Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

LSPU Self-Paced Learning Module (SLM)

Course Ethics
Sem/AY Inter Semester/2022-2023
Module No. 2
Lesson Title THE MORAL AGENT
Week
3 WEEKS
Duration
Date July 33-7, 2023
Ethics deals with principles of ethical behavior in modern society at the level of the
Course person, society, and interaction with the environment and other shared resources
Description (CMO 20 s 2013).
Morality pertains to standards of right and wrong that an individual originally picks up
from the community. The course discusses the context of principles of ethical behavior
in modern society at the level of individual, 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 moral experience:
(a) agent, including context - cultural, communal, and environmental; (b) the act; and
(c) reason or framework (for the act).
This course also includes the mandatory topic on taxation.

Learning Outcomes
Intended At the end of the course, the students must be able to:
Learning ● Differentiate between moral and non-moral problems
Outcomes
● Describe what a moral experience is as it happens in different levels of human experience

● Explain the influence of Filipino culture on the way students look at moral experiences
and solve moral dilemmas
● Describe the elements of moral development and moral experience

● Use ethical frameworks or principles to analyze moral experiences

● Make sound ethical judgments based on principles, facts, and the stakeholders affected

● Develop sensitivity to the common good

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

● Understand and internalize the principles of ethical behavior in modern society at the
level o the person, society, and in interaction with the environment and other shared
resources
Targets/ This section addresses the following questions:
Objectives ● How does culture shape moral behavior?

● Why should culture not be the ultimate determinant of values?

● Is there a Filipino understanding of right and wrong? Why this interpretation? What are
its influences?

Stu dent Learning Strategies

Online Activities
(Synchronous/
Asynchronous)
Offline Activities A. Culture in moral behavior
(e-Learning/Self- 1. Culture and its role in moral behavior
Paced)
Culture
Culture describes a collective way of life, or way of doing things. It is the sum of
attitudes, values, goals, and practices shared by individuals in a group, organization, or
society. Cultures vary over time periods, between countries and geographic regions,
and among groups and organizations.
Moral Behavior
Action or actions that produce good outcomes for the individuals as members of a
community, or society. It can be
applied to the whole global society. Schuman defines moral behavior as “Act intended
to produce kind and /or fair outcomes.”
To act according to ones moral values and standards. Children
demonstrate prosocial and moral behavior when they share, help, co-operate,
communicate, sympathize or in otherwise they demonstrate ability to care about
others.

Culture’s role in moral behavior

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Culture reflects the moral and ethical beliefs and standards that speak to how people
should behave and interact with others.They act as prescriptions for correct and
moral behavior, lend meaning and coherence to life, and provide a means of achieving
a sense of integrity, safety, and belonging.
By way of example, take the issue of arranged/forced marriage.
From a Western culture standpoint, it would be generally widely agreed that forced
marriage is a morally reprehensible concept and not acceptable under any
circumstances. By way of contrast, the regularity of the same concept within south-
Asian society, would be seen much more favourably due to the level of habitual
exposure individuals within that society have to it.
Essentially, the cultural bias by which we form our moral opinions is shaped by social
acceptance within our own individual societies. Whilst there are some obvious
exceptions, this rationale can be applied to most moral concepts, where there is a
distinct difference between the way in which they are viewed in one culture vs
another.
2. What is cultural relativism? Why is it not tenable in ethics?
Cultural relativism
Cultural relativism is the ability to understand a culture on its own terms and not
to make judgments using the standards of one’s own culture. The goal of this is
promote understanding of cultural practices that are not typically part of one’s own
culture. Using the perspective of cultural relativism leads to the view that no one
culture is superior than another culture when compared to systems of morality, law,
politics, etc. It is a concept that cultural norms and values derive their meaning within
a specific social context. This is also based on the idea that there is no absolute
standard of good or evil, therefore every decision and judgment of what is right and
wrong is individually decided in each society. The concept of cultural relativism also
means that any opinion on ethics is subject to the perspective of each person within
their particular culture. Overall, there is no right or wrong ethical system. In a holistic
understanding of the term cultural relativism, it tries to promote the understanding of
cultural practices that are unfamiliar to other cultures such as eating insects,
genocides or genital cutting.
Why is cultural relativism not tenable in ethics?
"Cultural relativism is in essence an approach to the question of the nature and role of
values in culture" (Herskovits 1973, p. 14). If values are shared ideals which give rise
to beliefs and norms of behavior around which a group organizes its collective life and
goals, cultural relativism declares that these values are relative to the cultural
ambiance out of which they arise.
Because of this ethicists believe that the concept of cultural relativism threatens the
discipline of ethics since, if values are relative to a given culture than this must mean
that there are no universal moral absolutes by which the behavior of people can be

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

judged. Therefore, "if there is no observable control transcending all cultures, no

eternal book of rules, then right and wrong are a matter of opinion and it doesn't
matter what we do: anything goes!" (Ruggiero 1973, p. 17). Thus, we can't go around
passing judgment on what other people do. For, "if all morality is relative, then what
moral objection could one make to the Nazi holocaust, to the economic deprivation of
a Latin American underclass, or to a militaristic nation's unleashing nuclear
devastation on others? And what would be wrong with conducting painful
experiments on young children, using them for case studies on the long-term
psychological effects of mutilation? In a world where no moral court of appeals exists,
might makes right. The only appeal can be to power" (Holmes, 1984, pp. 17,18). But it
is such a position that cultural relativism seeks to challenge. And the reason why
cultural relativism has come under fire is "because it has been subject to divergent
interpretation" (Ruggiero, p. 17).
3. Are there an Asian and a Filipino understanding of moral behavior :
Strengths

● Pakikipagkapwa-Tao

Filipinos-open to others and feel one with others regard others with dignity and
respect with them as fellow human beings.

● Family Orientation

Filipinos possess a genuine and deep love for family.

● Faith and Religiosity

Filipinos have deep faith in God.

Weaknesses

● Extreme personalism

● Extreme family centeredness

● Lack of discipline

● Passivity and lack of initiative

B. The Moral Agent: Developing Virtue as Habit

1. How is a moral character developed the circular relation of acts that
build characters and acts that emanate from character?
In the process of moral development, there is the circular relation between acts that

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

build character and moral character itself. Not all acts help to build moral character
but those acts which emanate from moral characters certainly matter in moral
development. Hence, there appears the apparent circular relationship between
individual acts and moral characters. A person’s acts that help in developing either
virtue or vice.
2. Moral Development
a) Stages of Moral Development
Level 1: Pre-conventional
Throughout the pre-conventional level, a child’s sense of morality is externally
controlled. Children accept and believe the rules of authority figures, such as parents
and teachers. A child with pre-conventional morality has not yet adopted or
internalized society’s conventions regarding what is right or wrong, but instead
focuses largely on external consequences that certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For
example, an action is perceived as morally wrong because the perpetrator is punished;
the worse the punishment for the act is, the more “bad” the act is perceived to be.
Stage 2: Instrumental Orientation
Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined
by whatever the individual believes to be in their best interest. Stage two reasoning
shows a limited interest in the needs of others, only to the point where it might further
the individual’s own interests. As a result, concern for others is not based on loyalty
or intrinsic respect, but rather a “you scratch my back, and I’ll scratch yours”
mentality. An example would be when a child is asked by his parents to do a chore.
The child asks “what’s in it for me?” and the parents offer the child an incentive by
giving him an allowance.
Level 2: Conventional
Throughout the conventional level, a child’s sense of morality is tied to personal and
societal relationships. Children continue to accept the rules of authority figures, but
this is now due to their belief that this is necessary to ensure positive relationships
and societal order. Adherence to rules and conventions is somewhat rigid during these
stages, and a rule’s appropriateness or fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
In stage 3, children want the approval of others and act in ways to avoid disapproval.
Emphasis is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation
In stage 4, the child blindly accepts rules and convention because of their importance

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

in maintaining a functioning society. Rules are seen as being the same for everyone,
and obeying rules by doing what one is “supposed” to do is seen as valuable and
important. Moral reasoning in stage four is beyond the need for individual approval
exhibited in stage three. If one person violates a law, perhaps everyone would—thus
there is an obligation and a duty to uphold laws and rules. Most active members of
society remain at stage four, where morality is still predominantly dictated by an
outside force.
Level 3: Post conventional
Throughout the post conventional level, a person’s sense of morality is defined in
terms of more abstract principles and values. People now believe that some laws are
unjust and should be changed or eliminated. This level is marked by a growing
realization that individuals are separate entities from society and that individuals may
disobey rules inconsistent with their own principles. Post-conventional moralists live
by their own ethical principles—principles that typically include such basic human
rights as life, liberty, and justice—and view rules as useful but changeable
mechanisms, rather than absolute dictates that must be obeyed without question.
Because post-conventional individuals elevate their own moral evaluation of a
situation over social conventions, their behavior, especially at stage six, can sometimes
be confused with that of those at the pre-conventional level. Some theorists have
speculated that many people may never reach this level of abstract moral reasoning.
Stage 5: Social-Contract Orientation
In stage 5, the world is viewed as holding different opinions, rights, and values. Such
perspectives should be mutually respected as unique to each person or community.
Laws are regarded as social contracts rather than rigid edicts. Those that do not
promote the general welfare should be changed when necessary to meet the greatest
good for the greatest number of people. This is achieved through majority decision
and inevitable compromise. Democratic government is theoretically based on stage
five reasoning.
Stage 6: Universal-Ethical-Principal Orientation
In stage 6, moral reasoning is based on abstract reasoning using universal ethical
principles. Generally, the chosen principles are abstract rather than concrete and focus
on ideas such as equality, dignity, or respect. Laws are valid only insofar as they are
grounded in justice, and a commitment to justice carries with it an obligation to
disobey unjust laws. People choose the ethical principles they want to follow, and if
they violate those principles, they feel guilty. In this way, the individual acts because it
is morally right to do so (and not because he or she wants to avoid punishment), it is
in their best interest, it is expected, it is legal, or it is previously agreed upon. Although
Kohlberg insisted that stage six exists, he found it difficult to identify individuals who
consistently operated at that level.
b) How do we get to the highest level, conscience-based moral decisions?

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

In and of ourselves, we cannot attain to the highest level; nor could we bring our own
will under the purest moral decision that we might make. That has always been man's
dilemma! We have always been hampered by our selfishness, our laziness, and our
appetite for all the wrong things. We need help.
When one finally turns around and faces God and makes peace with Him;
surrendering to the love and will of the Father… he receives the Spirit of God. It is a
spiritual birth, actually. We begin to learn to walk in the Spirit, denying our natural
impulses and selfish desires, in order to keep the commandments of the Lord; as
revealed in His Word. Those commandments of God are the highest order of moral
decisions. As we grow in grace and the knowledge of God, our ability to respond
correctly increases.
Jesus further instructed us on an even better way to reign in our immoral impulses
and better keep the commandments. He says that we must love one another and we
must love God. He said that love is the fulfilling of the law. And so it is. Think: if I love
you, I will not steal your things, lie about you, or try to sully your reputation. Instead, I
will be kind to you and try to protect you from all harm.
No one ever reaches perfection in this life. Try as we will to walk in the Holy Spirit, we
are often overcome by our own tempers… we fall to temptation; we fall short of the
righteousness that we are trying to attain. But, we do have the supernatural help that
we need available to us… if we choose to avail ourselves of it. Our choice.

ENGAGING ACTIVITIES
Answer the following questions:
1. What are the six (6) stages of moral development? (Describe each).
_________________________________
2. What do you call the ability to understand a culture on its own terms and not
to make judgments using the standards of one’s own culture?
______________________________________
________________________________________________
3. What is/are the role(s) of culture in moral behavior?
______________________________________
________________________________________________
4. What do you call the sum of attitudes, values, goals, and practices shared by
individuals in a group, organization, or society?
______________________________________
________________________________________________
5. It refers to the action or actions that produce good outcomes for the
individuals as members of a community, or society.
______________________________________

LSPU SELF-PACED LEARNING MODULE: ETHICS

 Republic of the Philippines
Laguna State Polytechnic University
Province of Laguna

Learning Resources

https://courses.lumenlearning.com/boundless-management/chapter/ethics-an-overview/#:~:text=Culture
%20reflects%20the%20moral%20and,behave%20and%20interact%20with%20others.&text=They%20act
%20as%20prescriptions%20for,integrity%2C%20safety%2C%20and%20belonging.
https://www.scribd.com/presentation/427382596/CULTURAL-AND-MORAL-BEHAVIOR-pptx
https://www.quora.com/How-do-we-get-to-the-highest-level-conscience-based-moral-decisions
https://courses.lumenlearning.com/culturalanthropology/chapter/cultural-relativism/
https://www.quora.com/What-is-the-relation-between-the-culture-and-morality
https://www.andrew.cmu.edu/course/80-241/guided_inquiries/articles/cultural_rel.html#:~:text=Because%20of
%20this%20ethicists%20believe,of%20people%20can%20be%20judged.
https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-development/
https://www.scribd.com/document/399649419/Moral-Character-and-Virtues

https://www.scribd.com/document/437995799/The-Strengths-and-Weaknesses-of-the-Filipino-Character
https://www.studocu.com/ph/document/bicol-university/ethics/lecture-notes/lesson-4-ethics/4164039/view

LSPU SELF-PACED LEARNING MODULE: ETHICS