall scheme. So the Stoics identify happiness with “living coherently”
(homologoumenôs zên), and Aristotle says that happiness is “perfect” or “complete” (teleios)
and something distinctively human. When we are living well, our life is worthy of imitation
and praise.
Moral Character as Disposition

Moral character traits are those dispositions of character for which it is appropriate
to hold agents morally responsible. A trait for which the agent is deserving of a positive
reactive attitude, such as praise or gratitude, is a virtue, and a vice is a trait for which the
agent is deserving of a negative reactive attitude, such as resentment or blame. Moral
character traits are relatively stable, fixed and reliable dispositions of action and affect that
ought to be rationally informed. The subsequent sub-sections will further elucidate these
various aspects of moral character traits.
Activity 1.3
To-do list! Character building Activity

These are the list of to-do list that you need to be done. You need to put
some check (√) on each item but you need to attach a picture or evidence
each task to verify that you accomplished it. Do it in a separate work sheet.
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
1. ___Take a smile with you everywhere you go. Smiles are free, feel good, and can
lift your mood. Science has shown that your physiology and body can lead your
emotions. Smiling can enhance your mood and your outlook regarding the future.(jpg)
2. ___ Create a morning routine that focuses on happiness. You have a morning
routine to get yourself cleaned up and out the door on time. Build a routine that boosts
your attitude too. Consider the things that fill you with feeling of positivity.
 Read something inspiring(jpg)

 Eat a healthy breakfast(jpg)
 Listen to inspiring music(jpg)
3. __ Ask yourself optimistic questions. Questions change your focus. Ask positive

questions and you’ll receive positive answers.

 What’s great about this situation?________________

 How can I use this to my advantage?______________
 Whom do I love?__________________
4. ___Spend time with others that have a positive attitude. It’s challenging to

maintain a better attitude than the people you spend time with. Seek out others with a
positive attitude and spend as much time with them as you can.
5. ___Create a gratitude list. It’s easy to focus on what you don’t have in life. Change
your focus and remind yourself of all the great things you already have. Each morning
and evening, rattle off a list of the people, things, and experiences that make you feel
grateful.
6. ___Think happy thoughts. Left to its own devices, your mind will run wild. It’s so
random, that you’re bound to think negative thoughts some of the time. You can
control your thoughts. Keep them positive.
7. ___ Make exciting plans. It’s easier to be happy with a few exciting things planned
for the near future. Planning a trip to Paris would be nice, but simple things work
well, too. A planned trip to the movies with a friend or family can make the week
more enjoyable. Have something you can look forward to each week.
8. ___Remember happy memories. When you’re feeling down, remember some of the
good times you’ve had. Spend a few minutes remembering your senior prom or the
first time you bowled 300. Five minutes remembering positive experiences can get
your attitude back on track. What is your happiest memory from childhood? What
about the last five years?(jpg)
9. ___Enjoy the simple things. Many of the simple things are the most meaningful.
Playing with your child or enjoying an ice cream cone can be as enjoyable as making
a million dollars or scuba diving in Hawaii. Enjoy the simple things you do each day.
(jpg)
10. ___Change your expectations. Part of unhappiness comes from unreasonable
expectations. Life isn’t supposed to be easy. Sure, you’ll have many easy days. But
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
you can decide to find happiness in the challenging days, too. What you consider to
be a “good” day or a “bad” day is influenced by your expectations.
11. ___ Do something nice, anonymously. It’s thrilling to do something nice for
someone without their knowledge. You feel like a superhero. Mow your neighbour’s
grass or send someone flowers. Give a gift card to the elderly couple down the street.
Do something and keep your involvement a secret.
2 Distinct Human Excellences

Excellence of Thought and Excellence of Character
What the person of good character loves with right desire and thinks of as an end
with right reason must first be perceived as beautiful. Hence, the virtuous person sees truly
and judges rightly, since beautiful things appear as they truly are only to a person of good
character. It is only in the middle ground between habits of acting and principles of action
that the soul can allow right desire and right reason to make their appearance, as the direct
and natural response of a free human being to the sight of the beautiful.
Kholberg’s Stages of Moral Development
Level 1- Pre-conventional morality

- (Most nine-years-old and younger, some over nine), we don’t have a personal
code of morality. Instead, our moral code is shaped by the standards of adults
and the consequences of following or breaking their rules.
 Stage 1. Obedience and punishment orientation.
 Stage 2. Individualism and Exchange
Level 2- Conventional Morality
- At the conventional level (most adolescents and adults), we begin to
internalize the moral standards of valued adult role models. Authority is
internalized but not questioned, and reasoning is based on the norms of the
group to which the person belongs.
 Stage 3. Good Interpersonal relationships
 Stage 4. Maintaining the social order
Level 3- Post-Conventional Morality

- Individual judgment is based on self-chosen principles, and moral reasoning is
based on individual rights and justice. According to Kohlberg this level of
moral reasoning is as far as most people get.
 Stage 5. Social contract and Individual Rights
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
 Stage 6. Universal Principles
III. Teaching and Learning Materials and Resources

 Zoom
 Messenger
IV. Learning Task
Heinz Dilemma
A woman was on her deathbed. There was one drug that the doctors thought might
save her. It was a form of radium that a druggist in the same town had recently discovered.
The drug was expensive to make, but the druggist was charging ten times what the drug cost
him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he
could only get together about $1,000 which is half of what it cost. He told the druggist that
his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said:
“No, I discovered the drug and I'm going to make money from it.” So Heinz got desperate
and broke into the man's laboratory to steal the drug for his wife. What will be your decision?
Use Kohlberg’s Stages of Moral Development
Level 1.
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Level 2.
Level 3.
Activity 1.4
Make a story board on how child develop morality. 20 points
Sample:
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
V. Reference
Timpe, Kame, https://iep.utm.edu/moral-ch/#SH2b

Sach, Joe, https://iep.utm.edu/aris-eth/
McLeod, S. A. (2013, October 24). Kohlberg's stages of moral development. Simply
Psychology. https://www.simplypsychology.org/kohlberg.html
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Title: Feelings and Moral Decision Making

Module No. 4
Part II: The Act

Lesson 1: Feelings and Moral Decision Making
I. Introduction
Emotions – that is to say feelings and intuitions – play a major role in most of the ethical
decisions people make. Most people do not realize how much their emotions direct their
moral choices. But experts think it is impossible to make any important moral judgments
without emotions. Inner-directed negative emotions like guilt, embarrassment, and shame
often motivate people to act ethically.

1. Distinguish feelings in moral decision making.
7. Classify the role of feelings in decision making.
II.
8. Weighing out between feelings and logic in doing the right decision.
Topics and Key Concepts
Feelings as Obstacles to Making the Right Decisions

Feelings and emotions, however, can become obstacles or impediments to becoming
ethical. This is the case especially when feelings’ roles in ethics are misinterpreted or
exaggerated. So as a way of proving this, let us discuss two famous feeling-based theories in
Ethics.
 Ethical Subjectivism- Holds that the truth or falsity of ethical propositions is

dependent on the feelings, attitudes, or standards of a person or group of persons.
 Emotivism- is not statement of fact but is mere expressions of the emotion of the
speaker, especially since they are usually feelings-based.
Activity 2
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Fill in the slam book. It indicates how’s your day went well. Do not leave an unanswered
portion.
4. Teaching and Learning Materials and Resources

 Zoom
 Messenger
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
5. Learning Task
Talk to your family and friends and ask them how they saw you when you are in
your different emotions.
HOW PEOPLE SEE

ME WHEN I’M..
EXCITED ANGRY
HAPPY
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
SAD LOVED/INLOVE
FEAR
6. Reference
De Guzman, Jens Micah et. al (2017) Ethics: Principles of Ethical Behavior in Modern
Society, Mutya Publishing House, Malabon City
https://ethicsunwrapped.utexas.edu/glossary/moral-emotions#:~:text=Emotions
%20%E2%80%93%20that%20is%20to%20say,the%20ethical%20decisions%20people
%20make.&text=But%20experts%20think%20it%20is,motivate%20people%20to%20act
%20ethically.
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Title: Reason and Impartiality as a Minimum Requirement for Morality.

Module No.5
Lesson 2: Reason and Impartiality as a Minimum Requirement for Morality.
I. Introduction
Reason is the basis or motive for an action, decision, or conviction. As a quality,
it refers to the capacity for logical, rational, and analytic thought; for
consciously making sense of things, establishing and verifying facts, applying
common sense and logic, and justifying, and if necessary, changing practices,
institutions, and beliefs based on existing or new existing information. It also spells the
difference of moral judgments from mere expressions of personal preference. In the
case of moral judgments, they require backing by reasons. Thus, reason commends what
it commends, regardless of our feelings, attitudes, opinions, and desires.
Impartiality involves the idea that each individual’s interests and point of view
are equally important. It is a principle of justice holding that decisions ought to be based
on objective criteria, rather than on the basis of bias, prejudice, or preferring the benefit
to one person over another for improper reasons.
Impartiality in morality requires that we give equal and/or adequate
consideration to the interests of all concerned parties. The principle of
impartiality assumes that every person, generally speaking, is equally
important; that is, no one is seen intrinsically more significant than anyone else.

1. Define the reason and impartiality and reflect it on choosing between right and wrong.
2. Create a strong mind setting and stabilize the morality based on what is truly right.
3. Apply 7-steps Model for Making Moral Decisions in various settings.
II. Topics and Key Concepts
7 steps Model for Making Moral Decisions
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
a. Gather the facts- we answer the question ‘what do we need to know?’

rather than ‘what do we know?’
b. Determine the ethical issues- the moral issues should be correctly stated in
terms of competing interests.
c. Identify the principles that have a bearing on the case- biblical principles
will be clearly weighted the most heavily.
d. List the alternatives- list one or more available possibilities.
e. Compare alternatives with principles
f. Assess the consequences- when two opposing alternatives are offered, the
consequences of one are the mirror image of the other.
g. Make a decision- it answer the question ‘what would you decide? Which
principles are the most weighty? Are there others that you would include?’
Activity 2.1
Answer the following problem using the 7 steps Model for Making Moral
Decision.
1. You need money for the heart transplant of your brother and your
friend offers you money which cost 500,000php in exchange of
delivering illegal drugs to a drug lord. What would be your decision?
Gather the facts
Determine the ethical issues
Identify the principles that have a

bearing on the case
List the alternatives
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Compare alternatives with

principles
Assess the consequences
Make a decision
2. Your father murdered by a criminal and you find that culprit. What
will be your decision?
Gather the facts
Determine the ethical issues
Identify the principles that have a

bearing on the case
List the alternatives
Compare alternatives with

principles
Assess the consequences
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Make a decision
The Importance of Will and Courage

Moral Courage
 Means doing the right thing even at the risk of inconvenience, ridicule,
punishment, loss of job or security or social status, etc.
Will
 Doesn’t refer to any particular desire, but rather the capacity to act
decisively on one’s desire.
Developing Moral Courage

a. Develop and practice self-discipline.
b. Do mental strength.
c. Draw inspiration from people of great courage.
d. Repeatedly do acts that exhibit moral courage and will.
e. Avoid deeds that show lack of moral courage and will.
III. Teaching and Learning Materials and Resources

 Zoom
 Messenger
IV. Learning Task

Answer this CODE questions. Minimum of 5 sentences and maximum of 7 sentences. 5
points each.
Courage to be moral requires:
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Obligations to honour (What is the right thing to do?)
Danger management (What do I need to handle my fear?)
Expression and action (What action do I need to take to maintain my

integrity?)
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
V. Reference
De Guzman, Jens Micah et. al (2017) Ethics: Principles of Ethical Behavior in Modern
Society, Mutya Publishing House, Malabon City
https://www.coursehero.com/file/p7ilntj/REASON-AND-IMPARTIALITY-AS-MINIMUM-
REQUIREMENT-FOR-MORALITY-CONTENT-I1-Reason/
https://ojin.nursingworld.org/MainMenuCategories/EthicsStandards/Resources/Courage-and-
Distress/Strategies-and-Moral-Courage.html
City of Olongapo
GORDON COLLEGE
Tel. No. (047) 224-2089 loc. 314
Exemplary Good Poor Your Score

5pts 3pts 1pt
Storyboard The project The project The project

content includes 6 includes 3 includes 2
complete frames frames only frames only
Complete Story clearly There is a gray Doesn’t explain

thought of the explains the area of thought the thought of
scenario thought in the story the story
Visual Elements Most pictures The overall

All pictures show effort and appearance of
demonstrate clearly your storyboard
effort and are communicate the is sloppy and
eye-catching and components of rushed. Work is
clearly the elements done with little
communicate present in your effort, quality is
visually the story. It is poor. It is
components of evident that time evident that the
the elements of was put into the work was rushed
the narrative storyboard and and little time
depicted in presentation. was spent on the
panel. final product.
Work is
incomplete.
Rubrics
Story Board Rubric

LEARNING-MODULE (Ethics-GEC 08, AY 2020-2021)

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LEARNING-MODULE (Ethics-GEC 08, AY 2020-2021)

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Republic of the Philippines

College of Education Arts and Sciences

Course Learning Outcomes:

Module 1: Key 1. Identify what makes a  Morality- it is a  Laptop,

Module 2: Culture 1. Explain the  Culture- the 

and Impartiality as a and impartiality the basis or

DETAILED LEARNING MODULE

Title: Key Concept in Ethics

II. Learning Objectives

III. Topics and Key Concepts

IV. Teaching and Learning Materials and Resources

Answer the following questions. 5 points each.

3. Is Death Penalty ethical or unethical? Why?

Rules How it regulates How it guarantee How it produce How essential it

For the image

DETAILED LEARNING MODULE

III. Topics and Key Concepts

Social Conditioning Theory

Cultural Relativist point of

6 Basic Filipino Values

2. Hiya- is described as a feeling of lowliness, shame or embarrassment, and inhibition

4. Utang na loob- is likewise a fundamental aspect of upholding group harmony and

IV. Teaching and Learning Materials and Resources

What is Culture? 5 points each.

Hill, Mcgrew(1997)Cultures and Organizations: Software of the mind,

DETAILED LEARNING MODULE

Lesson 2: The Moral Agent

II. Topics and Key Concepts

Moral Character and Virtue

Moral Character as Disposition

To-do list! Character building Activity

 Read something inspiring(jpg)

3. __ Ask yourself optimistic questions. Questions change your focus. Ask positive

 What’s great about this situation?________________

4. ___Spend time with others that have a positive attitude. It’s challenging to

2 Distinct Human Excellences

Kholberg’s Stages of Moral Development

Level 1- Pre-conventional morality

 Stage 4. Maintaining the social order

Level 3- Post-Conventional Morality

 Stage 6. Universal Principles

III. Teaching and Learning Materials and Resources

IV. Learning Task

Use Kohlberg’s Stages of Moral Development

Timpe, Kame, https://iep.utm.edu/moral-ch/#SH2b

DETAILED LEARNING MODULE

Title: Feelings and Moral Decision Making

Part II: The Act

After studying this module, you should be able to:

Feelings as Obstacles to Making the Right Decisions

 Ethical Subjectivism- Holds that the truth or falsity of ethical propositions is

4. Teaching and Learning Materials and Resources

HOW PEOPLE SEE

DETAILED LEARNING MODULE

Title: Reason and Impartiality as a Minimum Requirement for Morality.

Lesson 2: Reason and Impartiality as a Minimum Requirement for Morality.

After studying this module, you should be able to:

II. Topics and Key Concepts

7 steps Model for Making Moral Decisions

a. Gather the facts- we answer the question ‘what do we need to know?’

Determine the ethical issues

Identify the principles that have a