GEN006: Applied Ethics

Module #5 Student Activity Sheet

Name: ___Dumalague, Zia L _________________________________________ Class number: 10

Section: _A2-BSA2-1___ Schedule: _______________________________________ Date: ______________

Learning Unit: Ethical Frameworks: Consequentialism (Jeremy Learning Materials:

Bentham and John Stuart Mill)
Learning Objectives:
At the end of the module, the student should be able to:
1. Recognize the nature of the basic units of ethics and
morality, and philosophical reasoning.
2. Justify the significance of morality and ethics on a personal
and societal level.
Student Activity Sheets (PEN Modules)
Learning Resources:
Copp, D. (2006). The Oxford Handbook of Ethical
Theory. Oxford University Press, Inc.
Debeljuh, P. (2006). Ethics: Learning to Live. Focus
Publishers Ltd.
Shafer-Landau, R. (2013). Ethical Theory: An
Anthology (2nd Edition). John Wiley & Sons, Ltd.

Quote of the Day:

“Create all the happiness you are able to create; remove all the misery you are able to remove.”

eremy Bentham

A. LESSON PREVIEW/REVIEW

INTRODUCTION (5 MINS)
Recall of Previous Lesson:
DEONTOLOGY (IMMANUEL KANT)
Major Points Limitations
− Concerned with the adherence to certain rules or − An act that is not morally good can lead to
duties. something good. Categorical Imperatives tell what
− Morality of an action should be based on whether one cannot, but it does not give a positive account
that action is right or wrong under a series of rules. of ethics.
− Moral agents must honor human rights and meet − There are maxims or moral laws that are relative
moral obligations (moral laws) even at the cost of and, therefore, cannot be universalized.
an optimal outcome. − There are conflicting duties that can clash. There are
− Categorical Imperative is the supreme principles of no guidelines as which duty to prioritize. Imperfect
morality (Universalizability Principle and Formula or Duties are not clear and definitive as to when such
Humanity). duties must be performed.
− A good person is someone who always does their
duty because it is their duty. It is fine if they enjoy
doing it, but it must be the case that they would do
it even if they did not enjoy it. The overall theme is
that to be a good person you must be good for
goodness’s sake.

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 In this lesson, you are to learn the nature of Utilitarianism by looking into the ideas of John Stuart Mill and Jeremy
Bentham regarding the different measures of happiness, and to determine the importance of these measures in
understanding the rightness and wrongness of our actions.

Instructions: Draw or doodle your answer to the question/s below. Use the space provided.
1. What is your highest and lowest form of pleasure? Make sure to label your drawings.
Example: Highest = Rest and Relaxation (Vacation); Lowest = Eating

B. MAIN LESSON

LESSON PRESENTATION/CONTENT NOTES (15 MINS)

Instructions: Take your time to read and understand all the important information you need to know about the
lesson. Also, please do not forget to highlight important information to help you remember.

TELEOLOGICAL ETHICS (CONSEQUENTIALISM)

− Derives moral obligation from what is good or desirable as an end to be achieved. Morality of an action is
contingent on the action’s outcome which means that the rightness or wrongness of an action depends on
outcomes/consequence, if it brings a good end or intrinsic value.
− Ethical Egoism. Moral duty is exclusive for the self which means that one ought to do/pursue whatever is in
one’s own best interest (e.g., developing a career).
− Utilitarianism. Consequences of actions are more favorable than unfavorable to everyone which means that
one ought to perform actions which tend to produce the greatest overall happiness for the greatest number
of people (e.g., promoting social justice).
● JEREMY BENTHAM’S PRINCIPLE OF UTILITY
− Believes that human actions and social institutions should be judged right or wrong depending upon their
tendency to promote the greatest amount of pleasure or least amount of pain. We should commend an
action if it produces pleasure or prevents pain and condemn an action if it does the opposite.

“We ought to consider the quantity or the amount of pleasure that is produced by the action (e.g.,
To fulfill hunger, you are to choose your preferred food (ice cream) and choose your preferred
flavor (chocolate)).”

− Main Principles. (1) Recognizes the fundamental role of pain and pleasure in human life, (2) Approves or
disapproves of an action based on the amount of pain or pleasure brought about by the consequences of
the action, (3) Equates good with pleasure and evil with pain, and (4) Asserts that pleasure and pain are
capable of quantification, hence, measurable.
− Act Utilitarianism. The right act is defined as the one which brings about the best results or the least
amount of bad result (e.g., charity work).
− Utilitarian Calculus. A way to measure pleasure and pain using different factors/criteria in an action.

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 CRITERIA FOR A SPECIFIC TYPE CRITERIA FOR ACTIONS THAT
CRITERIA FOR A SINGLE ACTION
OF ACTION AFFECTS A GROUP
− Intensity − Fecundity − Extent
− Duration − Purity
− Certainty
− Propinquity

● JOHN STUART MILL’S GREATEST HAPPINESS PRINCIPLE

− It is not the quantity of pleasure but the quality of happiness that is central to utilitarianism. An action
should be judged right or wrong if it has the tendency to achieve happiness for the greatest number of
people.

“We should also consider the quality of pleasure or happiness for some pleasures are more
valuable than others (e.g., intellectual pleasure such as friendship and art are considered higher
pleasures while physiological pleasures such as eating, drinking, and sex are lower pleasures.”

− Rule Utilitarianism. We ought to live by rules which lead to the greatest good in general. Avoid short-time
utility, instead focus on achieving long-term utility (e.g., equality for women).

“Actions are judged solely by their consequences; what is the amount of pleasure or pain created.
Everything else is irrelevant except that each person’s happiness counts the same.”

SKILL-BUILDING ACTIVITY: VENN DIAGRAM (30 MINS)

Instructions: Make a Venn Diagram or any graphic organizer to illustrate the similarities and differences of Jeremy
Bentham’s Principle of Utility and John Stuart Mill’s Greatest Happiness Principle. Make sure to provide examples
and a brief explanation for your claims. You can use online editing applications such as Canva and PPT, then, paste
it in the space below. If you don’t have access to these applications, you can draw or doodle your graphic organizer.

Bentham’s Mill's
• Considered both
quantity and quality
• Considered only of pleasure.
quantity of pleasure. • Theory was Rule
• Theory was act Utilitarianism.
utilitarianism • Evaluate the morality
• Use criteria in an action of human actions on
to measure the basis of the
Pleasure a pain. consequences rather
than the process of
the actions leading to
those consequence.

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 CHECK YOUR UNDERSTANDING: TRUE/FALSE (5 MINS)
Instructions: Write T if the statement is true and F if otherwise.
____T________1. According to Mill, intellectual pleasures are the highest form of pleasure.
____T________2. Ethical Egoism means that one ought to do/pursue whatever is in one’s own best interest.
____F________3. Utilitarianism is concerned with the adherence to certain rules or duties.
____T________4. According to Bentham, good equates to pleasure and evil equates to pain.
____T________5. The Utilitarian Calculus is way to measure pleasure and pain in an action.

C. LESSON WRAP-UP

THINKING ABOUT LEARNING (5 MINS)

Think About Your learning. Take a few minutes to reflect on the quality of your work and effort.
1. In your opinion, which theory of utilitarianism is better for making laws and policies? Explain your answer.
____________________________________________________________________________________
For me the theory of Rule utilitarianism as we follows rules and focus on achieving long-term
utility._______________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. What parts were challenging for you to do? Why do you think was it challenging for you ?
_____________________________________________________None
______________________________________________________________________________________
______________________________________________________________________________________

FREQUENTLY ASKED QUESTIONS (FAQs)

1. What is the importance of utilitarianism?
− It is helpful in formulating public policy since it requires an objective assessment of everyone's interests
and of an impartial choice to maximize good outcomes for all affected parties. It also sees morality inters
of the goal of promoting welfare.
2. What are the limitations of utilitarianism?
− It does not consider the agent and the motive, no consideration for the duty or responsibility. Also,
immoral actions can be justified by the principle of utility for it permits the interests of the majority to
override the minorities.
− In Act Utilitarianism, there is a difficulty in attaining full knowledge and certainty of consequences.
− In Rule Utilitarianism, it is possible to generate unjust rules.
3. How can we distinguish pleasure from happiness?
− Pleasure is the act of seeking gratification, while happiness is the act of seeking satisfaction. Pleasure is
pursued as end, while happiness is an indirect by-product of another activity.

KEYS TO CORRECTION
CHECK YOUR UNDERSTANDING: TRUE/FALSE
1. T
2. T
3. F
4. T
5. T

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 RUBRICS
Content is comprehensive,
accurate, and credible. It
demonstrates an in-depth
Content
reflection and analysis of the
lesson. (3)
There are no/few spelling
Mechanics
and/or punctuation errors. (2)
Output demonstrates the
learner’s own interpretation
Content and expression of the lesson,
and shows appropriate details
and concepts of the lesson. (4)
Output is well organized, easy
Clarity to understand, and easy to
read. (4)
There are no/few spelling
Mechanics
and/or punctuation errors. (2)
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ESSAYS
Content is somewhat
comprehensive but appears
disorganized. It demonstrates
a general analysis and
minimal reflection of the
lesson. (2)
There are some spelling or
punctuation errors. (1)
VENN DIAGRAM
Output is factual but showed
little interpretation from the
learners, and details
somewhat show the concepts
of the lesson. (2)
Output is satisfactorily
organized but difficult to
understand and read. (2)
There are some spelling or
punctuation errors. (1)
Content is incomplete and
inappropriate. It
demonstrates a lack of
reflection and analysis of the
lesson. (1)
There are significant spelling
and punctuation errors. (0)
Output demonstrates no
interpretation and expression
from the learners, and details
has no connection with the
concepts of the lesson. (1)
Output is poorly organized and
very distracting to read and
understand. (1)
There are significant spelling
and punctuation errors. (0)
This document is the property of PHINMA EDUCATION
This document is the property of PHINMA EDUCATION
This document is the property of PHINMA EDUCATION
This document is the property of PHINMA EDUCATION
This document is the property of PHINMA EDUCATION
This document is the property of PHINMA EDUCATION