Hum 1 Ethics New Prelim

Issue No.
1 Page 1 of 156
ST. THERESE- MTC COLLEGES HUM 2
Iloilo, Philippines (ETHICS)
STUDENT LEARNING MODULE
Revision No. 1 Effectivity date: Reviewed by: Approved by:
10 August 2020 QMR President

jjLearning Module 1. Introduction: Philosophical Background of Ethics (3 hrs)
Topics:
1.1 Definitions and concepts of philosophy
1.2 Division of Philosophy
1.2.1 Theoretical or Speculative Philosophy
1.2.2 Practical Philosophy
1.3 Definitions and concepts of ethics
1.3.1 Ethics as a science
1.3.2 Ethics as a philosophical science
1.3.3 Ethics as a practical science
1.3.4 Ethics as a normative science
1.4 Division of Ethics
1.4.1 General Ethics
1.4.2 Special (Applied) Ethics
Competence, Course Outcomes and Learning Outcomes
Competence:
Inculcate among the students, the right and proper values needed towards their
chosen profession, God, and humankind.
Application of the principles of Ethics and values to their own lives, profession and
the people in the community will be aware of their significant role in nation-building.
Course Outcome/s:
Acquire knowledge and understanding of ethics and its importance in one’s life,
profession, and relationship with humankind.
Learning Outcomes:
At the end of the lesson, the students are able to:
 Compare and contrast philosophy and ethics;
 Enumerate and differentiate the division of philosophy and ethics using a schematic
diagram;
 Support ethics as philosophical science, normative and practical science.
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Issue No. 1 Page 2 of 156
Overview
This lesson elucidates on the meaning
and nature of philosophy and ethics. It
includes the division of philosophy and the
ideas of ethics as science, as a philosophical
science, as a practical science and as a
normative science. If further defines also the divisions of ethics which is divided into general
and special ethics.
Discussion
Philosophical Background of Ethics

Philosophy, etymologically, came from two Greek words “philos,” which means love,
and “Sophia,” which means wisdom. Philosophy means “love of wisdom.” Ancient tradition
tells us that the early Greek thinkers called themselves “wise men,” and that out of humility.
Pythagoras wanted to call himself simply a “lover of wisdom” or “philosopher.” Hence, a
philosopher is one who literally loves wisdom.
As a science, philosophy is interested with the meaning of reality including our
human experiences. It is a science that seeks to explain the ultimate cause of everything by
the use of human reason alone. To philosophize means to wonder about life, to question
reality and to find sense in what we do as human beings. Philosophy as a science therefore
gives the one philosophizing an opportunity not just to reflect and think but also to analyze
the contents of his thoughts. In this case philosophy is not actually an abstract or
speculative science, as some people think, but a subject that is directed towards meaningful
activity as a result of profound reflection and analysis.
Other definition of philosophy:

1. Philosophy, according to Plato, is the highest form of inquiry.


2. For William James, philosophy is a collective name for questions that have not
been answered to the satisfaction of the one asking the question. (Questions like: Who am
I? How do I live? Where am I going? Are queries that have no complete answers.)
3. For some, philosophy is the world view of the person (weltanschauung, in
German) or the person’s philosophic view of the universe or reality in relation to the purpose
of actions and events. (Peter Parker, a.k.a. Spiderman has his own personal philosophy –
“with great power comes great responsibility.”)
4. For others, philosophy is a conceptual analysis or thinking about thinking or simply
reflecting on the contents of our thoughts.
5. Still for others, philosophy is primarily concerned with finding the meaning an
worth of reality including our human experiences.
6. Philosophy is also defined as the science that studies the ultimate causes or
explanation of things attained by the use of human reason alone
Two (2) Division of Philosophy

1. Theoretical or Speculative Philosophy- studies the truth to be known, e.g., God,
immortality of the soul, origin of the universe, among others.
a. Cosmology – is a subject that studies the origin and destiny of the universe,
evolution, and the ultimate fate of the entire universe.
b. Ontology – deals with the nature of existence of things and the status of reality. Is
also referred as the theory of being and is actually a branch of Metaphysics.
c. Metaphysics - studies the nature of the mind, the self and consciousness. It also
investigates the nature of religion, existence of God, the concepts of time, space, cause, and
chance.
d. Psychology – basically a study about the nature of the soul of the person and
other entities. Today, it is defined as a science that studies human and animal behavior.
e. Theodicy – is also known as Rational Theology. It investigates the nature, being
and the attributes of God not based on the bible and divine revelation but by logical
abstractions and reasoning.
f. Epistemology – it addresses the philosophical problems surrounding the theory of
knowledge. Is concerned with the definition of knowledge and related concepts, the sources


and criteria of knowledge, the kinds of knowledge possible, the degree of its veracity and
the exact relation between the one who knows and the object known.
2. Practical Philosophy- studies truth to be acted upon, e.g., ethics, axiology, semantics,
and the like.
a. Semantics – studies the meaning of words and its linguistic forms, their functions
and their relationship to other words.
b. Axiology – the discourse or study of the philosophy or system of value judgments
or worthiness. Studies values, its origin, types and characteristics.
c. Aesthetics – aims to establish the general principles of art and beauty. It can be
divided into the philosophy of art and the philosophy of beauty.
d. Logic – deals with the nature of thinking and reasoning using empirical support to
establish the truth. It is the study aimed at determining the conditions under which one is
justified in passing from given statements, called premises, to a conclusion that is claimed to
follow from them. Logical validity is the characteristics of an arguments that guarantees that
if the premises of the argument are true then the conclusion must necessarily be true.
 Deductive Reasoning – reasoning from universal truth to particular.
 Inductive Reasoning – reasoning from particular to universal or general
principles.
e. Ethics – sometimes called as Moral Philosophy. Is a philosophical science that
studies the morality of human acts. Is concerned with the analysis of the nature of the
human conduct from the point of view of morality.
Definitions and Concepts of Ethics

Etymologically, ethics is derived from the Greek words ethicos, or that which pertains
to ethos the English translation of which is “custom” or “character.”
Ethics is often called moral philosophy, a study that deals with the principles and
laws governing the morality of the human act.
If ethics deals with the morality of human acts then let us define it. Morality of
human acts means the goodness or badness, the rightness or wrongness or the acceptability
of human acts.


Definitions of Ethics
 Ethics is the practical science of morality of human acts.
 Ethics is the study of human conduct from the standpoint of morality
 Ethics is a normative science based on reason which studies human conduct
and provide norm for its natural integrity and honesty.
 Ethics is a practical science that guides us in our actions that we may live rightly
and well.
 Ethics is science which lays down the principles of right living.
 Ethics is the science of human acts with reference to right and wrong.
 Ethics is the scientific inquiry into the principles of morality.
 Ethics is a philosophical and practical science that deals with the study of the
morality of a human act or human conduct.
Ethics as a science
As a science, ethics includes data on the morality of human acts that are put
together and arranged in order. Such order along with the causes and reasons by which said
data are considered factual, makes it systematized body of knowledge.
Ethics as a philosophical science

As a philosophical science, ethics deals with the ultimacy of the cause and principle
concerning the morality of human act in the light of human reason alone. It does not only
explore the truth by asking the question “how,” which is the concern of empirical science,
but most significantly, by asking the question “why,”- viewed from what can ultimately be
known about the morality of human act as far as human intelligence can afford. Example:
“Why is good, good? (What makes it good?) and Why is evil, evil? (what makes it evil?)”
Since it delves into the morality of a human act in its ultimate cause and principle by means
of human reason alone, ethics can also be called moral philosophy.
Ethics as a practical science

As a practical science, ethics provides a body of knowledge which is not an
intellectually stimulating knowledge source, but is also applicable in daily human conduct
and activity. Hence, that which is to be acted upon in the study of ethics is the learning of

what a human act is in accordance with the very knowledge the study provides. now, as a
philosophical and practical science, ethics is a systematized body of knowledge that deals
with the study of the ultimate cause and principle of the morality of human act performed
by means of human reason alone.
Ethics as a normative science

As a normative science, ethics is considered as a normative science because it is
concerned with the systematic study of the norms of human conduct, as distinguished from
formal sciences such as Mathematics, physical sciences such as Chemistry and Physics, and
empirical sciences such as Economics and Psychology. Ethics is a normative science because
it involves a systematic search for moral principles and norms that are used to justify our
moral judgments. The formation of a sound moral judgment presupposes as a profound
analysis and justification of an ethical principle of theory.
Two (2) Divisions of Ethics

Ethics has two major parts; these are General and Special Ethics.
1. General Ethics- Presents truths about human acts, and from these truths deduce the
general principles of morality. General ethics is applied to the individual in relation to
himself, to God and to his fellow men.
2. Special (Applied) Ethics- is applied ethics. It applies the principles of general ethics in
different departments of human activity, individual and social. It includes man’s relations
within the family, in the state and in the world (International Ethics).

References
Roa, Floriano C. (2011). Business ethics and social responsibility. 2nd ed. Manila:Rex Book
Store.
Sambajon Jr, Marvin Julian L.. (2011) Ethics for educators. Quezon City: C & E Publishing,
Inc.
Tabotabo, Claudio V. et. al, (2011) Ethics: Standards of human conduct, Manila:
Mindshapers Co., Inc.
Cebreros, Nazario L. (2015). Universal ethics and contemporary values. Manila: Mindhaprs
Co., Inc.
Agapay, Ramon B. (2008) Ethics and the Filipino: A manual on morals for students and
educators, Mandaluyong City: National Bookstore Publisher.

Checkpoint
Lesson 1. Activity 1. Essay. Write your answer in not less than 50 words in the box
following the rubrics below.
Rubric for Essay
Content and Organization – 60%
Grammar and Structure – 20%
Timeliness – 20%
Total - 100%
A. What is Philosophy? Do you have a personal philosophy in life? If so, what is your
personal philosophy?
B. Differentiate philosophy from ethics.

C. Why ethics is called a normative science?
D. Why ethics is called as practical science?
E. Differentiate philosophy, art, and science. Cite their similarities and striking
differences.


Learning Module 2. Relationships of Ethics with other Sciences & Human Life
(3hrs)
Topic Content:
2.1 Relationships of Ethics with other Sciences
2.1.1 Ethics and logic
2.1.2 Ethics and Psychology
2.1.3 Ethics and Sociology
2.1.4 Ethics and Economics
2.2 Relationships of Ethics with Human Life
2.2.1 Ethics and Law
2.2.2 Ethics and Religion
2.2.3 Ethics and Professional Codes of Conduct
2.2.4 Ethics and Etiquette
2.2.5 Ethics and Education
2.2.6 Ethics and Art
Competence:
Inculcate among the students the right and proper values needed towards their
Course Outcome/s:
the people in the community will be aware of their significant role in nation-building.
Learning Outcomes:
 Compare and contrast Ethics to other sciences and human life.
Overview
Ethics is a branch of philosophy that studies the nature and the morality of human
conduct. To some extent, ethics is related to other sciences because it also deals with the
investigation of the nature of man as a rational being and a being in relation with other
beings. But unlike other sciences, the focus and the locus of Ethics is to study man’s nature
and his behavior from the standpoint of morality. The material object of Ethics is the human
conduct and the formal object is morality.
Discussion
Relationships of Ethics with other Sciences

The following discussion is focused on how Ethics, as a science which studies the
nature of man and the human conduct, is especially related to other sciences which likewise
deal with the study of human nature and human conduct.
1. Ethics and logic

Ethics is the study of correct action or doing, while Logic studies the process of
correct and organized thinking. Doing follows thinking. Logic therefore is aimed at the right
thinking and Ethics is aimed at the right acting or right doing and behavior.
Based on perceiving information, Ethics
focuses first and foremost on the demands of the
subjective human world, or world of people and
relationships. In communication, ethics focuses
and studies people’s feelings and emotional states
based on non-verbal information and how things
are said. Logic is focused on the demands of the
material, nonhuman world, or world of “things” on
one’s environment. In communication, Logic focuses on and studies what is done and said,
or the content of one’s speech.
On intellectual qualities, Ethics is people- oriented while Logic is task- oriented.
Ethics is focused on enhancing relationships, modifying content and forms of speech to
match or contradict what others expect to hear. Logic is focused on not misleading a person
and giving him correct information.
Lastly, on behavioral relationships, Ethics shows people’s feelings for their partners
directly through emotions; while Logic shows their feelings for their partners by doing things
for them.


2. Ethics and Psychology
Both Ethics and Psychology deal with the study of man and his behavior. However,
Psychology studies how man
behaves, while Ethics studies
how man ought to behave.
Psychology is not interested in
morality of human behavior,
while Ethics is concerned with
man’s moral obligation or the result of his behavior. Ethics is the study of human behavior
from the perspective of morality. Psychology, on the other hand, is the scientific study of
mental and behavioral characteristics, associated with a particular kind of behavior.
3. Ethics and Sociology

Sociology deals with the study of the
social order while Ethics deals with the study
of moral order in the society. There is no
social order if there is no moral order.
Therefore, the foundation of any society
depends on the moral values of people and
their perspective concept of what is good and
bad in human relationships.
Society depends on Ethics for its underlying principles. Sociology deals with human
relations in a society, but human relations are based on proper order and proper order
comes only with the proper observance of moral laws and principles which regulate the
actions of men and women in a community.
4. Ethics and Economics

Earning a living to support his
expenses makes a man an economic
being. Economics as a science deals with
the study of wages, labor, production and
distribution of wealth. The study of these

issues also involves relationships among individuals. For example, wages: between employer
and employee; production: between seller and customer. These fiduciary relationships must
be governed by human values that can only be understood in the light of moral principles
and the nature of values themselves.
At the heart of these relationships are moral norms and rules that should guide
people’s behavior as they relate with others. Without these moral norms and moral values,
harmonious relationships between and among parties cannot exist.
According to Charles K. Wilber, there are three ways in which Ethics enters
economics. First, economists have ethical values that help shape the way they do
economics. This builds into the core of economic theory a particular view of how the
economy does work and how it should work. Second, economic actors have ethical values
that help shape their behavior. Third, economic institutions and policies impact people
differently and thus, ethical evaluations, in addition to economic evaluations, are important.
Relationships of Ethics with Human Life

The study of ethics crosses religious and cultural boundaries and is directed to a
question of how critical decisions are to be made so that an organization may work best
together and to build a community and social relationships in a positive and productive way.
How we live ethically becomes more important as we are required to make complex
decisions concerning customer relations, employer- employee relationship and other
business issues.
1. Ethics and Law

Ethics and law are closely related. Ethics
deals with morality, and when we speak
of morality, we mean primarily the mora
law. Law may be defined as crystallized
ethics. Law and morality presupposed
the concepts of right and wrong, good
and bad, even the rules of conduct.
However, there is a difference
between what is moral and what is legal. Laws are intended to regulate the external actions

of man while ethics investigates and probes the internal disposition of man, such as his
motivations and his thoughts.
2. Ethics and Religion

Ethics is a discipline or set moral
principles and values governing an
individual or institutional behavior.
Religion governing an individual or
institutional behavior. Religion generally
refers to the service and worship of God (or
some other object) is typically expressed as
a personal or institutional set of beliefs,
attitudes, and practices.
Ethics evaluates the behavior of
man against his values regardless of the
source of those values. While religion certainly can create an impact on individuals and may
actually include mandates for ethical behavior, it is a distinct concept from ethics. It is
however, in the practice of religion that ethics and religion may overlap.
3. Ethics and Professional Codes of Conduct

Based on the Webster’s
Dictionary, the meaning of professional
is relating to or characteristic of
profession; engaged in one of the
professions; participating for gain in an
activity not engaged in by amateurs.
Professionalism on the other hand is the
conduct that characterizes a profession
or a professional person; or it can also
be the pursuit of a profession for gain or
livelihood, e.g., as a manager, engineer or as a lawyer.


Members of the profession create their own set of rules; set standard for practice of
the profession, and at the same time discipline their own members. This set of standards of
the profession is reflected in their own professional codes of conduct. A professional code of
ethics is a set of behavioral guidelines hat members of a profession are required by their
association to observe in the course of their professional practice. These guidelines, in
general terms, prescribe responsibilities that members must adhere to and questionable
situations in which they must not be involved.
In some cases, members must be sanctions for violation of the code. These
sanctions may include the following:
 Payment of a fine;
 Payment of the cost of any investigations;
 Reprimand;
 Imposition of conditions on membership;
 Suspension from membership;
 Expulsion from membership.
4. Ethics and Etiquette

The word etiquette practically means
rules and conduct of behavior that are
supposed to be followed in special situations
and circumstances. Today, the word
etiquette refers to a special code of behavior
or courtesy, like saying “thank you,” “you are
welcome” and saying “congratulations” to
the groom and “best wishes” the bride, and
the like.
Although the rules of etiquette are
generally non moral in character, the
violation of the rules of etiquette however
may have moral implications. However, the scrupulous observance of the rules of etiquette
will not make a person moral. In fact, it can even hide or camouflage important moral
issues.


5. Ethics and Education
Education is defined as an instruction
or training by which people learn to develop
and use their mental, moral and physical
powers and abilities. It is also one way of
gaining experience about human life. Since
man however, is primarily a rational moral
being, the purpose of education is to perfect
the moral character in man.
A great educator once said “education
is co extensive in life.” Hence, we can say
that ethics is life because it is the one that
gives life its direction, purpose, and meaning.
6. Ethics and Art

Art is concerned with the use of imagination to make things of aesthetic significance.
Ethics is aim at conforming to an accepted
standard of good behavior. Ethics also stands
for moral goodness, art, and beauty.
It may be difficult to ascertain
whether a piece of art which is offensive can
be considered beautiful. Both true art and
true ethics have the same aim; That is, to
arouse and to inspire the noble emotions of
man, thereby creating no conflict at all.
Consequently an art which arouses the lower
impulses of man defeats the very purpose of
art.

References
Roa, Floriano C. (2011). Business ethics and social responsibility. 2nd ed. Manila:Rex Book
Store.
Sambajon Jr, Marvin Julian L.. (2011) Ethics for educators. Quezon City: C & E Publishing,
Inc.


Checkpoint
Rubric for Essay

Timeliness – 20%
Total - 100%
1. What is the difference between ethics and logic?
2. Give an example of social issue in relation to the application of Ethics and

Psychology.
3. Give an example of social issue in relation to the application of Ethics and Religion.
4. Give an example of social issue in relation to Ethics in our current education system.

Learning Module 3 and 4 Ethics and Morality (6 hrs.)

Topics:
Lesson 3 - Ethics and Morality
3.1 Importance of Ethics
3.2 Definition of Morality
3.3 Relation and Distinction of ethics and morality
3.4 Ethics/Moral Philosophy and Moral Theology
Lesson 4 – The “Moral Sense” in Us
4.1 The Synderesis of Man
4.2 Freud’s Id, Ego, Superego Theory
4.3 Kohlberg’s Moral Development Theory
Competence:
Application of the principles of Ethics and values to their own lives, profession and the
people in the community will be aware of their significant role in nation-building.
Course Outcome/s:
Acquire knowledge and understanding of dilemmas, moral agent, culture and oral
behavior.
Learning Outcomes:
 Interpret the importance of ethics;
 Define Morality;
 Distinguish Ethics from Morality;
 Explain the different theories of moral development.
Overview


Ethics directs man to know the truth of what a morality upright life is as opposed to
what it is not. It urges man to engage in the performance of human conduct according to
the said truth devoid of errors and falsities. Furthermore, ethics is fundamental, ensuring
that all forms of human activities are undertaken in good moral standing. It paves the way
to right living in every endeavor, profession, and venture man deals with in his life. Thus, it
guides him in the practice of what really constitutes “good manners and right conduct” and
in avoidance of what makes up “bad manners and wrong conduct.” It sets the proper
direction for man to attain not just his proximate end but also his ultimate end toward which
his existence is directed.
Discussion
Importance of Ethics
The importance of the study of ethics follows immediately from ethics itself:
1. Ethics means living in the proper way an it is in the development of a good moral
character and virtues that man finds perfection and understands his purpose of existence.
The Greek Triumvirate, the Christian teachings and the majority of Oriental philosophers
affirmed that the ultimate end and purpose of human existence is not the acquisition of
material possession, power, and prestige; not even the development of intellectual skills
but in the development of moral qualities that make men unique and supreme from all
creation.
2. Everybody aims to have peace and harmony among all people, which is indeed the
common interest of the people and the government. The first way to the moral
development of the people is to educate them.
Confucius laid great emphasis on cultivation of character, purity of heart and conduct.
He exhorted to the people to have a good character first, which is a priceless jewel and which
is the best of all virtues.
According to Emmanuel Kant, “Man is a rational being.” Every action of man must be
in accordance with laws of reason that makes man a moral agent. It is the duty of man to
live a moral life.

Morality is the quality of human acts by which some of them are called good or right
while others evil or wrong. This quality is determined by the kind of human act that is
performed.
-Is the quality of goodness or badness of human acts. It is also the rightness and wrongness
of human acts as they conform or do not conform to standards.
What makes good, good?

As fa as ethics being a moral philosophy is concerned, an act is good when it is in
agreement or in conformity with the dictates of right reason.
To Christians, an act is good when it is in agreement or in conformity not only with
the dictates of right reason but also with God’s moral law and Gospel values as exemplified
by Christ.
What makes evil, evil?

An act is evil when it is not in agreement
or not in conformity with and is in transgression of
the dictates of right reason.
To Christians, an act is evil when it is not
in agreement and not in conformity with and is in
transgression not only of the dictates of right
reason but also of God’s moral law and Gospel
values as exemplified by Christ.
What makes reason right?

As far as ethics is concerned, reason is
considered right when it is in conformity with the
truth – which must be objective in its sense.
Meaning, the truth is not that which is acceptable
only to some but not to all as relativists would
contend: “What is true for you may not be true for
me and vice versa.” Rather, the truth is universally
acceptable to all human person’s regardless f time,

space, and culture. Truth’s capability of being recognized is anchored upon the intrinsic
demand of human nature which is the same and never changes among all men.
To Christians, determining the truth is no bog deal. Their truth is nothing but Christ
who is “the Way, the Truth, and the Life” upon whom reason has to be anchored in order to
be right.
Relation and Distinction of ethics and morality

Though the morality is the formal object of ethics and both disciplines are used in
almost the same sense, the two actually possess specific relations with and distinctions from
each other as shown below:
Relation Distinction
a. Bothe ethics and morality deal with a. Ethics pertains to the acquisition of
human act or human conduct. knowledge of what to study about;
Morality pertains to the application of
b. Ethics studies bout morality. this knowledge in the performance of
human act.
c. Morality gives ethics a perspective of
what to study about – that is the b. Ethics provides learning about the
rectitude of whether an act is good or morality of human conduct; Morality
bad. provides ways of practicing what is
learned.
d. Morality provides ethics with a quality
that determines and distinguishes right c. Ethics is the ‘word’; Morality is the
conduct from wrong conduct. ‘flesh.’
d. Ethics dictates the ‘theory’; Morality

indicates the ‘practice.’
Ethics/Moral Philosophy and Moral Theology

Sources of Ethics/ Moral Philosophy
In order to reach its conclusions, ethics/ moral philosophy draws upon the following
sources:
a. Human reason
b. Experience


b.1. Personal Experience
b.2. Experience of others
 Contemporary
 Historical
Since its primary source is based on human reason, ethics looks only into its natural
end- to to which the study of ethics in the light of reason is directed – which is the acquisition
of ethical knowledge and its application in human conduct.
Sources of Moral Theology

Moral theology is sacred science which deals
with the study of the morality of human conduct in
the light of human reason guided by faith. Being
guided by faith, moral theology arrives at its
conclusions by drawing upon the following sources:
a. Divine Revelation as interpreted by the
Catholic Church
b. Human reason
c. Experience
Faith, as employed in the study of moral theology, is drawn as a response to the
Divine Revelation – God’s supernatural communication to mankind – comprising both the
Sacred Scriptures and the Sacred Tradition. The Sacred Scriptures and the Sacred Tradition
constitute the single deposit and source of faith.
Hence, moral theology looks not only through its natural ends but most significantly, through
its supernatural end which is God.
Relation Distinction
a. Both moral philosophy and moral theology a. Moral philosophy employs human reason
deal with the morality of human conduct. alone in dealing with the morality of human
conduct; moral theology employs not only
human reason but also faith in dealing with
the morality of human conduct.
b. Both moral philosophy and moral theology b. Moral philosophy draws its conclusions
employ the rational operation of human from human reason and from experiences;
reason and make use of experience as moral theology draws its conclusion not just
another source from which their conclusions from human reason and experiences but also

are drawn. from the Divine Revelation as interpreted by
the Church Magisterium.
c. Both moral philosophy and moral theology c. Moral philosophy takes a look at and
recognize as end. recognizes only the natural end; moral
theology takes, ultimately, a look at and
recognizes the supernatural end.
Note that Divine Revelation is not employed as a source of ethics/moral philosophy.

However, it utilized as a check on the conclusions that ethics arrives at. “ If some apparent
conclusion of ethics is contrary to God’s Revelation, then the conclusion must be wrong, since
God cannot contradict Himself. ”
Ethics as a natural science must be subordinated to the sacred or supernatural
science of moral theology. Moreover, God is the one and the same ultimate source of all
disciplines. That is why, the truth arrived at in one discipline cannot contradict the truth in
another discipline.
Lesson 4 – The “Moral Sense” in Us

One of the basic questions in ethics is to determined how people develop their
fundamental concepts of good and evil. Traditional ethics believes that man has a natural
insight to morality, this being a gift from the Creator who gave man a “moral sense.” This
moral sense is native in all persons regardless of race, religion, culture, education and creed.
Man, therefore is a moral being. He known the fundamental distinction between what is good
and bad, what is moral or immoral. This basic knowledge of right and wrong is what
differentiate of man from animals. The following theories attempt to explain the fundamental
question of how people develop their concept of morality.
1. The Synderesis of Man according to St.

Thomas Aquinas
Thomas Aquinas is an Italian philosopher,
theologian and priest is sometimes called as the
Prince of Scholastic. He wrote 25 books including
Summa Theologica and Summa Contra Gentiles
and developed a systematic Christian theology in
response to the problem of the dichotomy of faith

and reason during the Medieval Period. He was invited by Pope Gregory X to attend a
General Council in Rome in 1274 but died on the way to the Vatican. He died at the young
age of 49 years old. And 49 years later, he was canonized as St. Thomas Aquinas, The
Angelic Doctor of the Church.
According to Aquinas, the moral sense in man is manifested and expressed in three
different ways:
1. Man is able to distinguish or to know what is good and what is bad. Of all
creatures, only man has the capacity to know the difference between a good
and a bad action.
2. Man is always obligated to do good and avoid evil. In any given circumstance,
man is the only creature who feels this primary duty to do what is good and
avoid what is evil.
3. Man knows that he is accountable for his actions- good or bad. Of all
creatures, only man realizes that the performance of an action entails
rewards and punishments. If he does a good action, he expects rewards. If
he does a bad action, he expects punishment
For Thomas Aquinas and the scholastics. This “synderesis” is the starting point of
man’s moral reasoning. Which takes place when a person reaches the “age of reason.” At
this point, man acquires the basic moral principles that teach him the fundamental
difference between right and wrong.
2. Freud’s Id, Ego, Superego Theory

Sigmund Freud was born on May 6, 1856, at Freiburg, a rural town in Moravia, which
was then part of the Austro – Hungarian Empire. He is the founding father of
Psychoanalysis, which is major school of
Psychology. Freud believes that the human mind
has three important components, that of the
preconscious, conscious and unconscious. No
other psychologist except Freud has studied the
unconscious part of the human mind. His theory
about sexuality being the center of
psychopathology as well as the major drive of all

individual developments has made him one of the most controversial yet most influential
scientists of the 20th century.
Freud founded the Psychoanalysis Theory where the approach is to understand
human behavior which views men and women as constantly torn between internal
unconscious forces and external social forces. The key points of psychoanalytic theory are
the following:
1. Man must learn to control his inborn desires.
2. Man must achieve fulfillment in ways that are harmonious with others.
Freud’s theory of Id, Ego, and the Superego

 Superego – basically reflects social rules and values of the society that govern our
behavior. This also includes the codes and rules that we have been taught. The
superego has elements in common with both reason and willpower. Freud equates
superego with conscience.
 Ego – is the rational self or conscious self. It is also known as the “reality- principle.”
It is part reason but also part willpower. The ego is under constant pressure to fight
off the pleasure – seeking desires of the id and at the same time, the ego is
pressured by the reality forces of the environment and the moral dictates of one’s
upbringing – the superego.
 Id – is the irrational part in us or the unconscious instincts. According to Freud, we
are born with the id which is also known as the “pleasure- principle” in each of us.
The id, being irrational does not know the meaning of postponement. When the id
wants something, it craves for instant satisfaction.
For Freud, a healthy personality is manifested by a person who has an ego that does
an effective job of coping with the urges of the id and at the same time, is not pressured by
the restrictions of the superego.
3. Kohlberg’s Moral Development Theory

Lawrence Kohlberg was born in Bronxville, New York on October 25, 1927. After high
school, he enlisted and became and engineer on a freighter. He taught at the University of
Chicago in 1962 then moved to Harvard University as a professor of Education and Social


Psychology in 1968. He contracted a tropical disease in 1971 that bothered him until his
death. He is rumored to have committed suicide at the Boston Harbor on January 19, 1987.
He is well known for his Theory of moral Development. Through his research which
was conducted at Harvard’s Center for Moral Education in the 1950’s, Kohlberg believed that
people progressed in their moral reasoning through a series of stages.
His theory of moral development was based on the earlier works of Jean Piaget.
Kohlberg helped to clarify the general cognitive developmental approach of Jean Piaget,
through his analysis of the changes in moral reasoning or extending the approaches into a
series of stages.
Kohlberg’s Classification of the Persons Moral Development
1. Pre- conventional – This behavior is generally found in young children and older
children. There are two stages in this level: 1) reaction to punishment, and 2) the
desire for the right behavior that will satisfy the person’s self- interest.
Stage 1 – explains the concept of being good by following commands and authority
and avoiding being punished.


Stage 2 – is a stage of Individual Instrumental Purpose and Exchange. This means
fair deals for concrete exchanges. This is characterized by a view that right behavior
means acting in one’s own best interests. Also promotes the “I’ll scratch your back
and you scratch my back” type of mentality.
2. Conventional - this level is generally found in an ideal civilized society.

Stage 3- is the Stage of Mutual Interpersonal Expectations, Relationships and
Conformity. This is characterized by an attitude which seeks to do what will gain the
approval of others, commonly referred to as “Putting oneself in the other person’s
shoes.” Is also known a “the good boy and good girl” orientation stage. This implies
that a good or bad behavior of the person depends on his/ her immediate
community or environment.
Stage 4 – is the Stage of Social System and Conscience aintenance wherein one is
oriented to abiding by the law and responding to the obligations of duty. Individuals
adopt social rules without considering the underlying ethical principles involved. It
emphasizes only obedience to the laws, respect to authority and performing one’s
duties so that social order is maintained.
3. Post- conventional – this third level of moral thinking is one that Kohlberg felt is
not reached by the majority of adults.
Stage 5 – is he stage of Prior Rights and Social Contract or Utility. It is the stage of
understanding of rights and values. This means that people at this stage realize that
there are fundamental concepts of right and wrong but the application of which is
confined to their own culture and environment. Each person’s moral rights however,
must be protected.
Stage 6 – is the Stage of Universal Ethical Principles. It is based on respect for
universal principles and the demands of individual conscience. Action is controlled by
internalized ideals that demand pressure to act accordingly regardless of the
reaction of others in the immediate environment. At this stage Kohlberg believed
that people do good and avoid evil because they are convinced that there are
universal ethical principles that govern and justify their actions.


The last stage of Kohlberg’s stages of moral development is called Transcendental
Morality. At this stage, Kohlberg believes that people can transcends their concepts of
good and evil by integrating them with their religious conviction.
References
Roa, Floriano C. (2011). Business ethics and social responsibility. 2 nd ed. Manila:Rex Book
Store.
Sambajon Jr, Marvin Julian L.. (2011) Ethics for educators. Quezon City: C & E
Publishing, Inc.
Quito, Emerita S. (2008) Fundamentals of ethics, Quezon City: C & E Publishing, Inc.

Checkpoint
Lesson 3 and 4. Activity 1. Essay. Write your answer in not less than 50 words in the box
Rubric for Essay
Timeliness – 20%
Total - 100%
1. Is it necessary to study Ethics in college? Defend your answer and supply an
example.
2. What makes a “good thing”, bad?
3. Under the Theory of Freud, where do you belong to? Discuss.
4. Under Kohlberg’s Moral Development, where do you belong to? Discuss.

Lesson 5. Concepts and Foundation of Morality (6 Hours)

Topics:
5.1 Concepts of Morality
5.1.1 Subjectivism
5.1.2 Relativism
5.1.2.1 Egoism
5.1.2.2 Utilitarianism
5.1.2.3 Hedonism
5.1.2.4 Altruism
5.1.2.5 Situation Ethics
5.1.3 Objective Morality
5.1.4 Approaches to Moral Differences
5.2 Foundation of Morality
5.2.1 The Socio-Psychological Theory
5.2.2 The Humanistic Theory
5.2.3 The Transcendentalist Position
Competence
the people in the community will be aware of their significant role in nation-building
Course Outcome/s:
Acquire knowledge and understanding of dilemmas, moral agent, culture and oral
behavior.
Learning Outcomes:
 Discuss the concepts and foundation of Morality and cite an example.

Overview
It can be said that the postmodern period is
characterized by a certain paradigm in which the authenticity
of teaching, of principle, and of tenets is put under question
and is challenged. One is the standard of morality which is
often subjected to subjectivism and relativism
Discussion
Concepts of Morality
Subjectivism is a doctrine which determines the moral quality of an act in view of
the subject, the self, or the person performing it. The subject is the measure and criterion of
morality so that what he regards as good is good and what he regards as evil is evil. Moral
standards are purely within the subject devises out of this mental state, orientation, and
values. There is no existing measure of the morality of an act outside of the subject.
Relativism is a doctrine in which the moral judgment of an act is anchored on its
relation to circumstances, situations and the like. Since circumstances and situation may
vary from one individual or group to another and from one time and space to another, what
is moral and what is not
may vary also and may even
contradict one another. The
doctrine negates any
measure if existing moral
conduct independently of its
relation to circumstances
and situations.


The subjectivity and relativity of morality are expounded on different doctrines:
a) Egoism - this doctrine holds that the morality of an act is determined by what
serves the interest of the self. What is good or evil is conditioned by what one thinks, feels,
or wishes in affirmation of what it means to be “true to oneself.” The great danger is that an
act may always be done in favor of the self, no matter how unmindful and harmful it may be
to others who may think, feel, and wish differently.
b) Utilitarianism – this doctrine derives them oral quality of an act from its
usefulness and its desired results. What is useful is good, while what is useless or futile is
evil. And at is useful when it serves its purpose for which it is performed. Whereas, it is
useless when it fails to attain desired consequences. The great danger is that the served
purpose and the achieved result may not reflect what is truly good and may even turn out
to be otherwise.
c) Hedonism – this doctrine asserts that pleasure, of whatever form, is the only
basis from which the moral quality of an act be derived. What is pleasurable and
comfortable is good and its opposite is evil. The great danger is that it reject’s man’s
rational faculties to do higher forms of good that may even appear hostile to pleasure but
perfect his moral nature, such as practice of virtues acquired by means of mortification, self-
giving, sacrifice, and self- emptying.
d) Altruism – this doctrine sounds reasonable compared to the previous ones. It

is contrary to egoism. It draws the goodness of an act not out of selfishness but out of
others’ interest and advantage. What is beneficial to others is right and what is detrimental
to them is wrong. The great danger is that it can be pursued at the expense of one’s dignity
and without any regard for the morality of the means of being used in working for the good
of others.
e) Situation Ethics – comes to the scenario which seems to be acceptable to all

for having apparently addressed some of the dangers posed in the aforementioned moral
concepts, and for having seemingly kept the sense of “regard” for the co-existence of
human beings while retaining their pluralistic standards of morality. Situation ethics not only

aggravates the problem but offers more ambiguously conceived “measures” of morality
causing the postmodern man’s extreme alienation of his nature. Three of the common
“maxims” of situation ethics are:
 “Do whatever you think, feel, and wish, is right as long as you do not impinge
on others”
 “Respect one’s rights and freedom may not imposing your own concept of what
is right or wrong upon others and vice versa.”
 “Don what you think is helpful and of service to others.”
Objective Morality
Objective morality is possible when it is anchored on a certain unquestionable
standard or norm existing outside of the subject, of individual persons. The act has to be in
agreement with the dictates of right reason and with God’s Moral Law in order to be right.
The dictates of right reason should not and cannot be alienated from or contrary to what
God’s moral law provides, considering that the latter is obviously, of a higher degree. If it is
not in agreement with and is even a form of transgression of the moral law, then, the act is
evil and reason is erroneous. Hence, it is God’s moral law which is the unquestionable norm
upon which the concept of morality has to be anchored and to which the dictates of right
reason ought to conform.
But, can man recognize dictates of right reason in conformity with God’s law?
Certainly! It is intrinsically inscribed within the nature of man to be able to recognize and
distinguish right from wrong. It is within his nature to tend to do good and avid evil. This
natural tenet is universally upheld, regardless of beliefs, customs, opinions, and races.
That is why, rape, murder, and blasphemy, among many others are unquestionably
regarded as evil. It does not entail someone to be a Christian and to necessarily get to know
the Ten Commandments of God stipulated in the bible in order for him to recognize that the
said acts are evil. Obviously, Filipino ancestors who were not yet Christianized during the
pre- Spanish era had the capacity to know and tech their children that stealing is evil and
honoring parents is something good.
In order to avoid identifying this natural tendency too subjectively or relatively, the
human nature ought to be molded and formed. This formation will help one attain the level


of entirely and objectively distinguishing what is good from what is evil, thereby achieving
the ultimate destiny of human existence in light of the ultimate truth.
Approaches to Moral Differences

Most people use four different approaches when making ethical decisions. Some
people use one approach predominantly; others vary their approaches according to
circumstances. In either case, the approaches are usually chosen unconsciously. The main
source of conflict in decision making is the fact that two parties have chosen different
approaches. The four approaches are:
 The principal approach, in which decisions are made according to a principle
such as the Ten Commandments or the Golden Rule
 The consequence approach, in which decisions are made according to their
likely outcomes
 The virtue/character approach, in which decisions are made according to the
decision makers’ view of his or her responsibilities
 The moral sentiment approach, in which decisions are made according to the
decision maker's feelings
Conflicts in decision making become easier to resolve once the decision makers, first,
recognize that they are using different approaches, and, second, agree to "change gears"
and use the same approach.
Foundation of Morality
Moral Foundations Theory was created
by a group of social and cultural psychologists
(see us here) to understand why morality varies
so much across cultures yet still shows so many
similarities and recurrent themes. In brief, the
theory proposes that several innate and
universally available psychological systems are
the foundations of “intuitive ethics.” Each
culture then constructs virtues, narratives, and
institutions on top of these foundations,

thereby creating the unique moralities we see around the world, and conflicting within
nations too. The five foundations for which we think the evidence is best are:
1) Care/harm: This foundation is related to our long evolution as mammals with
attachment systems and an ability to feel (and dislike) the pain of others. It underlies virtues
of kindness, gentleness, and nurturance.
2) Fairness/cheating: This foundation is related to the evolutionary process of

reciprocal altruism. It generates ideas of justice, rights, and autonomy. [Note: In our
original conception, Fairness included concerns about equality, which are more strongly
endorsed by political liberals. However, as we reformulated the theory in 2011 based on
new data, we emphasize proportionality, which is endorsed by everyone, but is more
strongly endorsed by conservatives]
3) Loyalty/betrayal: This foundation is related to our long history as tribal creatures

able to form shifting coalitions. It underlies virtues of patriotism and self-sacrifice for the
group. It is active anytime people feel that it’s “one for all, and all for one.”
4) Authority/subversion: This foundation was shaped by our long primate history of

hierarchical social interactions. It underlies virtues of leadership and followership, including
deference to legitimate authority and respect for traditions.
5) Sanctity/degradation: This foundation was shaped by the psychology of disgust

and contamination. It underlies religious notions of striving to live in an elevated, less
carnal, more noble way. It underlies the widespread idea that the body is a temple which
can be desecrated by immoral activities and contaminants (an idea not unique to religious
traditions).
Much of our present research involves applying the theory to political “cultures” such
as those of liberals and conservatives. The current American culture war, we have found,
can be seen as arising from the fact that liberals try to create a morality relying primarily on
the Care/harm foundation, with additional support from the Fairness/cheating and
Liberty/oppression foundations. Conservatives, especially religious conservatives, use all six
foundations, including Loyalty/betrayal, Authority/subversion, and Sanctity/degradation. The

culture war in the 1990s and early 2000s centered on the legitimacy of these latter three
foundations.
The Socio-Psychological Theory

The breadth and range of contemporary social psychology theories reflects the
diverse intellectual origins of the various perspectives and approaches. Early discussions of
social psychology focused on these
distinctive intellectual origins by
highlighting the differences between
psychological and sociological social
psychology. This representation of the
field has been critiqued for its
perpetuation of artificial boundaries that
overlook significant connections between
the shared subject matter of sociology
and psychology. In 1980 Sheldon Stry ker
articulated three ‘‘faces’’ of social
psychology: psychological social
psychology, sociological social
psychology, and symbolic interactionism.
While each perspective represents unique theoretical ideas, they also inform one
another and serve to create a comprehensive understanding of individual interactions and
how they impact on the groups to which we belong as well as the environments in which
group interactions occur. All three perspectives share a focus on the individual and individual
interactions as the explanatory factor for all aspects of social life, such as the creation of
stable group structures and the formation of successful social movements. The three
theoretical perspectives in social psychology, known more generally as cognitive and
intrapersonal, symbolic interactionist, and structural, each represent different origins and
intellectual affiliations and maintain a focus on different aspects of the individual and
society.
Cognitive and Intrapersonal Social Psychology


Social Psychology Theories Cognitive and intrapersonal social psychology originated
with the work of experimental
psychologists in Germany such as
Wilhelm Wundt in the mid
nineteenth century and focuses on
understanding how internal
processes affect an individual’s
ability to interact with others. The
internal processes most studied in
this perspective are cognitive
(memory, perception, and decision
making) and physiological
(chemical and neural activity).
Each approach examines a
different aspect of how interactions are affected by these internal processes. The underlying
basis of the cognitive and intrapersonal approach centers on how individuals store
information in the brain in the form of schemas.
Symbolic Interactionism
Symbolic interactionism originated from the work of George Herbert Mead and his
students at the University of Chicago as well as the work of pragmatic philosophers. While
Mead was formally associated with the psychology and philosophy departments at the
University of Chicago, his classes on social psychology and social philosophy attracted a
large number of students from the fledgling sociology department.
Structural Social Psychology

Structural social psychology originated with the work of economists, psychologists,
and sociologists interested in explaining social interactions more formally and
mathematically with the goal of creating testable hypotheses. Structural social psychology
assumes that social actors are driven by rational concerns centered on maximizing rewards
and minimizing punishments. Another related assumption is that interactions based on
rational calculations result in formally structured individual, group, and institutional

interactions. This approach is related to cognitive and intrapersonal social psychology in the
focus on developing formal theories to explain interactions and creating specific hypotheses
for testing in experimental situations.
The Humanistic Theory

The Humanistic approach developed in the 1960's as a critical reaction to the
technical emphases of both psychodynamic and behaviorist learning approaches to
psychology. Drawing deeply from work done in the fields of existential and religious
philosophy, the humanist psychologists staked a claim to the idea of a "client centered
psychotherapy" (rather than a technique-oriented therapy). According to major humanists
like Carl Rogers and Fredrick Perls, people were born knowing how to be healthy and were
naturally drawn towards making healthy choices. These healthy natural impulses were
thwarted by parents, teachers, religious leaders and other authorities acting on a variety of
unhealthy (dysfunctional) culturally endorsed convictions, or (more sadly) from abusive
motives. The job of the therapist was to help their clients to overcome the negative
influences of authority and
society or abusers and get back
to making their own healthy
choices which would support
their growth. With loving care
and support, people would be
able to "fix themselves".
The humanist vision of
what healthy growth might look
like is a tolerant and essentially
liberal one. The direction of growth should be driven from the inside (rather than according
to society's needs) so that every human being is able (if they are lucky and do the necessary
work) to become all they were born to be; to fully explore their inborn interests, and to
make a unique contribution to society. This theoretical pinnacle of self-expression is referred
to as a "self-actualized" state.
There are a whole range of conditions that must be met before any person can work
on becoming self-actualized. According to the "needs hierarchy" described by Abraham

Maslow, people must first secure their basic "organismic" needs (including adequate food,
clothing and shelter necessary to keep themselves alive). Having achieved the basics, they
next worry about and work to achieve: a feeling of adequate safety, a sense of belonging
(to one or more social groups and relationship), and a sense of self-respect and social
respect. Self-actualization, the drive to do all that you desire to do with your life, is
something that only emerges as a motivator of behavior after all the earlier needs are
adequately satisfied.
In addition to being as genuine as they could manage to be with their clients,
humanist psychotherapists developed a number of techniques designed to help their clients
move past fears or social commitments and responsibilities that kept them too frightened or
too dutiful to think about pursuing their own inborn agendas. Realizing that many such road
blocks took the form of an internalized sense of duty or of fear, humanist therapists
developed many techniques that were designed to help people reconnect with their hidden,
or suppressed wishes and dreams. Frequently, these techniques (including Perl's "empty
chair" technique described below) worked at an emotional level rather than a rational one.
Humanistic theories used within social work practice originated from humanistic psychology,
which developed in response to the psychodynamic and behavioral theories that focused on
human behavior and personality being determined by the unconscious or through reinforcers
from the social environment.
The Transcendentalist Position

Transcendentalism, 19th-century movement of writers and philosophers in New
England who were loosely bound together by adherence to an idealistic system of thought
based on a belief in the essential unity of all creation, the innate goodness of humanity, and
the supremacy of insight over logic and experience for the revelation of the deepest truths.
German transcendentalism (especially as it was refracted by Samuel Taylor Coleridge and
Thomas Carlyle), Platonism and Neoplatonism, the Indian and Chinese scriptures, and the
writings of such mystics as Emanuel Swedenborg and Jakob Böhme were sources to which
the New England Transcendentalists turned in their search for a liberating philosophy.
Eclectic and cosmopolitan in its sources and part of the Romantic movement, New
England Transcendentalism originated in the area around Concord, Massachusetts, and from
1830 to 1855 represented a battle between the younger and older generations and the

emergence of a new national culture based on native materials. It attracted such diverse
and highly individualistic figures as Ralph Waldo Emerson, Henry David Thoreau, Margaret
Fuller, Orestes Brownson, Elizabeth Palmer Peabody, and James Freeman Clarke, as well as
George Ripley, Bronson Alcott, the younger W.E. Channing, and W.H. Channing. In 1840
Emerson and Margaret Fuller founded The Dial (1840–44), the prototypal “little magazine”
wherein some of the best writings by minor Transcendentalists appeared. The writings of
the Transcendentalists and those of contemporaries such as Walt Whitman, Herman
Melville, and Nathaniel Hawthorne, for whom they prepared the ground, represent the first
flowering of the American artistic genius and introduced the American Renaissance in
literature
References
Roa, Floriano C. (2011). Business ethics and social responsibility. 2nd ed. Manila:Rex
Book Store.
Sambajon Jr, Marvin Julian L.. (2011) Ethics for educators. Quezon City: C & E
Publishing, Inc.
Bauzon, Priciliano T. (2011). A comprehensive handbook in ethics of moral
philosophy. Manila. National Book Store, Inc.
Reyes, Ramon C. (2009). Ground and Norm of Morality. Quezon City: Ateneo De
Manila Universty Press.
Quito, Emerita S. (2008) Fundamentals of ethics, Quezon City: C & E Publishing, Inc.
https://www.google.com/search?
q=concept+of+morality&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjzi6fN_KLuAhXDZt4K
HY8hAbUQ_AUoAXoECBkQAw&biw=1536&bih=722#imgrc=4Kvn0wgmvX6zIM
https://www.chausa.org/publications/health-progress/article/november-december-
1998/four-ways-people-approach-ethics
https://moralfoundations.org/
http://psychology.iresearchnet.com/social-psychology/social-psychology-theories/
https://www.mentalhelp.net/self-help/humanistic-theory/
https://www.sciencedirect.com/topics/social-sciences/humanistic-theory
https://www.britannica.com/event/Transcendentalism-American-movement

Checkpoint
Rubric for Essay
Timeliness – 20%
Total - 100%
1. What is the difference between Subjectivism and Relativism in your own
explanation?
2. Choose at least 2 foundations of morality and explain in your own understanding
3. What are your insights about The Humanistic Theory?
4. What is the connection of Loyalty and Betrayal?

Assessment 1 (Lesson1 to 5)
Make a CONCEPT MAP about Morality.
Instruction: Search on the internet on how to do a concept map. Or here is the link for your
guide: https://www.lucidchart.com/blog/how-to-make-a-concept-map
Rubrics for grading is:
Organization- 40 points
Content, Concepts, And Terminology- 30 points
Connections and Knowledge of the Relationships among Concepts- 30 points
Total: 100 points
Start here-> MORALITY

Assessment 2
Study for a scheduled Oral Recitation about the Lesson 1 to 5. Rubrics for
grading shall be the following:
Construction and Content of Answer- 40 points

Relativity of Answer to the Topic- 40 points
Confidence and Delivery of Answer- 20 points
Total : 100 points
Topics to study:
1. Ethics and Logic

2. Ethics and Psychology
3. Ethics and Sociology
4. Ethics and Economics
5. Ethics and Education
6. Ethics and Law
7. Ethics and Art
8. Ethics and Religion
9. Importance of Ethics
10. Definition of Morality
11. Freud’s Theory
12. Kohlberg’s Theory
13. Concepts of Morality

Hum 1 Ethics New Prelim

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Issue No.

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Competence, Course Outcomes and Learning Outcomes

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Philosophical Background of Ethics

Other definition of philosophy:

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Two (2) Division of Philosophy

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Definitions and Concepts of Ethics

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Ethics as a philosophical science

Ethics as a practical science

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Ethics as a normative science

Two (2) Divisions of Ethics

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B. Differentiate philosophy from ethics.

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C. Why ethics is called a normative science?

D. Why ethics is called as practical science?

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Competence, Course Outcomes and Learning Outcomes

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Relationships of Ethics with other Sciences

1. Ethics and logic

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3. Ethics and Sociology

4. Ethics and Economics

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Relationships of Ethics with Human Life

1. Ethics and Law

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2. Ethics and Religion

3. Ethics and Professional Codes of Conduct

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4. Ethics and Etiquette

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6. Ethics and Art

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Rubric for Essay

1. What is the difference between ethics and logic?

2. Give an example of social issue in relation to the application of Ethics and

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Learning Module 3 and 4 Ethics and Morality (6 hrs.)

Competence, Course Outcomes and Learning Outcomes

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