Binalonan, Pangasinan

First Semester | A.Y. 2022-23

Action showing high moral standard

Action of excellence to perform proper action- Aristotle
Virtue is a reason and who lives in a reason is happy- Eudaimonia happiness- goodlife
Course Title: Ethics
Course Code: GE 8 Virtue – Habit- Moral character

Name: ___________________________________
Course and Year: __________________________

Introduction
This module entitled Developing Virtue as Habit presents how moral character develops works in a
comparable manner. It takes exposure, practice, time, and good role models. This will showcase the essential
elements of moral character that give shape to the actions, behavior, and treatment to other people regardless of
race, gender, belief, age, education, or socio-economic status.

I. Objectives:
In this module, you will be able to: Virtue- habit- Moral character
1. Develop virtue as habit.
2. Explain how moral character is developed.
3. Identify each stage of moral development.

II. Lecture and Discussions of the lesson/s

A. Formulation of Moral Character

Moral Character (or personality)
● Is the composite of the moral qualities one has that uniquely distinguishes one from others. Moral qualities
are universal values of traits or dispositions on how individuals act or express themselves.
● It defines a person.
● It is the sum of chosen good behaviors which are excellently practice for a period of time and have become
naturally, instantly, relevantly and effectively responsive to moral situations.
● Psychologist Lawrence Pervin (definitions.net) defines moral character as “a disposition to express
behavior in consistent patterns of functions across a range of situations.”
● Marie I. George – Refers to moral character as the “sum of one’s moral habits and dispositions.”
● Dispositions – Are generally defined as the natural characteristics which an object uniquely possessed.
● Human dispositions are either natural or potential (conditioned) actions that one develops in a created
structure or culture so that they become naturally and excellently done in any similar situations.
● Examples of human dispositions: virtues of integrity, courage, loyalty, honesty, humility and respect.

Living a moral character, one should endure the difficulties of learning and constant practice of the virtues.
This is so that one may truly make just decisions and actions that inspires others to be the same and gradually
changes societies into communities of virtuous or flourishing people.

B. Moral Development
Moral Development
● Can be considered as a moral framework or theory that distinguish good from bad or right from wrong based
on one’s growth or maturity.
● Moral character is formed by one’s actions. “The habits, actions, and emotional responses of the person of
good character all are united and directed toward the moral and the good” (Mitchell, 2015, para. 1).

Factors Affecting Moral Character Development

Mamawal (1993) listed several agencies of values formation:
1. Family. Plays a crucial role in the formation of someone’s character. Biological or not, the family that one
considers to have an immense impact. Modern times also affect the composition of the family we
 traditionally have known to be. Before, we have a female for a mother, male for a father, and their children.
But, now, the composition of parents could be varied. Despite the changes, the adults who are deemed to
be the parents are still accountable for the moral development of their child or children. Zigler and Finn
Stevenson (1987) asserted that there are several factors affecting the values a parent could teach a child.
These factors are: socioeconomic status, culture, age, gender, religion, religion, and education (as
cited in Mamawal, 1993).
2. Biological Constitution. Biological factors such as age, sex, and gender, may also have an impact on the
value formation. It is supposed that as one grows older, the moral character one has should also grow or
improve.
3. Peers. As we become exposed to more people, we are pressured in trying to belong or be accepted. Peers,
friends, classmates, and colleagues are also influencers in our moral character. Parents and teenagers are
to be aware that in the adolescent years, teens are drawn to spending more time with peers than family. The
time spent in peers will expose them to other perspectives and practices. This would test their existing set of
morals. Thus, the foundation of their moral character formed in the family should be strong.
4. School. Most of a person’s life before adulthood is commonly spent in school. In this span of time, the
exposure of the students comes from the school, teachers, classmates, lessons in class, and their peers.
The school and its teachers can enhance the student’s moral character if they know and if they are
intentional about it.
5. Community. Means to also share their beliefs and/or practice their traditions or culture. A community could
pertain to a “locality, neighborhood, town, city, or even a nation” (Panopio, 1983, as cited in Mamawal,
1993).

Lawrence Kohlberg developed a six-stage moral development theory similar with Jean Piaget’s theories of
moral development in children and adolescents. Kohlberg’s theory has three levels: 1) Pre-conventional Morality; 2)
Conventional Morality; 3) Postconventional Morality with two stages in each level (6 stages).

Level 1: Pre-conventional Stage 1: Obedience and Punishment Orientation

Morality is typically found in children between the ages of
4 and 10 years old. It is something external which the big
people say to them that they must do.)
A behavior is good if it follows the rules and bad if it
breaks the rule that leads to punishment. In this stage,
children unquestioningly obey a fixed set of rules handed
down by powerful authorities because not obeying them
corresponds punishment.

Stage 2: Self-interest and Exchange

A behavior is good if it gets a reward that is personally
meaningful and bad if it gets none. This stage is about
“instrument purpose and exchange” in which children
follow rules simply out of reward or self-interest.
Level 2: Conventional Stage 3: Conformity and Good Interpersonal
Morality is generally reached between ages 13 and Relationship
above, though some individuals never move beyond this A good behavior is having good motives and
level. It is making moral decisions as full-fledged member interpersonal feelings such as love, empathy, trust, and
of society. concern for others while bad behavior is having none of
them. It should “maintain mutual relations, approval of
others, and the golden rule.” This stage is best in
two-person relationships with family or friends because
one can make a real effort to get to know other’s feelings
in order to help others, behave in “good” ways, evaluate
acts according to motives, consider circumstances, judge
intentions and develop own ideas on morality.
Stage 4: Maintaining Law and Social Order
Good behavior is obeying laws, respecting authority, and
performing one’s duties for social order while bad
behavior is doing their opposites that lead to social
disorder. Moral decisions are based on doing one’s duty
and societal expectations and perspectives. Anything
that harms others or violates a law is wrong since it
destabilizes a society.
Level 3: Post conventional Stage 5: Social Contract and Individual Rights
Morality is generally reached between ages 10 and 13, This is about “morality of contract, of individual rights,
though some individuals never more beyond this level. It and of democratically accepted law” in which individuals
value the will of the majority and society’s well-being. But
is concerned with the principles and values that make a “morality” and “rights” take some priority over particular
good society. laws as social perspective and mode of reasoning should
be considered. Despite human need and law conflicts, it
is better to simply follow the law.
Stage 6: Universal Principles or Ethics
In this stage, individuals do what they think is right, even
if it is in conflict with the law. They act according to their
internalized standards of morality because there is a
need to (a) protect certain individual rights and (b) settle
disputes through democratic processes. A universal
principle of justice impartiality consider the claims of all
parties, respecting basic dignity of all people.

Application of Kohlberg’s Moral Development in Heinz Dilemma

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 is 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. “Should Heinz break into the man’s laboratory to steal the drug for his wife? Why or why not?

Kohlberg’s theory of moral development holds that what the participant offer as justification is more
significant than what he or she thinks Heinz should do. Some of many examples of possible arguments that belong to
the six are shown below:
Stage 1: Obedience
Heinz should not steal the medicine because he will be
imprisoned, which will mean that he is a bad person.
Or
Level 1: Pre-conventional
Heinz should steal the medicine because it is only worth
$200 and not much as what the druggist wanted. He had
even offered to pay for it and wasn’t stealing anything
else.
Punishment obedient
Exchange/self interest
Stage 2: Self-interest
Goodboy/goodgirl conformity
Heinz should steal the medicine because he will be
Law social order
happier if he saves his wife, even if he will have to be
Social contract
imprisoned.
Universal principle
Or
Heinz should not steal the medicine because prison is an
awful place, and he would more likely languish in jail than
over his wife’s death.
Stage 3: Conformity
Heinz should steal the medicine because his wife
expects it; he wants to be a good husband.
Or
Heinz should not steal the drug because stealing is bad,
and he is not a criminal. He has to try everything he can
without breaking the law. He cannot be blamed.
Level 2: Conventional
Stage 4: Law and Social Order
Heinz should not steal the medicine because the law
prohibits stealing; it is illegal.
Or
Heinz should steal the drug for his wife but also take the
prescribed punishment for the crime as well as pay what
he owed to the druggist. Criminals cannot just run around
without regard for the law; actions have consequences.
Level 3: Postconventional Stage 5: Social Contract
 Heinz should steal the medicine because everyone has a
right to choose life, regardless of the law.
Or
Heinz should not steal the medicine because the
scientist has a right to fair compensation. Even if his wife
is sick, it does not make his actions right.

Stage 6: Universal Principles or Ethics

Heinz should steal the medicine, because saving a
human life is a more fundamental value than the property
rights of another person.
Or
Heinz should not steal the medicine, because others may
badly need the medicine just as badly, and their lives are
equally significant.

However, not everyone adhere to Kohlberg’s theory because it is based only unmarried male respondents
aged 10 to 16.

Getting to the Highest Level of Conscience-Based Moral Decisions

Getting to the highest level of conscience-based moral decision is arriving at the sixth level of Kohlberg’s
moral development, which is the universal principles or ethics. At this level, one is expected to completely
separate from any personal opinion or the will of the majority. One has to have an internal system of morality which is
often called as conscience.
Etymologically, ‘conscience’ is derived from the Latin word con and scientia, meaning “with-knowledge.”
This conscience could be considered as the repository of the universal principles or ethics, which renders impartial
justice to all concerned parties in a moral issue or decision.

Thomas Aquinas and many Christians

● Believed that persons should follow their conscience because it is the voice of reason.

Butler
● Argued that conscience comes from intuition.

Emmanuel Levinas
● Saw conscience as the minds’ resistance from selfishness even that which is factual and logical.

Some non-Christians and Christians

● Often consider conscience as the “inner voice of God” or the moral law authored by God. Conscience is
an intrinsic law, which may sometimes be in conflict with external positive or human-made laws. One reason
is that it may not necessarily be a product of a rational deduction because it can be influenced by the
indoctrination of one’s religion, family and culture.

Lawrence Kohlberg’s last stage (Universal Principles or Ethics)

● People act on the basis of their conscience, that is, what they think is right with confidence and conviction.
Their conscience is indeed a decision-maker. They developed internal system or moral framework of
standards specifically the six stages.
● Conscience is the real self that realizes human full potentials by using one’s experience and social
interactions. To minimize mistakes in moral decision-making, the conscience must make comparison with
other choices so one can choose the better or greater.
● Kohlberg believed that the individual would have to follow his six stages in sequence through moral
development in social interactions. Educating and cultivating conscience so that it becomes true, verified
and corrected is then necessary because it can be erroneous, doubtful, lax and fearful. It is the only way to
get the highest level of conscience-based moral decision because it should always serve the moral truth.
Seventh Stage: Transcendental Morality or Cosmic Orientation
● Kohlberg was challenged to develop the last or seventh stage of development, the Transcendental Morality
or Cosmic Orientation.
● This stage links religion and moral reasoning. But this remained theoretical since he had difficulty finding
research participants even at stage six.
● According to Kohlberg, moral principles are given religious significance. This stage begins with despair or
meaningless, especially when people begin to see their lives as finite from a more infinite perspective. From
 the universe that is lawful, knowable, and evolving, they can know the ultimate principle of the universe
which is sometimes called nature and sometimes God.

III. Application/Activity

a. What are the six stages of moral development? Briefly explain each stage.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

IV. Assessment

a. Think about your behaviour as a young child. How did you decide if something was right or wrong, good or bad?
Did you follow your parents? Did you copy the behavior of your friends? At one time or another, you probably did
both. When you were able to decide for yourself what was right and what was wrong? Do you base your decisions on
societal or cultural laws? For example, it is wrong to steal because the law says it is wrong? Do you ever feel that the
morally correct decision conflicts with the law? For instance, a mother is dying and needs a specific medicine to
be cured. The medicine costs thousands of dollars that the mother and her son or daughter do not have.
Would it be okay to steal the medicine to save her life? If you were the son or daughter what will you do? Are
you going to steal the medicine to save your mother’s life? Or not, because you will violate the law. Explain
your answer.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

V. Other References:

1. Makie, Gleemoore C., Ethics: Flourishing Life, Research, Statistics, Business Consultancy and Publishing
Company, 2020
2. Pasco M. O., Suàrez V. F., Rodriguez A. G., “Ethics” C&E Publishing, Inc., 2018
3. Bulaong O., Calano M., Lagliva A., Mariano M., Principe J., “Ethics: Foundation of Moral Valuation”, 1st
edition, REX Book Store, 2018
4. Ramos, Carmela, “Introduction to the Philosophy of the Human Person”, (1st edition), REX Book Store,
2016