Ethics

WHAT IS ETHICS?

 refers to standards and practices that tell us how human beings should act in the many situations in which they
find themselves—as friends, parents, children, citizens, businesspeople, professionals, and so on.
 also concerned with our character. It requires knowledge, skills, and habits.
 called moral philosophy, the discipline concerned with what is morally good and bad and morally right and
wrong.

It is helpful to identify what ethics is NOT:

 Ethics should not be equated with feelings

 Ethics should not be equated with religion
 Ethics should no be equated with law
 Ethics should not be equated with cultural and social norms
 Ethics is not science

Why do we need to study ETHICS?

 Moral Dev't helps students develop a strong sense of morality and ethical values
 Critical Thinking challenges students to think critically, analyze complex issues and evaluate arguments
 Decision Making Skill provides students with a structured approach to decision-making
 Professional Preparation prepares students to uphold integrity, honesty and ethical standards in their future.
 Navigating Ethical Challenges empowers students address these challenges with thoughtful consideration

Moral and Non-Moral Standards

 Moral Standards

Normally promote ''the good'' that is, the welfare of humans and it involves ethical consideration

For example

 Do not kill
 Do not harm innocent people
 Speak the truth (it is wrong to lie)
 Do not steal

 Non- Moral Standard

are guidelines that are not inherently linked to ethical considerations.

For example

 Don't text while driving

 Don't talk while the mouth is full
 Wear appropriate attire to work
 Cook chicken to an internal of 73.9 degree Celsius

THE MORAL ACT

7- Step Moral Reasoning Model

1. Stop and Think

2. Clarify Goals
3. Determine Facts
4. Develop Options
5. Consider Consequences
6. Choose
7. Monitor and Modify

Moral Dillema

Three Types of Dillemas:

1. Classical Dillema
-is a choice between two or more alternatives, in which the outcomes are equally undesirable, or equally
favorable. The dilemma does not typically involve a moral or ethical crisis, but the person or character’s life may
change as a result of their decision.
 Some example of classic dilemmas include:
• Deciding where to go for dinner on a first date

2. Ethical Dillema
-An ethical dilemma arises when a person is forced to decide between two morally sound options, but they may
conflict with the established boundaries of a business, a governmental agency, or the law.
-Some ethical dilemmas may involve following the truth versus being loyal to a friend; following the laws or rules
versus having compassion for an individual’s plight; and concerns about an individual person versus the larger
impact on a community.

Some examples of ethical dilemmas include:

 A doctor refuses to give a terminal patient morphine, but the nurse can see the patient is in agony.

3. Moral Dillema
-A moral dilemma involves a conflict with the very core of a person’s principles and values. The choice the person
makes may leave them feelings burdened, guilty, relieved, or questioning their values.
- A moral dilemma often forces the individual to decide which option he or she can live with, but any outcomes
are extremely unpleasant no matter what..

Some examples of moral dilemmas include:

• The classic “lifeboat dilemma”, where there are only 1 spaces in the. Lifeboat, but there are 2 passengers which
is your mother and father on the sinking ship. A decision must be made as to who will stay behind.

Freedom as Foundation of Ethics

we people have its own freedom, and there is no limits onto it, and that is the main reason why freedom is base on the
ethics, is to just to give a limit to the people, limit to know what would be the right or wrong decision to be made.

Culture: The Filipino Way

 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.
 vary over time periods, between countries and geographic regions. and among groups and organizations
 reflects the moral and ethical beliefs and standards that speak to how people should behave and
interact with others.
 Material Culture physical object created by human)
 Non Material Culture (abstract human creations)

Characteristic of Culture:

 Culture is shared

 Culture is learned

 Culture changes

 Culture takes years to form

 Culture cannot be isolated

 Culture is essential

 Culture is transmitted across generations

ELEMENTS OF CULTURE:

 Language

 Norms and folkways

 Values
  Symbols

UNDERSTANDING CULTURE IN THE FILIPINO WAY

 One family and Community

 Filipino Time

 Respect and Modesty

 Religion

 Filipinos have the longest Christmas celebrations

Ethnocentrism

 Evaluation of other cultures according to preconceptions originating in the standards and customs of one’s
own culture.

Ex. judging other Cultures food, clothing and way of living You are judging, or making assumptions about the
food of other countries based on your own norms, values, or beliefs.

Culture Relativism

 the view that there is no objective standard of right and wrong, even in principle
 the ability to understand a culture on its own terms and not to make judgements using the standards of
ones own culture

For example, instead of thinking, "Fried crickets are disgusting! one should instead ask, "Why do some
cultures eat fried insects?".

ADVANTAGES
(C-R-J)
 its a system that promotes cooperation
 respect is encouraged in a system
 creates society w/o judgement

DISADVANTAGES
(C-M-H)
 Creates chaos
 Limit moral progress
 Limits humanity's progress

HOW IS MORAL CHARACTER DEVELOP?

Kohlberg's Stages of Moral Development

 Kohlberg's Theory is broken down into three primary level

 At each level moral development, there are two stages
 Similar to how Piaget believed that not all people reach the highest levels of cognitive development.
 Kohlberg believed not everyone progresses to the highest stages of moral development.
 Lawrence Kohlberg (1958) agreed with Piaget's (1932) theory of moral development in principle but wanted to
develop his ideas further.

Level 1

PRE CONVENTIONAL MORALITY

 It is the earliest period of moral development. It lasts until around the age of 9.
 At this age, children's decision are primarily shaped by the expectations of adults and the consequences
for breaking the rules

Stage 1: Obedience and Punishment

 earliest stage of MD. (Obedience & punishment)

  specially common in young children adults are also capable of expressing type of reasoning.
 According, to Kohlberg, people at this stage see rules as fixed and absolute. Obeying the rules is
important because it is a way to avoid punishment

Stage 2: Individualism and Exchange

 At this stage, children recognize that there is not just one right view that is handed down by the
authorities. Different Individuals have different viewpoints.
 Individualism and exchange

Level 2

CONVENTIONAL MORALITY 10-19 years old

 During this time, adolescent acceptance of social rules regarding what is good and moral.
 Adults internalize the moral standards they have learned from their role models and from society.
 This period focuses on the acceptance of authority and conforming to the norms of the group.

Stage 3: Developing Good Interpersonal Relationship

 Referred to as the good boy- good girl orientation.

 focused on living up to social expectations and roles
 The child is good in order to be seen as being a good person by others. Therefore, answers relate to the approval
of others.

Stage 4: Maintaining Social Order

 the focus is on maintaining law and order by following the rules, doing one's duty and respecting
authority.
 The child becomes aware of the wider rules of society, so judgments concern obeying the rules in order
to uphold the law and to avoid guilt.

Level 3

POST-CONVENTIONAL MORALITY

 At this level, people develop an understanding of abstract principles of morality.

 The two stages at this level are:

Stage 5: Social Contract and Individual Rights

 The child/individual becomes aware that while rules/laws might exist for the good of the greatest number,
there are times when they will work against the interest of particular individuals.

Stage 6: Universal Principle

 This final stage is based on universal ethical principle and abstract reasoning.

 At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules

Reason and Impartiality As requirements for ethics

REASON

-Basis or motive for an action, decision of conviction. Helps us to evaluate whether our feelings and intuitions about
moral cases are correct and defensible.

 Reasons have everything to do with ethics.

 Connects us to others or divides us from them
 Why is it essential to give reasons for our actions?

PREDICTING CONSEQUENCES

 Moral Reasoning involves predicting the consequences of an action before we act.

 There are always consequences when we take actions we think is right.
 Before we act, we can never know for certain what the consequences will be. Therefore, we should take care in
predicting what will result from acting on an ethical presumption

IMPARTIALITY

 evenhandedness or fair-mindedness
  Fairness means making decisions based on clear rules, not favoring one person over another due to unfair
reasons or personal preferences.
 Someone who is impartial is not directly involved in a particular situation, and is, therefore, able to give a fair
opinion or decision about it.
 We might be impartial because this promotes our desire to be fair or because it promotes our well-being and
self- respect and earns us social approval.
 Impartiality makes no discrimination as to nationality, race, religious beliefs class or political opinions

CONSEQUENCES OF THE FUNDAMENTAL PRINCIPLE OF IMPARTIALITY

The consequences of the principle of Impartiality are as follows:

 It shows an important value:

 To gain trust
 Being impartial means treating everyone the same, without favoritism
 Being impartial is important for helping people solve conflicts, whether we’re officially mediating or not. When
we aim to be fair, it means we’re not letting our own opinions get in the way. This helps those in conflict focus
on finding a solution without being influenced by the mediator.

ETHICS VS FEELINGS

Our natural feelings clash with what's considered right. For example, we might feel negative emotions like
hatred or jealousy without being able to explain why. But today, many of our feelings can be unethical, not
politically correct, or even harmful. It's hard work to look back and think about whether our feelings are right or
wrong.

NEGATIVE FEELINGS TO CONTENT ON SOCIAL NETWORKS:

 Natural Feeling
 Reasoning
 Ethical Viewpoint

THE DIFFERENCE BETWEEN REASON AND WILL

Reason is like the thinking power in our minds that helps us understand and make sense of things. It's like our logical
side.

Will, on the other hand, is the mental force that helps us choose what we want most when we make decisions. It's about
our desires and what we really want.

So, reason helps us think things through, while will helps us decide and take action based on what we desire or want
the most. They work together to guide our choices and actions