Overview and Philosophical Inquiry PDF

Criteria Exemplary (5) Accomplished (4) Developing (3) Beginning (2) Absent (1) Offers thoughtful Provides insightful, detailed Provides basic...

Criteria Exemplary (5) Accomplished (4) Developing (3) Beginning (2) Absent (1) Offers thoughtful Provides insightful, detailed Provides basic Minimal reflection reflections with some reflections that demonstrate reflections but lacks with little connection No reflection Depth of Reflection depth and deep understanding of depth or specific to philosophical provided. understanding of the philosophical concepts. examples. concepts. concepts. Actively participates, asks Participates in Participates but offers Rarely engages in Engagement in probing questions, and discussions, shares No participation in limited contributions or discussions or Discussion encourages others to share ideas, and responds to discussions. engagement. contributes minimally. their thoughts. peers. Presents original, well- Shares relevant ideas Ideas are somewhat Ideas are unclear or reasoned ideas that that demonstrate No ideas Quality of Ideas relevant but lack clarity poorly connected to effectively engage with the understanding but may presented. or depth. the discussion. philosophical questions. lack originality. Clearly demonstrates Shows some openness Limited evidence of Resistant to changing No evidence of Openness to willingness to reconsider to changing views but openness to changing views or dismisses openness to Change views based on discussion may not fully articulate views. others' ideas. change. and peer input. it. Responses are exceptionally Responses are mostly Responses lack clarity No written Clarity and Responses are poorly clear, well-organized, and clear and organized, or organization, making responses Organization organized and unclear. easy to follow. with minor issues. them difficult to follow. provided.  Depth of Reflection: 10 points Engagement in Discussion: 10 points Quality of Ideas: 10 points Scoring Guide Openness to Change: 10 points Clarity and Organization: 10 points  VALUES PRINCIPLES Subjective, personal beliefs about Objective, universal standards that what is important. guide moral conduct. Motivate personal behavior and Constrain behavior by establishing choices. what is deemed acceptable or unacceptable. Can differ greatly among individuals Tend to be consistent across different and cultures. contexts and societies. Reflect individual priorities and Provide a framework for evaluating aspirations. actions and making ethical decisions.  Exploring SOCSI105: ETHICS  LEARNING OBJECTIVES By the end of the lesson, students should be able to: Differentiate Values and Principles Identify ethics and morals Reflect on Personal Values Engage in Ethical Discussions CHAIR DEBATE  INSTRUCTIONS Listen to the Question Reflect Silently Make Your Choice If you agree with the statement, go to the "Agree" side. If you disagree, head to the "Disagree" side. If you are undecided, stand in the middle area.  QUESTION NO. 1 Is it ever morally acceptable to lie? Agree Disagree  QUESTION NO. 2 Do we have free will, or are our actions predetermined? Agree Disagree  QUESTION NO. 3 Should we always do what makes us happy? Agree Disagree  QUESTION NO. 4 Is it acceptable to sacrifice one life to save many? Agree Disagree  QUESTION NO. 5 Are intentions more important than outcomes when judging whether actions are moral? Agree Disagree  QUESTION NO. 6 Do all actions have some selfish motive? Agree Disagree  QUESTION NO. 7 Should euthanasia be legal? Agree Disagree  QUESTION NO. 8 Is it morally acceptable to break the law in order to promote social change? Agree Disagree  QUESTION NO. 9 Do students have a right to protest against school policies? Agree Disagree  QUESTION NO. 10 Should parents have the right to choose their child's career path? Agree Disagree WONDER WALL  Sample Questions Is it possible to Can happiness be know the truth? measured? What is the purpose of life? What makes an Do we have action morally control over our right or wrong? own destiny?  Menti.com Code: 2660 3417 EXPLORING PHILOSOPHICAL INQUIRY  MORALS VS. ETHICS Morals refer to personal beliefs Ethics is a systematic about what is right and wrong, framework of principles often shaped by cultural, religious, and standards that govern and individual experiences. They behavior within specific are subjective and can vary contexts, such as significantly between individuals professions or and societies. Morals guide communities. Ethics are personal conduct and are often often established by seen as innate principles that groups or institutions and dictate how one should behave in are intended to guide conduct in a way that is daily life. consistent and fair.  MORALS VS. ETHICS Personal and subjective beliefs about Formal guidelines established by groups or right and wrong. communities. Concern individual behavior and Apply to broader contexts, including personal choices. professional and organizational conduct. Derived from logical reasoning and Often rooted in cultural, religious, or collective agreements within a community. personal beliefs. Provide a framework for evaluating actions Guide individual actions based on and decisions within specific fields or personal convictions. contexts.  MORALS ETHICS Doctors must obtain informed Honesty is important consent from patients before performing procedures Helping others in need is the right Journalists should not fabricate thing to do stories or plagiarize Lawyers have a duty to zealously Lying is wrong represent their clients Businesses should not engage in false Cheating on a test is unethical advertising Researchers must protect the privacy Respecting elders is a virtue and confidentiality of study participants  MORALS ETHICS Police officers are required to read Stealing is immoral suspects their Miranda rights Kindness and compassion are Accountants must comply with admirable qualities professional standards and regulations Racism and discrimination are morally Teachers should not engage in sexual wrong relationships with students Loyalty to family and friends is Soldiers are expected to follow the important rules of engagement in war Doctors must maintain patient Telling the truth is a moral obligation confidentiality Police officers are required to read Stealing is immoral suspects their Miranda rights GROUP Each of the following ethical dilemmas include conflicts between broader principles. Your group will discuss each scenario next meeting, considering the implications of each decision. Remember to be respectful when sharing your views. ACTIVITY: 1. Environmental Conservation vs. 2. Patient Privacy vs. Public Safety Ethical Economic Growth Is it ethical for a doctor to breach patient Dilemmas Should a government approve a project that promises economic growth and job confidentiality to report a patient's dangerous behavior (e.g., violent opportunities for the community but also tendencies) to authorities, potentially Discussion poses a significant threat to the preventing harm to others? environment and local ecosystems? 4. Animal Testing for Medical Research 3. Freedom of Speech vs. Hate Speech Should scientists use animals for medical When does freedom of speech cross into research to potentially develop life-saving hate speech, and how should society treatments, even though it involves balance the need for free expression with causing harm and suffering to the the prevention of harmful rhetoric and animals? discrimination?  Each of the following ethical dilemmas include conflicts between broader principles. Your GROUP group will discuss each scenario next meeting, considering the implications of each decision. Remember to be respectful when sharing your views. ACTIVITY: 2. Truth vs. Loyalty 3. Individual Rights vs. Public Safety In the context of public health, should a Ethical Should a professional report unethical behavior by a colleague, risking their job government mandate vaccinations to protect the community, infringing on security and personal relationships, or Dilemmas remain silent to protect their loyalty to individual rights and personal freedoms, or allow individuals to make their own the team? health choices, potentially risking a public Discussion health crisis? 4. Compassion vs. Justice 5. Cultural Sensitivity vs. Freedom of In a legal context, should a judge show Expression leniency towards a defendant due to their difficult personal circumstances, Should an artist be allowed to create work potentially undermining the principle of that critiques or satirizes a particular justice, or enforce the law strictly, which culture or religion, even if it offends may seem harsh but upholds societal members of that community, or should rules? they be restricted to avoid causing harm or disrespect?  Criteria Exemplary (5) Accomplished (4) Developing (3) Beginning (2) Absent (1) Offers thoughtful Provides insightful, detailed Provides basic Minimal reflection reflections with some reflections that demonstrate reflections but lacks with little connection No reflection Depth of Reflection depth and deep understanding of depth or specific to philosophical provided. understanding of the philosophical concepts. examples. concepts. concepts. Actively participates, asks Participates in Participates but offers Rarely engages in Engagement in probing questions, and discussions, shares No participation in limited contributions or discussions or Discussion encourages others to share ideas, and responds to discussions. engagement. contributes minimally. their thoughts. peers. Presents original, well- Shares relevant ideas Ideas are somewhat Ideas are unclear or reasoned ideas that that demonstrate No ideas Quality of Ideas relevant but lack clarity poorly connected to effectively engage with the understanding but may presented. or depth. the discussion. philosophical questions. lack originality. Clearly demonstrates Shows some openness Limited evidence of Resistant to changing No evidence of Openness to willingness to reconsider to changing views but openness to changing views or dismisses openness to Change views based on discussion may not fully articulate views. others' ideas. change. and peer input. it. Responses are exceptionally Responses are mostly Responses lack clarity No written Clarity and Responses are poorly clear, well-organized, and clear and organized, or organization, making responses Organization organized and unclear. easy to follow. with minor issues. them difficult to follow. provided. PHILOSOPHICAL INQUIRY Adapted from Mr. Karlo S. Tolentino, LPT, MAEd. PHILOSOPHY Greek Philia Sophia LOVE OF Word (Love) (Wisdom) WISDOM GUESS THE JUMBLED WORDS This Photo by Unknown Author is licensed under CC BY-NC-ND TSHCIE ETHICS SPAMICETYHS METAPHYSICS YSLITGPOEMOE EPISTEMOLOGY GCOLI LOGIC AISTSHTEEC AESTHETICS LTPCALIIO LHPPOOHSIY POLITICAL PHILOSOPHY Ethics as a Branch of Philosophy The essence of philosophy is to question what is considered the truth Philosophical inquiry involves questioning beliefs and assumptions of reality and how it works. Philosophical activity is practical because it challenges what and how humans think and act.  Philosophers also raise questions about moral behaviors such as: What is good? How can good be distinguished from evil? What is the difference between moral and immoral? What is justice? Philosophers seek to find answers to these questions, which are often the basis of human behaviors. They need to learn the factors that influence moral or immoral, good or bad behaviors, and apply this knowledge to understand the nature of humans and society. Ethics and Philosophy Philosophy and ethics form a more complex relationship which provides people with different perspectives of reasoning in order to understand how right differs from wrong. Ethics, as a branch of philosophy, involves systematizing, describing, and recommending concepts of right and wrong. Major Areas of Ethics 1. METAETHICS Attempts to determine the meanings of terms such as right, good, virtue, justice, etc. Among the approaches in metaethics are cognitivism, intuitionism, naturalism, and subjectivism. Approaches of Metaethics Cognitivism maintains that moral judgment can be true or false and can be a subject of knowledge or cognition. Intuitionism suggests that human knowledge of what is considered good and bad is immediate and self- evident. Naturalism suggests that moral terms are complex matters and can be established through scientific investigation. Subjectivism holds that moral judgments are subjective and that there are no objective moral truths. A form of moral skepticism that doubts absolute moral truth and asserts that no one can have absolute knowledge of it. 2. NORMATIVE ETHICS The study of ethical actions and questions the standards of what is considered morally good or bad. It is concerned with questions such as why should one be moral and how can one tell what is right or wrong. Major Theories of Normative Ethics Consequentialism, the moral worth of an action is determined by its potential consequences. Deontological ethics is the study of the rightness and wrongness of the actions themselves regardless of their consequences. In short, it is the study of duty. Virtue ethics is the study of a person's character and the virtues for determining or evaluating ethical behavior. 3. ETHICS OF RELIGION Most religions possess an ethical code. Thus, some philosophers regard that there can be no morality without religion as it is necessary to live ethically. Ethics and religion are best viewed as complementing systems. Scientific Method of Philosophical Inquiry 1. Statement of the Problem. This involves identifying a problem that needs a solution. People's daily experiences, moral issues, social problems, and philosophical theories help generate topics and motivation to conduct a scientific investigation or a research study. 2. Formulation of Hypothesis. A hypothesis is a tentative explanation of the problem. 3. Gathering of Data. This involves the use of scientific methods like surveys and case studies to prove or disprove the hypothesis. 4. Drawing the Conclusion. A conclusion is established and justified based on the pieces of evidence and findings. 5. Reporting of the Results. This enables other researchers to verify the results and ensure that they are accurate. It also prompts other researchers to conduct further research and to suggest improvements on the philosophical theories and knowledge.  Reporting Identifying of the the Results Problem Drawing Formulation the of Conclusion Hypothesis Gathering of Data  Philosophers are able to establish scientific answers to philosophical questions through critical thinking. Spence Rathus (2017) provides these guidelines for critical thinking: 1. Be skeptical. Keep an open mind. Accept nothing as the truth until you have examined the evidence. 2. Ask for evidence. 3. Examine the definition of terms. Some statements are true when a term is defined in a certain way. 4. Examine the assumptions or premises of arguments. 5. Be cautious in drawing conclusions from evidence. 6. Consider alternative interpretations of evidence. 7. Do not oversimplify. 8. Do not overgeneralize. 9. Apply critical thinking to all areas of life. ROLE PLAY  Group Discussion: After each presentation, the group discusses the scenario: What are the implications of the decision made? ROLE PLAY How does the chosen ethical theory influence the decision? Are there alternative approaches that could be taken?  2 - NEEDS CRITERIA 1 - UNSATISFACTORY IMPROVEMENT 3 - SATISFACTORY 4 - GOOD 5 - EXCELLENT Understanding Shows little to no Demonstrates some Understands the Demonstrates a good Exhibits a thorough of Ethical understanding of the understanding but basic principles of understanding with understanding of the ethical Theory assigned ethical theory. lacks depth or clarity. the ethical theory. relevant examples. theory and can explain it clearly. Participates Engages well in role- Does not participate in adequately but does playing and shows Fully immerses in the role, Role-Playing role-playing or is Participates minimally not fully embody the good character demonstrating creativity and Engagement disengaged. and lacks enthusiasm. character. embodiment. emotional engagement Provides weak Provides clear and Offers insightful and well- Fails to justify decisions justifications that are Justifies decisions relevant justifications reasoned justifications that Justification of based on the ethical not clearly connected but lacks depth or based on the ethical deeply engage with the ethical Decisions theory. to the ethical theory. clarity in reasoning. theory. theory. Participates minimally Engages in Contributes Actively leads the discussion, Group Does not participate in and does not discussion but lacks thoughtfully to the poses insightful questions, and Discussion the discussion or is contribute depth in discussion and fosters a collaborative Participation disruptive. meaningfully. contributions. encourages others. atmosphere. Offers thoughtful Shows little to no Provides some reflections and Provides deep insights, critically reflection on the Reflects superficially reflection but lacks connects personal analyzes personal beliefs, and Reflection and scenarios or ethical without meaningful depth or personal beliefs to the connects them to real-life Insight implications. insights. connection. scenarios. implications.  Which ethical theory did you find most compelling and why? Did any scenario challenge your personal beliefs? How do you think these ethical dilemmas play out in real life?  1. What is one philosophical question that intrigued you the most? Philosophical Reflection and 2. How did your understanding of Exit Slip philosophical inquiry change during this lesson? 3. What is one key takeaway you have from today’s discussion?  Criteria Exemplary (5) Accomplished (4) Developing (3) Beginning (2) Absent (1) Offers thoughtful Provides insightful, detailed Provides basic Minimal reflection reflections with some reflections that demonstrate reflections but lacks with little connection No reflection Depth of Reflection depth and deep understanding of depth or specific to philosophical provided. understanding of the philosophical concepts. examples. concepts. concepts. Actively participates, asks Participates in Participates but offers Rarely engages in Engagement in probing questions, and discussions, shares No participation in limited contributions or discussions or Discussion encourages others to share ideas, and responds to discussions. engagement. contributes minimally. their thoughts. peers. Presents original, well- Shares relevant ideas Ideas are somewhat Ideas are unclear or reasoned ideas that that demonstrate No ideas Quality of Ideas relevant but lack clarity poorly connected to effectively engage with the understanding but may presented. or depth. the discussion. philosophical questions. lack originality. Clearly demonstrates Shows some openness Limited evidence of Resistant to changing No evidence of Openness to willingness to reconsider to changing views but openness to changing views or dismisses openness to Change views based on discussion may not fully articulate views. others' ideas. change. and peer input. it. Responses are exceptionally Responses are mostly Responses lack clarity No written Clarity and Responses are poorly clear, well-organized, and clear and organized, or organization, making responses Organization organized and unclear. easy to follow. with minor issues. them difficult to follow. provided.  Depth of Reflection: 10 points Engagement in Discussion: 10 points Quality of Ideas: 10 points Scoring Guide Openness to Change: 10 points Clarity and Organization: 10 points DO NOT BE TOO HARD ON YOURSELF