Learning Module in Ethics (PDF)

**aAAA**  **Romblon State UNIVERSITY** **COLLEGE of Business and Accountancy** **ODIONGAN, ROMBLON** **LEARNING MODULE** in Code of Ethics ***By: Marimie C. Arreza***  **Romblon State UNIVERSITY** **COLLEGE of Business AND ACCOUNTANCY** **ODIONGAN...

**aAAA**  **Romblon State UNIVERSITY** **COLLEGE of Business and Accountancy** **ODIONGAN, ROMBLON** **LEARNING MODULE** in Code of Ethics ***By: Marimie C. Arreza***  **Romblon State UNIVERSITY** **COLLEGE of Business AND ACCOUNTANCY** **ODIONGAN, ROMBLON** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **STUDENT LEARNING MODULE** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Course Title : Ethics Course Code : GE 8 Credit Units : 3 Pre-requisite : None Instructor : MARIMIE C. ARREZA Contact Number : 09618133977 Email Add : marimiearreza\@gmail.com \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **INTRODUCTION** Ethics deals with the principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources. Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course discusses the context and principles of ethical behavior in modern society at the level of individual, society and in interaction with the environment and other shared resources. The course also teaches students to make moral decisions by using dominant moral experience: \[a\] agent including context-cultural communal and environment \[b\] the act, \[c\] reason or framework \[for the act\]. The course includes the mandatory topics on taxation. The world has changed rapidly. This course seeks to provide students a fundamental understanding of the major issues in ethics. It will try to shed light on answering some of the hard questions such as: - What kind of person am I? Good or bad? Right or wrong? Honest or dishonest? Virtues or vices? Heaven or hell? - Who really am I? Can I cope to change? Can I keep the world safe for future generation? How the social environment today influences my decision making for being just. - What constitutes any person or action being good, bad, right or wrong and how do I know it? - Should we use principles, or laws or rules, or should we let each situation decide our morality? - What I ought to do? How I ought to live my life? Some of the topics in this subject include the following: - Introduction - Difference between Moral and Non-moral standards - The Filipino Way - Universal Values - How is moral character developed? - The 7 step of moral reasoning model - The difference between reason and will - Moral theories and mental frames and why they are important - Utilitarianism - Justice and Fairness: mandated topic: taxation - Globalization and ethical challenges - Mellinials and Fillinials: ethical challenges and responses **Chapter 1 (Introduction)** **Learning Outcomes:** By the end of the lesson, the students will be able to: - know the relevance of ethics in today's education, and the place of ethics in the life of the contemporary man; - understand the different meaning of ethics and its difference from morality; and - Compare ethics with other sciences that deal with man. - Understand Ethics and the Law **TO DO LIST:** Read lectures: Please watch **https://www.youtube.com/watch?v=x23T-ovydIY**  What is the place of ethics in the life of the contemporary man? If ethics is a philosophy of action, how can it affect the life of man of today? Without ethics-There will be a total collapse of the whole human person and entire human society. Kant It is man's rational duty ------------------------------- ----------------------------------- Mill and Bentham Because of pleasure and happiness Fletcher It depends upon the situation Lawrence Kohlberg Because of our fear of punishment Saint Augustine and Aquinas Because there is God Aristotle, Plato and Socrates Because of happiness Mohammed Because of Allah Life itself will become a stinking mess. **Friedrich Nietzsche** an atheist philosopher believes that God has nothing to do with man's quest for goodness. For Nietzsche, man could do good even without God. Why really do we want to be moral? - Because we want to win the good opinion or impression. - Because we want to refrain from troubles, or consequently punishment that would result from immortality. - Because we are persons who exist in the collectivity of persons. Etymologically, ethics derived from the Greek word "ethicos" or that which pertains to "ethos", the English translation of which is "custom" or "character". From this ethics is taken to mean as philosophical science that deals with the morality of human conduct or human acts. There are **four divisions** or disciplines in philosophy Descriptive or speculative Discipline in philosophy that posits the question: what is the nature (essence) of reality. *(metaphysics- philosophical)* ---------------------------- ---------------------------------------------------------------------------------------------------------------------------- Normative Discipline of philosophy that posits the question: what is good and what is bad. *(moral philosophy*) Practical Discipline in philosophy which reflects upon truth in relation to action. *(logic)* Critical Discipline in philosophy that posits the questions: what is truth? (*epistemology*) With this we can now say that ethics is a normative philosophical science that deals with the goodness or badness, the rightness or the wrongness of human acts. An Introduction to Ethics for Paramedics - Prehospital Research Support Site **Ethics**- from Greek word *"ethos"* which means custom. Ethics as normative philosophical science, is a theoretical science of good and bad, rights or wrong actions. **Morality**- From Latin word "*mos or moris*" which means custom. Morality actualizes the theory.(doing ethics) This means that ethics does not actually guarantee that man will be moral or good. One can only become moral (good human person) when one applies ethics. **Ethics versus Morals comparison chart** **ETHICS** **MORALS** ---------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------- *What they are?* The rules of conduct recognized in respect to a particular class of human actions or a particular group or culture Principles or habits with respect to right or wrong conduct. While morals also prescribe dos and don\'ts, morality is ultimately a personal compass of right and wrong. *Where do they come from?* Social system - External Individual-internal *Why we do it?* Because society says it is the right thing to do. Because we believe in something being right or wrong. *Flexibility* Ethics are dependent on others for definition. They tend to be consistent within a certain context, but can vary between contexts. Usually consistent, although can change if an individual's beliefs change. *The Gray* A person strictly following Ethical Principles may not have any Morals at all. Likewise, one could violate Ethical Principles within a given system of rules in order to maintain Moral integrity. A Moral Person although perhaps bound by a higher covenant, may choose to follow a code of ethics as it would apply to a system. \"Make it fit\" *Origin* Greek word \"ethos\" meaning\"character\" Latin word \"mos\" meaning \"custom\" *Acceptability* Ethics are governed by professional and legal guidelines within a particular time and place Morality transcends cultural norms **Postulates of Ethics** Postulates are proven facts that need to be presupposed. Ethics need not prove them; instead it takes them as they are because they are already proven by other science. In moral philosophy, there are 3 basic postulates.: The existence of God The existence of intellect and free will; and The spirituality and the immorality of the soul **MAN IN THE CONTEXT OF HIS NATURE** Man is basically a being, a creature, whose destiny is to live in two worlds - the spiritual and - the physical or material world.. **Three fold-level of Human Nature** - Somatic level -- refers to the body substance, constitution, or stuff of man and secondarily to the bodily structure and color of man which are conditioned by man's culture and environment. - Behavioral level -- refers to the mode of acting of every man. - Attitudinal Level -- refers to the mental reaction of man to a given stimulus. Attitudes can grow or stunted. Lies at the heart of every man's uniqueness, this level caters to individual attitudes toward life. Human nature changes only in terms of its accidental constituents, i.e. the growth of the human body, the change or development of one's attitude, and the change of behavior which appropriate to the human milieu. **Ethics compared with other Sciences that deal with Man** **Psychology and Ethics** Psychology is a descriptive philosophy that treat of man's intellect, free will and conduct. (How does man behave?) Ethics guides man's intellect to know moral truths and man's will to translate his intellectual knowledge of moral truths and actions. ("Why does man ought to behave") **Ethics and Sociology** Sociology deals with human relations. Human relations however, presuppose proper setup or order in society. These proper laws postulate the moral values or order of right and wrong action which is ethics. **Ethics and Logic** Logic is a branch of philosophy that deals with man's correct thinking. Ethics deals with man's correct doing and correct living. **Ethics and Anthropology** Anthropology deals with man's origin and the behaviour or primeval man. Ethics deals with the principles of right conduct as applied to all men at all times. **Ethics and Moral Theology** Moral philosophy (ethics) and moral theology presuppose God's existence; they too have the same end: i.e., the attainment of man's ultimate goal: GOD. They differ in their bases. Moral philosophy bases its principles on reason, while moral theology bases its principles on Faith or Divine Revelation and reason. **Morality and Human Existence** **1.** **Man is the only moral being by virtue of the following reasons:** **2.** **Man as animal (and rational being)** As an animal As Rational knowledge : sense and intellect **3.** **Man as a rational animal** It is his being rational that makes man man. It is only in this context that man is to be understood as a moral being or moral agent. It is man's being rational that makes him a unique grade of animal. Being rational, man's knowledge does not stop in the senses since his sensual knowledge (perception) is further "processed" by his intellect in the form of abstraction. Man therefor does not just perceive things but also analyses, assess, criticizes and intellectualizes things. **4. Intellect Compare with will** **INTELLECT** **WILL** --------------- -------------- ---------- Wisdom Highest Goal Virtue Truth Goal Good Thinking Function Doing Knowing Purpose Choosing *The Gifts of Intellect and Free Will* **5. Concrete Basis of Morality** Morality is applied ethics. Therefore, it is real and concrete. It became real through the following: When one encounters a moral experience Moral experience could ensue when one encounters a moral problem; and A person encounters a moral problem when the problem injuncts him of moral obligation. In reality moral obligation is of three degrees namely: "should" "must" "ought" Any of these degrees singles out to be responsible for his actions but since man has freedom, it is "ought: that fits in morality. Therefore, when one is caught up in a moral problem one should face his obligation: What ought I do? What must I do? What should I do? A**CTIONS** **MAN** **ACTIONS** ---------------- --------- -------------------- Good Bad Right Wrong Good (better?) Good (best?) Bad (less) Bad (Worse, worst)  As Christians, all basis of morality is dictated by God and His Word. When rejecting God, we make ourselves the final authority in matters of morality, and there is no basis for consistent morality applied to everyone. (This is not to say that people who do not believe the Bible are all criminals; most are not, but they have no basis for their morality---no real justification for why people should be moral.) But following the moral guidelines the Bible gives is not done solely out of fear---though, certainly, there is a recognition of God's judgement. Rather, people can act morally when they understand why morals exist, have a relationship with the Foundation behind them, and realize that morality exists to protect us, not to restrict us. We do not avoid murder just because we fear God's judgement, but also because the Bible shows us why all human lives are valuable, and why murder is truly wrong (and not just "undesirable"). **Ethics and the Law** Any discussion of norms and standards of proper behavior would be incomplete without considering the law. Deciding what one should do in business situations often requires reflection on what the law requires, expects, or permits. The law provides an important guide to ethical decision making, and this text will inte- grate legal considerations throughout. But legal norms and ethical norms are not identical, nor do they always agree. Some ethical requirements, such as treat- ing one's employees with respect, are not legally required, though they may be ethically justified. On the other hand, some actions that may be legally permitted, such as firing an employee for no reason, would fail many ethical standards. Some people still hold the view, perhaps more common prior to the scandals of recent years than after, that a business fulfills its social responsibility simply by obeying the law. From this perspective, an ethically responsible business decision is merely one that complies with the law; there is no responsibility to do anything further. Individual businesses may decide to go beyond the legal minimum, such as when a business supports the local arts, but these choices are voluntary Over the last decade, many corporations have established ethics programs and have hired ethics officers who are responsible for managing corporate ethics pro- grams. Ethics officers do a great deal of good and effective work, but it is fair to say that much of their work focuses on legal compliance issues. Of course, the envi- ronment varies considerably from company to company and industry to industry. **"Ethics in the Corporate World."** 1\. Believing that obedience to the law is sufficient to fulfill one's ethical duties raises questions of whether the law, itself, is ethical. Dramatic examples from history, including Nazi Germany and apartheid in South Africa, demonstrate that one's ethical responsibility may run counter to the law. On a more practi- cal level, this question can have significant implications in a global economy in which businesses operate in countries with legal systems different from those of their home country. For instance, some countries permit discrimina- tion on the basis of gender, but businesses that choose to adopt such practices remain ethically accountable to their stakeholders for those decisions. From the perspective of ethics, a business does not avoid its need to consider ethical responsibilities just by obeying the law. 2\. Societies that value individual freedom will be reluctant to legally require more than just an ethical minimum. Such liberal societies will seek legally to prohibit the most serious ethical harms, although they will not legally require acts of charity, common decency, and personal integrity that may otherwise constitute the social fabric of a developed culture. The law can be an efficient mechanism to prevent serious harms, but it is not very effective at promoting "goods." Even if it were, the cost in human freedom of legally requiring such things as personal integrity would be extremely high. What would a society be like if it legally required parents to love their children, or even had a law that prohibited lying under all circumstances? 3\. On a more practical level, a business acting as if its ethical responsibilities end with obedience to the law is just inviting more legal regulation. Consider the dif- ficulty of trying to create laws to cover each and every possible business challenge; the task would require such specificity that the number of regulated areas would become unmanageable. Additionally, it was the failure of personal ethics among such companies as Enron and WorldCom, after all, that led to the creation of the Sarbanes-Oxley Act and many other legal reforms. If business restricts its ethical responsibilities to obedience to the law, it should not be surprised to find a new wave of government regulations that require what were formerly voluntary actions. 4\. The law cannot possibly anticipate every new dilemma that businesses might face, so often there may not be a regulation for the particular dilemma that con- fronts a business leader. For example, when workplace e-mail was in its infancy, laws regarding who actually owned the e-mail transmissions (the employee or the employer) were not yet in place. As a result, one had no choice but to rely on the ethical decision-making processes of those in power to respect the appropri- ate boundaries of employee privacy while also adequately managing the work- place. 5\. Finally, the perspective that compliance is enough relies on a misleading under- standing of law. To say that all a business needs to do is obey the law suggests that laws are clear-cut, unambiguous rules that can be easily applied. This rule model of law is very common, but it is not quite accurate. If the law was clear and unambiguous, there would not be much of a role for lawyers and courts. In fact, the legal answer remains ambiguous. The law offers general rules that find some clarity through cases decided by the courts. Most of the laws that concern business is based on past cases that establish legal precedents. Each precedent applies general rules to the specific circumstances of an individual case. In most business situations, asking, "Is this legal?" is really asking, "Are these circumstances similar enough to past cases that the conclusions reached in those cases will also apply here?" Because there will always be some differences among cases, the question will always remain somewhat open. Thus, there is no unambiguous answer for the conscientious business manager who wishes only to obey the law. There are few situations where a decision maker can simply find the applicable rule, apply it to the situation, and deduce an answer from it. Without aiming to criticize the legal profession (especially because one of the authors of this text has a legal background!) but merely to demonstrate the pre- ceding ambiguity, it is worth remembering that many of the people involved in the wave of recent corporate scandals were themselves lawyers. In the Enron case, **ACTIVITIES:** - **Written assignments** (for submission upon the end of lesson 1. (Maximum 5 sentences only) **Question**: Discuss man as the rational animal. **Answer:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. Assessment - Test Supplemental Content: - Online references ***Name\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*** ***Course/Year/Block\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_*** ***Date*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **Chapter 2** **Difference between Moral and Non-Moral Standards** **Learning Outcomes:** At the end of this module, the students should be able to: - be able to differentiate between moral and non-moral standards; - know the meaning of dilemma and identify its three levels; and - explain why only human beings can be ethical. **Moral Standards versus Non-moral Ones** **Why the need to distinguish moral standards from non-moral ones?** **It is important to note that different societies have different moral beliefs and that our beliefs are deeply influenced by our own culture and context. For this reason, some values do have moral implications, while others don't. Let us consider, for example, the wearing of hijab. For sure, in traditional Muslim communities, the wearing of hijab is the most appropriate act that women have to do in terms of dressing up. In fact, for some Muslims, showing parts of the woman's body, such as the face and legs, is despicable. However, in many parts of the world, especially in Western societies, most people don't mind if women barely cover their bodies. As a matter of fact, the Hollywood canon of beauty glorifies a sexy and slim body and the wearing of extremely daring dress. The point here is that people in the West may have pitied the Muslim women who wear hijab, while some Muslims may find women who dress up daringly despicable.** **Again, this clearly shows that different cultures have different moral standards. What is a matter of moral indifference, that is, a matter of taste (hence, non-moral value) in one culture may be a matter of moral significance in another.** **According to many scholars, moral standards have the following characteristics, namely:** **1) moral standards deal with matters we think can seriously injure or benefit humans, animals, and the environment, such as child abuse, rape, and murder;** **2) moral standards are not established or changed by the decisions of authoritative individuals or bodies. Indeed, moral standards rest on the adequacy of the reasons that are taken to support and justify them. For sure, we don't need a law to back up our moral conviction that killing innocent people is absolutely wrong;** **3) moral standards are overriding, that is, they take precedence over other standards and considerations, especially of self-interest;** **4) moral standards are based on impartial considerations. Hence, moral standards are fair and just; and** **5) moral standards are associated with special emotions (such as guilt and shame) and vocabulary (such as right, wrong, good, and bad).** Oh My! Ethics Expo, www.ohmyhandmade.com, graphics by Lauren Hardage \| Soap making kits, Soap making, Soap making supplies **What is Ethics?** ***The difference between a moral issue and a non-moral one.*** One of the first tasks of moral philosophy is to be clear on what makes an action moral and differentiate between moral and non-moral judgments. Clearly, telling a friend that she should buy the red coat I have just seen in a shop is not a moral judgment, whereas telling her that she shouldn't buy a red coat made by child slaves in India is. But how can we explain the difference between the two? **Moral standards** involve the rules people have about the kinds of actions they believe are morally right and wrong, as well as the values they place on the kinds of objects they believe are morally good and morally bad. **Non-moral standards** refer to rules that are unrelated to moral or ethical considerations. Do you think the following examples are moral issues?  - We shouldn't litter the street. - You shouldn't tell white lies. - We should watch tv. - We shouldn't experiment on animals. - I should get 3 a-levels. Most people would argue that telling white lies and experimenting on animals are moral issues whereas getting good grades or watching tv aren't. However, the same key term, which has some moral dimension "should" is used in all cases. "Should" has a prudential use, which means that it is based on careful consideration, something that has been thought about, but also a moral use, in so far as it makes implicit reference to some kind of guideline of behaviour or principle. A non-moral action doesn't involve the consideration of principles. The main difference thus, between moral and non-moral issues is that ***moral issues are based on values.*** values A fact is a descriptive statement about the world, but could also be what the law says, what religions say or what takes place in nature: for example, it is illegal to have abortions in Ireland, or people are banned from smoking in public places in England. A value, however, is never intended to be descriptive: it is a judgment about the world and implies the acceptance or rejection of norms of behavior, and the understanding of terms such as right or wrong. Philosophers investigate the relationship between facts and values, which means how we view the world and the moral principles we adopt. This has led philosophers to make a distinction between moral, immoral and amoral actions. An **immoral action** is that is considered morally wrong. An **amoral action** is one performed by someone who is not morally aware, that is doesn't have any concepts or understanding of right and wrong. Are the following actions moral, immoral, amoral ?  a\) a lion killing a zebra. b\) A toddler hitting a baby. c\) A 19 year old man stealing from a shop d\) A child accidently firing a gun and injuring a relative. e\) A 40 year old woman hitting her child. We would probably consider the action of the lion and of the baby as amoral; in the case of a lion, we would argue that it is not capable of thinking morally, whereas a baby, a toddler and even a child do not yet under the moral implications of their actions. What we need to think about, therefore, is the criteria for moral responsibility. We need to be **free** to make choices (moral philosophers presume free will). The act must be **intentional**. The act has an effect on others, in so far as it can benefit them or harm them. The core problem in ethics is however who we define by others. Are the beings in our moral sphere moral agents like us, or could they be beings incapable of moral choice, such as animals, people in a coma or newborn babies? **What is considered a moral dilemma?** A **moral dilemma** is a conflict in which you have to choose between two or more actions and have moral reasons for choosing each action. An **ethical dilemma** is a decision making problem between two possible moral imperatives, neither of which is unambiguously acceptable or preferable. It\'s sometimes called an ethical paradox in moral philosophy. **Moral Dilemma in Action** Imagine you are walking to a store with your friend Gia. She tells you that Kayla, a student at your school, stole money from the cafeteria and blamed Gia for it. As a result, Gia was suspended for two weeks and had to pay the money back. As you and Gia walk into the store, you see Kayla. Gia pushes Kayla slightly and drops a pair of earrings into Kayla\'s purse. The alarm sounds once Kayla tries to walk out of the store. She is pulled aside by security for shoplifting, and they call the police. Kayla tells them that she is innocent and that Gia dropped the earrings in her purse. Gia calls Kayla a liar and asks you to back her up. If you tell the truth, Gia will get in trouble again and will face consequences from the law and her parents. Kayla will go unpunished for originally stealing money from the cafeteria. If you do not tell the truth, Kayla will finally be punished for stealing, and Gia will have her revenge. However, you may be committing a crime by lying to the police officers, and Kayla\'s punishment will be more severe than it would have been for stealing money in the cafeteria. The police arrive and ask for your version of the story. What do you say? **What is a Moral Dilemma**? In the situation with Gia and Kayla, you have a moral dilemma. By moral, I am referring to our standards for judging right and wrong. A moral dilemma is a situation where: You are presented with two or more actions, all of which you have the ability to perform. There are moral reasons for you to choose each of the actions. What are the 3 level of moral dilemma? Kohlberg defined three levels of moral development - Preconventional - conventional, and - postconventional. **Story about a man named Heinz** Heinz's wife had a form of rare cancer and was dying. A doctor told Heinz that a local chemist had invented a new drug that might save his wife. Heinz was very happy to hear this and went to talk to the chemist. When Heinz saw the price tag of the new drug, he was devastated because there was no way he could afford the drug. Heinz also knew that the price was ten times of the cost of the drug so the chemist s making a big buck from his drug. Heinz tried his best to borrow money from his friends and family, but the money was still not enough. He went back to the chemist and begged the chemist to lower the price. The chemist refused to do that. Heinz knew that this wife would die without this new drug, so he broke into the chemist's office that night and stole the drug. After telling Heinz's story to children in various age groups. Kohlberg asked them what Heinz should do. Based on the children's responses, Kohlberg classified their moral reasoning into three levels, each of which contains two distinct sub stages: A. **Pre- conventional level** - He shouldn't steal the drug because it's bad to steal - He should steal the drug because the chemist is charging too much. - He should steal the drug because he'll feel good that he saves his wife. - He shouldn't steal the drug because he'll end up in prison. B. **Conventional Level** - He should steal the drug because he is a good husband and a good husband would do anything to save his wife. - He should not steal the drug because he's not a criminal. - He should steal the drug because It's illegal to steal, - He should steal the drug to save his wife and after that he should go to prison for the crime. C. **Post- conventional level** - He should steal the drug because everyone has a right to live regardless of the law. - He shouldn't steal the drug because the chemist deserves to get paid for his effort to develop the drug. **Level/Stage** **Age Range** **Description** ------------------------------------------ --------------- ----------------------------------------------------------------------------------------------------------- I.Obedience/punishment infancy No difference between doing the right thing and avoiding the punishment 1.a self-interest Pre-school Interest shifts to rewards rather than punishment effort is made to secure greatest benefit for oneself II\. Conformity and Interpersonal Accord School age The "good boy/girl" level. Efforts is made to secure approval and maintain friendly relations with others II\. authority and social order School age Orientation toward fixed rules. The purpose of morality is maintaining social order III\. Social Contact Teens Mutual benefit, reciprocity. Morally right and legally right are not better for everyone III.a Universal principle Adulthood Morality is based on principle that transcend mutual benefit - Care - Liberty - Fairness - Loyalty - Authority - Sanctity **Requirements of Moral Judgement** 1. Moral judgements should be logical. 2. Moral judgments should be based on facts. 3. Moral judgments should be based on acceptable moral principles. In any moral discussion, make sure participants agree about the relevant facts. - When two or more moral obligations conflict, choose the stronger one. - When two or more ideals conflict, or when ideals conflict with obligations honor the more important one. - When rival actions will have different results, choose the action that produces the greater good or the lesser harm. **Written Assignment**: (for submission upon the end of the chapter. Maximum of 5 sentences only.) **Question:** Discuss how are values related to morality, and give an example. **Chapter III** **The Filipino Way** The students should: - be able to analyze crucial qualities of the Filipino moral identity in their own moral experiences; and - be able to evaluate elements that need to be change. A nation empowers itself depending on the beliefs, goals, ideals, aspirations, and values of its citizens. In order to achieve national unity and progress, it needs the full cooperation of its people. Values as a people and as a nation gives the identity that differentiates one race from the others. These values may improve or hinder development and progress but nonetheless, with unity of diversity, development and progress are achievable. Every country has its differing values and stereotypes, and the Philippines is no exception. We Filipinos firmly believe that our country has the best values in the world. Filipino value system or Filipino values refers to the set of values or the value system that a majority of the Filipino have historically held important in their lives. This Philippine value system includes their own unique assemblage of consistent ideologies, moral codes, ethical practices, etiquette and cultural and personal values that are promoted by their society. **Models of the Filipino Values** (F. Landa Jocano) ***Exogenous model or foreign model***- described to be a "legal and formal model. ***Indigenous model or traditional model-*** described as traditional and non-formal model" and deeply embedded in the subconscious of the Filipinos. **Elements and composition of Filipino values** ***Surface values*** -- values readily seen and observed,values exhibited and esteemed by many Filipinos. The surface values are as follows: hiya (propriety/dignity) pakikisama (companionship/esteem) and utang na loob (gratitude/solidarity) ***Core values***- surface values are considered branches from a single origin- the actual core value of the Filipino personality- kapwa Kapwa means "togetherness" and refers to community, or not doing things alone. **Categories of kapwa** 1\. ibang tao (other people) 2\. hindi ibang tao ( not other people) **POSITIVE TRAITS/STRENGHT** 2\. **Respect**- the use of po and opo in conversing with older people. 6\. **Love and caring**- Filipinos are sweet and most loving people in the world 8\. **Flexibility, adaptability and creativity** 9\. **Kagandahang loob** **NEGATIVE TRAITS/WEAKNESSES** 1. **Fatalism/ come what may**- 2. **"Ningas Kugon"** "kugon" is a kind of grass that burns easily when dry but extinguished easily as well. Like the cogon grass, Filipinos start things with great enthusiasm but at the first sign of difficulty, the enthusiasm is consumed as fast as it has ignited. 3. **Colonial Mentality** Filipinos prefer foreign-made products instead of patronizing Philippine-made ones. This result to higher gains for foreign businessmen than local businessmen. Thus, it motivates Filipino businessmen to improve the quality of their products to make it more competitive against foreign ones. 4. "**Mamaya Na" or "Bukas Na Lang" Habit** A poor habit, a sign of laziness, of leaving for a later time what can be done at the moment or today. Thus resulting to stacked workload to be done and then complain about it. 5. **Crab Mentality** -- a troublesome trait evident in a Filipino where when one sees the progress of a comrade, the other becomes resentful rather than happy for the achievement. Rather than to praise, he would highlight everything negative about that person in an effort to bring him down or destroy his reputation. They would focus on other's own faults rather their own inadequacies. 6. **"Patigasan**" -- most Filipinos find it hard to say "I'm sorry" or "pasensya na". Their precious pride always gets the best of them. 7. **"Kanya kanya"** -- a trait which shows self-centeredness and lack of regard for others. There are Filipinos who give priority to what they and their families could have, rather than what they can do to share their wealth and serve others better. This trait shows poor signs of patriotism, loyalty to community, and concern for the needs of others. 8. **\"Fatalism"**An attitude of \"what goes around, comes around\" or \"come what may.\" We have a tendency to surrender our future to fate. We often accept bad news or circumstances without trying to stop or change them. 9. **lack of discipline**- manifests in casual and relaxed attitude towards time and space. 10. **Kanya-kanya syndrome**- Filipinos have a selfish, self-serving attitude, a feeling of envy and competitiveness toward others. 1. **Indebtedness** "Utang Na Loob" -- Filipinos are fond of asking for personal favors from others. It is ingrained for them to acknowledge the person who had helped them in times of need. This is a good act but if forced to repay with something bad to show gratitude then it becomes a problem. "Utang na loob" must not be paid with unlawful acts. 2. **Interpersonal Relationships** "Pakikisama" 3. **Lack of Self-confidence** "Hiya" -- the Filipinos are shy to boast their achievements because they might be regarded as show-offs. They prefer to just hide those achievements and call the idea "being humble". This is actually a sign of lack of self-confidence. **Ways to know you are a Filipino** - You point our lips - You eat with your hand and have it down as a technique - You nod your head upwards to greet someone - You put your foot up on the chair and rest your elbows on your knees while you eat - You use a rock to scrub yourself in the shower - You kiss relatives on the cheek when you enter the room - You collect items from hotels or restaurants as souvenirs - Your house has a distinctive aroma - You smile for no reason - You go to department stores and try to bargain with th eprice - you play pusoy or majong - You prefer to sit in the shade instead of basking in the sun - You add an unwanted 'H" to your name: Jhun, Bhoy, Rhon - You put your hands together in front of you as if to make a path and say excuse, excuse when you pass in between people or in front of the TV - You consistently arrive 30 minutes late for events - You always offer food to your visitors - You draw a rectangle in the air when asking for a bill which never fails to baffle the restaurant staff - You open and close the lights - You ask for "colgate" instead of tootpaste - You ask for "pentel pen" instead of a ballpen or pen - You refer to refrigerator as ref, frigidare or pridyider - You say kodakan instead of take a picture - You say "ha? Instead of what? - You say "hoy" to get someone's attention - You turn around when you hear " psst" - You say "cutex" instead of nail polish - You say " for a while 'instead of please hold on the telephone **Question:** **Chapter IV** **UNIVERSAL VALUES** The student should be able to: - be able to Identify universal values; and - explain why universal values are necessary for human survival. A value is a universal value if it has the same value or worth for all, or almost all, people spheres of human value encompass morality, aesthetic preference, human traits human endeavor, and social order. Values have major influence on a person's behavior and attitude and serve as broad guidelines on all situations. The claim for universal values can be understood in two different ways: **First**, it could be that something has a universal value when everybody finds it valuable. According to Isaiah Berlin, universal values...are values that a great many human beings in the vast majority of places and situations, at almost all times, do in fact hold in common, whether consciously and explicitly or as expressed in their behavior. **Second**, something could have universal values when all people have reason to believe it has value. Amartya Sen interprets the term in this way pointing out that when Mahatma Gandhi argued non-violence is a universal value, he was arguing that all people have reason to value non-violence, not that all people currently value non-violence. **Four Major Categories and more Specific Values** 1. **Commitment to something greater than itself** - To recognize the existence of and be committed to the Supreme Being the higher principle, transcendent purpose or meaning to one's existence. - To seek truth, (truths} - To seek justice 2. **Self-respect with humility, self-discipline and acceptance to responsibility** - To respect and care for oneself - To not exalt oneself or overindulge, to show humility and avoid gluttony, greed or other forms of selfishness or self- centeredness - To act in accordance with one's conscience and to accept responsibility to one's behaviour. **CONTENTMENT** **6 practices that can increase your contentment** - Express gratitude. Intentionally identifying things to be grateful for helps us recognize just how blessed we are. - Keep a thankfulness journal - Be generous/ practice gratitude - Stay away from what makes you discontent - Take care of yourself 3. **Respect and caring for others. (golden rule)** - To recognize the connectedness between all people - To serve humankind and to be helpful to an individual. - To be caring respectful, compassionate, tolerant and forgiving of others - To not hurt others (do not murder, abuse, steal from, cheat or lie to others) 4\. **Caring for other living things and the environment** **From Christianity** **From Judaism** **From Islam** **From Taoism** Love the world as yourself and you will be able to care for it properly. Tao TE Ching 13 **From Buddhism** One who is harmless to all living things is noble. Dhammapada 19:15 **From Humanism** - Biological needs - Social coordination needs - Needs related to the welfare and survival of groups **10 universal values** - Power - Achievement - Hedonism - Stimulation - Self-direction - Universalism - Benevolence - Tradition - Conformity - Security Below are each of the value types, with the specific related values alongside: **Value Types** **Specific Values** ----------------- -------------------------------------------------------------------------------------- Power Authority; leadership; dominance; social power; wealth Achievement Success, capability, ambition, influence, intelligence, self-respect Hedonism Pleasure, enjoying life Stimulation Daring activities; varied life; exciting life Self-direction Creativity; freedom; independence; curiosity; choosing own goals Universalism Broadmindedness; wisdom; social justice; equality; world at peace; a world of beauty Benevolence Helpfulness; honesty; forgiveness; loyalty; responsibility ; friendship tradition Accepting one's portion in life; humility devoutness; respect for tradition Conformity Self-discipline; obedience Security Cleanliness; family security; national security; stability for social order **Written Assignment**:( for submission upon the end of this chapter. Maximum of 5 sentences only.) **Question:** Why universal values are necessary for human survival? **Chapter 5** How is Moral Character Developed? & Stages of Moral Development The students should: - be able to recall defining moments in their moral formation; - explain the relationship between individual acts and character; and - identify and articulate each stage of moral development. When a person is said to have character, it usually implies they have distinguishing moral qualities, moral virtues, and moral reasoning abilities. Less frequently used terms include morality, virtue, and ethics. A moral person understands right and wrong and willfully chooses what is right; a virtuous person engages in good behavior intentionally, predictably, and habitually; an ethical person figures out what is right or good when this is not obvious. Moral character is an evaluation of an individual's stable moral qualities. Moral character begins to develop from birth of a person up to the end of the person's existence. As humans gets older, they will continuously learn and adapt different traits and characteristics that will prove and attest their morality. It is much easier to develop a person's moral character in his early childhood as long as a child is still needed to be educated, guided and enlightened. Confucius is another prominent figure that has been relative to the modern development of a moral character. Confucius spends many years thinking about the concept to human kindness and the development of a character. His teachings were basically full of ethics on human behavior. He spoke more on the kindness of human rather than spiritual concepts. He argued that things must be clear to one's mind in order to function properly in an environment. **COMPONENTS OF MORAL CHARACTER** Moral behavior Pro social, sharing, donating to charity, telling the truth ------------------- ----------------------------------------------------------------------------------------------- Moral values Believe in moral goods Moral emotion Guilt, empathy, compassion Moral reasoning About right and wrong Moral identity Morality as an aspect of self-image Moral personality Enduring tendency to act with honesty, altruism, responsibility Metamoral Characteristics meaning they make morality possible even though they are not inherently moral **Three philosophers who studied moral development:** 1. \--**Nicomachean Ethics** is a remarkable work written in 350 B.C by Aristotle. His work was focused on the importance of development and behavior among virtuous characters. Aristotle clarified the importance of ethnical behavior, and how actions play a role in which an individual performs. "Eudaimonia," is relative to the how a moral character develops. It is an end in itself. Aristotle argued that it was known as a goal of a healthy life. 2. **Confucius** is another prominent figure that has been relative to the modern development of a moral character. His teachings were basically full of ethnics on human behaviors. He spoke more on the kindness of human rather than spiritual concepts. **SIX FACTORS INFLUENCING MORAL DEVELOPMENT** ----------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Family The first influencer on children's moral development School The relationships children develop in schools become critical to their positive development (Skiner, 1964). The way they feel towards peers, teachers, staffs and leaders at school will affect their moral life. Peer groups Peer interaction and aggression behaviors that children do will affect their moral developments. Society and Culture Moral development prevents people from acting on unchecked urges, instead considering what is right for society and good for others. Age Children develop a sense of morality as they grow. Sex The relation of sex, gender and personality, influences moral development. **Critiques of Kohlberg's Theory** 1. The dilemmas are artificial (i.e., they lack ecological validity).Most of the dilemmas are unfamiliar to most people (Rosen, 1980). 2. The sample is biased. 3. The dilemmas are hypothetical (i.e., they are not real) 4. Poor research design 2. Does moral judgment match moral behavior?