LESSON 5:

How Is Moral
H
A

Character
P
T

Developed? E
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 What is Moral
Character?

Moral – Concerned with the principles of right and

wrong behavior of the goodness and badness of the
human character.
Character – defined as the mental and moral
qualities distinct to an individual, it usually denotes
to the moral dimension of a person.
MORAL CHARACTER– refers to the “existence (or lack
of) virtues such as
(Integrity, Courage, Fortitude, Honest, and Loyalty)
 Moral Character
as Disposition

Moral Characters are those

dispositions to act or think in a
particular way for which a person
can be held morally responsible.
Moral Character traits are:
• Rational
• Informed
• Stable
• Reliable dispositions
 Philosophical Views
on
Moral Character
Confucian Traditions
• For Confucian traditions moral development was attributed
to “four beginnings” of the human personality.
Personality- “an achieved state of moral excellence”
Yi
The 4 beginnings in Confucian traditions are:

1. Jen – The heart of Compassion (goodwill, sympathy, and

generosity)
Li
2. YI – The heart of Righteousness (righteousness, respect of
duty, respect position as guardian towards nature &
humanity)
Zhi
3. Li – The heart of Propriety (etiquette, customs, & rituals)
4. Zhi – The heart of Wisdom (Wisdom and practicing Jen, Yi,
and Li in one’s life) 4
Aristotle & Virtue Ethics

VIRTUE ETHICS
• is an approach that reduces the emphasis on
rules, consequence, and particular acts.
• focus on the quality of the person.
• does not focus on whether an action is right or
wrong, nor on whether the consequences are
good or bad

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Aristotle & Virtue Ethics

What does it mean to be a good person?

• Aristotle believed that humans have an
essence.
• He called essence proper functioning.
• A person is also good if he or she fulfills
what nature expects of him or her.
• A person according to Aristotle is also a
“Rational animal” and “ Social animal”
• A “good” person is one who fulfills all
these functions
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Aristotle & Virtue Ethics

What does it mean to be virtuous?

• A man has virtue as a flautist.
• A person of virtue is someone who
performs the distinctive activity of being
human well.
• Called the “Doctrine of the Golden Mean”
• Aristotle understood virtue as a character
that can be developed, and that this can
be developed by practicing the golden
mean. Time, good behavior will come
naturally.
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Aristotle & Virtue Ethics

Why do we have to be virtuous?

• Eudaimonia – “Happiness”, “Well-being”
or “Good life”
• Aristotle believed to achieve Eudaimonia
you need to practice the virtues in your
everyday activity all through your life.

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Lesson 6: C
H
A
P
Stages of Moral T
E
Development R
1

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Lawrence Kohlberg’s Stages of Moral
Development
LAWRENCE KOHLBERG
ABOUT Lawrence Kohlberg
• 20th century developmental psychologist and moral philosopher
• Director of Harvard’s center for moral education
• His research focused on the moral development of children
particularly on how they develop a sense of what is right or
wrong as well as justice
• Observed that children move through what he believed as
definite stages of moral development

Kohlberg's theory
• His theory holds that moral reasoning which is the basis for
ethical behavior has identifiable developmental stages
• Each become more adequate at responding to moral dilemmas
as the person progresses from one stage to next
• The process of moral development was principally concerned
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with justice.
Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:
Level 1: Pre-conventional morality
• Judgment at this level is solely on the self
• It is Common among children although some adults would also
exhibits such behavior
Stage 1: Punishment – Obedience Orientation
• Called the “pre-moral” stage
• Decisions and action are determined by immediate physical
consequence and not the true moral value
• Overall goal is to avoid punishment
Stage 2: Reward Orientation
• Children begin to see that there is actually room for negotiations
• Children learn to behave in a manner based on the principle
“what’s in it for me?”
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Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:
Level 2: Conventional Morality
• Typical of adolescents and adults
• To reason in a conventional (something that is generally
accepted) manner.
• Accepting the rules and standards of one’s group
• Decisions and morality of hi/her actions are based on
society’s views and expectations
• Focus on the “significant others “ or what is also called
“tyranny of the they”

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Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:

Level 2: Conventional Morality

Stage 3: Good Boy/ Girl Orientation
• At this stage try to seek approval from other people by
living up to their expectation.
• Understand the concept of loyalty, Trust, and gratitude.
Stage 4 : Authority Orientation
• By this time they reach the adulthood and consider society
as whole when making judgement .
• At this stage they follow the rules, maintaining the law and
order respecting authority

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Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:

Level 3: Post Conventional

• marked by a realization are and an independent part of
society
• The individual’s own Perspective if more significant over
the society
• Disobeying the law to follow personal principle.
• Person does not see rules and law

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Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:

Level 3: Post Conventional

Stage 5: Society Contract Orientation
• This stage is aware that much of what is considered to be
moral based on personal belief
• The social group they belong o and very few of the known
fundamental values are actually universal.
• Holds different opinions , right, values dif. View should
mutually respected
• The greater good for the most number of people

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Lawrence Kohlberg’s Stages of Moral
Development
The (3) three broad levels and six specific stages of moral LAWRENCE KOHLBERG
development:

Level 3: Post Conventional

Stage 6: Ethical - Principle Orientation
• The person make a personal commitment to uphold
principles of equal rights and respect
• At this stage an individual already has a principled
conscience and will follow universal regardless of what the
laws or the rules
• Judgement is based on abstract reasoning being able to put
oneself in other people’s shoes.

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LESSON 1
Feelings As Instinctive And
Train Response to Moral
Dilemmas

C
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A
P
T
E
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ABOUT DAVID HUME DAVID HUME
• Scottish philosopher, historian, economist,
and essayist known
• especially for his
philosophical empiricism and skepticism.
• He concluded that no theory of reality is
possible; there can be
• no knowledge of anything beyond experience.
Despite the enduring
• impact of his theory of knowledge, Hume
seems to have considered
• himself chiefly as a moralist.

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ABOUT DAVID HUME’S THEORY
Hume's separation between Matters of Fact
and Relations of Ideas is often referred to a DAVID HUME
"Hume's fork". Hume explains his theory of
Causation and causal inference by division
into three different parts.

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DAVID HUME

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He is most known for his 4 assertive theses:

1. Reason alone cannot be a motive to the will, but rather the “slave of the passions.”
2. Moral distinctions are not derived from reasons.
3. Moral distinctions are derived from the moral sentiments: feelings of approval (esteem, praise)
and disapproval (blame) felt by spectators who contemplate a character traits or action.
4. While some virtues and vices are natural, others (including justice) are artificial.

Hume sided with the moral sense theorists that a person gains awareness of moral good and evil by
experiencing the pleasure of approval and the uneasiness of disapproval.
Reason alone is insufficient to yield a judgment that something is virtuous or vicious.

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Direct Passion
• Caused directly by the sensation of pain or
pleasure.
• Arises immediately from good to evil, from pain or
pleasure that we experience or expect to
experience.
Other direct passion: aversion, hope, fear, grief and
joy.

Indirect Passion
• Caused by the sensation of pain derived from
some other idea or impression.
• Pride is a passion that emanated from the
pleasure you get for possessing admirable (it
could be intellect, physique, property, family)
Other indirect passion: humility, ambition, vanity,
love, hatred, envy, pity, malice, generosity.
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 SCHELER AND THE
PHILOSOPHY OF FEELINGS
ABOUT MAX FERDINAND SCHELER: MAX SCHELER
• Max Ferdinand Scheler
• German Ethical Philosopher
• Known for his contribution in phenomenology, ethics
and philosophical anthropology
• Difference Between Responses Based on Reason and
on Feelings
• Reason over Feelings
• Philosopher and Professor Dr. James Rachels asserted
that in moral reasoning you could not rely on your
feelings no matter how powerful these feelings may
be.
• Feelings can be irrational and also product of
prejudice, selfishness, or cultural conditioning
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 SCHELER AND THE
PHILOSOPHY OF FEELINGS
• Emotion is the most important aspect in human existence MAX SCHELER
• Emotions/Feelings are inherent objective and it exists even
if you have not experienced it before
• Feelings are the purest sphere in human consciousness
4 Strata of Feelings (Stratification model of Emotive Life)
1.Sensual Feelings
• -Bodily Pleasure/Pain
2.Vital Feelings
• -Life Functions
• -Health, Sickness, Energy
3.Psychic Feelings
• -About aesthetics, justice and knowledge
4.Spiritual Feelings
• -Divine 24
SCHELER AND THE MAX SCHELER
PHILOSOPHY OF FEELINGS
An argument is reasonable if :
1.The facts are correct
2.The moral principles are correctly applied
3.Each individual well being is treated equally
and important.

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SCHELER AND THE
PHILOSOPHY OF FEELINGS
What is the Role of the Feelings in Decision making?
MAX SCHELER
• Reason plays a role in making a moral decision.
• It should be noted too that our moral compasses are
also powerful influenced by feelings .
• Hume claimed that in any given situation a person would
act based on emotion rather than reason (Bucciarelli, et
al., 2008).
• Reasoning in moral decisions is preceded by an initial
intuition or gut-feel (Haidt, 2012).
• Alfred Jules Ayer described two elements in moral
judgment: the “emotive” and the “prescriptive”
elements (2012).
• The emotive element in moral decision meant
expressing positive feelings towards a particular act.
• The prescriptive is an instruction or prescription of a
particular behavior. 26
 LESSON 2:
C
H
Reasons and
A Impartialty as
P
T Requirements C
H
E
R
2
for Ethics A
P
T
E
R
2
Is reason a requirement for morality?
• One of the most influential philosophers in the history of Western
philosophy, Immanuel Kant, argued that reason alone is the basis
for morality and once a person understood this basic requirements
for morality he/she would see that acting morality is the same as
acting rationally. Kant’s definition of morality alone shows that a
person must decide what to do.

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 Is impartiality a requirement for morality?
 Impartiality is commonly understood as a principle of justice.
 Impartiality stresses everyone ought to be given equal importance and not
favor one class.
 At the very least is the effort to guide ones action based on the most logical
choice (reason) while giving equal importance to the interests of each person
affected by your decisions (Impartiality).

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 The 7-step model for ethical decision making
1. Gather the Facts -Do not jump into conclusions -Ask questions -Clarify what assumptions you are making -
Ask 5 W and 1 H (Who, What, Where, When, Why and How)
2. Identify the Stakeholders -Identify all the persons involved and will be affected in an ethical situation
3.Articulate the Dilemma -It is important that you express the ethics dilemma. -Purpose of articulating the
dilemma is to make sure that you understand the situation and the moral conflict you are facing. -Awareness
and Comprehension are important in making right decisions
4. List the Alternatives -Think creatively about potential actions as there may be a choices you neglected
5.Compare the Alternatives with the Principles -Specify the relevant values that you want to uphold in making
your decision -Identifying and comparing your action with these values are important because it will help you
identify if your alternative action is illegal or unethical.
6. Weigh the Consequences -When considering the effect of your actions filter your choices to determine if
your options will violate ethical values
7. Make a Decision -Deliberations cannot go on forever -Must avoid “paralysis by analysis” or the state of over-
analyzing (or over thinking) a situation so that a decision or action is never taken. -No easy, painless decision to
a moral dilemma.

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C
H LESSON 3:
A
P
T
E
The Moral
R
2
Courage
MORAL COURAGE
-It is the courage to put your moral principles into action
even though you maybe in doubt, afraid or adverse
consequences. An essential to virtuous life, but also a
happy one because ntegrity is essential to self-esteem.
However…
According to Mark Johnson, acting morally requires more
than just streght of character,

Moral Imagination
-Is ability in particular circumstancesto discover and
evaluate the possibilities not merely determined by that
circumstance or limited by its operative mental mode
framed by a set of rules.

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 Mental capacity to act one’s desire. It is the faculty of
mind to inititate action after coming to a reslution.

WHAT IS “WILL”
A sufficient topic along with reason because of its
rule in enabling a person to act deliberately.

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WHY IS THE “WILL”
AS IMPORTANT TO A Aristotle believed that “will” is the product of intelect
and sensation and that “will” gave the person the
REASON? capacity for “exciting movement in space”.
For example, Riza is torn buying a new phone or save
up a trip outside the country.

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 Aristotle’s philosophy, using the intellect to decide in
just one part of the moral decision. The revolve to
DEVELOPING THE put the decision into action is the rolse of the “will”.
“WILL”
Self mastery therefore is the product of the “will”
that is achieved by actually putting rational, moral
choice into action.

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 LESSON 1:
C

The Virtue Ethics

H
A
P
T
E
R
3
 What is virture
ethics and who is
Aristotle?
Virtue Ethics- Theories that put
emphasis on he role of character and
virtue in living in one’s life rather
than in doing one’s duty or in acting
to bring about good consequences.
For virtue ethicists, their moral code
would be: “Act as virtuous person
would act in your situation”.

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 ACCORDING
TO…
St Thomas Aquinas- Asserted that no human
act is morally good (or “right”, in the sense of
“not wrong”) unless it is in line with the love
of self and neighbor (and thus with respect for
the basic aspects of the wellbeing of each and
all human beings) not only:
I. In the motives or intentions with which it
is chose, and
II. In the appropriateness of the
circumstances, but also
III. In its object (precisely the object, or
closest-in intention of the choosing
person)