GETHICS MODULE PDF

Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts...

Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 1 of 148 GETHICS MODULE IN ETHICS Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 2 of 148 REF GETHICS-2022 COURSE GUIDE I. Course Title: Ethics II. Course Overview Dear student, Welcome to this General Education Course - Ethics (GETHICS) or Moral Philosophy. In this course guide, you will be informed about the course and what is expected of you as the learner to accomplish the learning tasks throughout the Second Semester of 2021-2022. A. Introduction Ethics/morality deals with principles of ethical behavior in modern society at the level of the person, society, and the interaction with the environment and other shared resources. (CHED-CMO s 2013). Throughout the term, you will be introduced to the ethical dimension of human existence at various levels – personal, societal, environmental, and cultural. The major questions this course seeks to answer are: what ethics is, how is it framed and practiced, and what is its value to the society and to you as an individual person. This study on ethics/morality is intended to facilitate the learning of the key concepts in ethics and the understanding of the standards of right and wrong. It teaches students to make moral decisions and demonstrates the rigor of moral reasoning and judgment by using dominant moral frameworks and by applying models of moral reasoning in analyzing and solving moral dilemmas. The course is modular; thus, the accomplishment of tasks and activities before and after the discussions and readings comes as a necessity. B. Course Learning Outcomes Just as Ethics is meant to guide as in our way of living to become morally upright individuals, so to must our course be guided by expected learning outcomes in order to guide us through our lessons and for us to have an idea on what is expected of us in terms of our learning in this course. As such, it is expected that at the end of the course, you, the students, should be able to: Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 2  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 3 of 148 1. discuss the importance of ethics for Filipinos in the present time; 2. discern the difference between moral and non-moral problem-situation; 3. describe what a moral experience is at it happens in different levels of human existence; 4. express understanding of the importance of philosophizing and addressing ethical issues in consideration of the socio-cultural contexts of Filipinos; 5. describe the elements of moral development and moral experience; 6. use ethical frameworks or principles to analyze moral experiences; 7. make sound ethical judgments based on principles, facts and stakeholders affected; 8. demonstrate actions showing sensitivity for the common good, as guided by the spirit of genuine services with a Louisian-CICM missionary heart; and 9. exhibit a life that integrates principles of ethical behavior in the modern, multi- cultural, and globalized world at the level of the person, society, and in interaction with the environment and other shared resources. C. Module and Unit Topics To be able to achieve the course learning outcomes at the end of the Second Semester, the modules are divided corresponding to the grading division of the term. Modules 1-4 will be for the Midterm Grading Term while Modules 5-10 will be for the Final Grading Term. The following modules and unit topics shall be covered: Module 1: Overview and Brief Introduction to Philosophy 1.1 Definition and Nature of Philosophy 1.2 Branches of Philosophy 1.3 Importance of Doing Philosophy Module 2: Basic and Key Concepts in Ethics 2.1What is Ethics? What Ethics is not? 2.2 Importance of Ethics 2.3 Moral vs Non-Moral Standards 2.4 What are dilemmas? Moral vs Non-Moral Dilemmas 2.5 Three Levels of Moral Dilemmas 2.6 Distinction of Action 2.7 Three-Fold Elements of Human Acts 2.8 Determinants of Morality Module 3: The Moral Agent 3.1. Culture in moral behavior 3.1.a. Culture and its role in moral behavior Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 3  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 4 of 148 3.1.b. Cultural relativism 3.1.c. Asian and Filipino understanding 3.1.d Moral behavior: strength and weaknesses 3.2. The moral agent: developing virtue 3.2.a. Moral character development 3.2.b. Moral development 3.2.c. Stages of moral development 3.2.d. Conscience-based moral decision Module 4: The Act 4.1.a. Feeling and moral decision-making 1. Feelings as instinctive and trained responses to moral dilemmas 2. As obstacles to making the right decisions 3. Helping to come up with the right decision 4.1.b. Role of reason and emotion in moral decisions 4.1.c. Reason and impartiality as minimum requirements for morality 4.1.d. Reason and impartiality defined 4.2. The 7-step moral reasoning model 4.3. Moral Courage 4.3.a. Impediments to ethical decision-making 4.3.b. Will as important as reason 4.3.c. Development of the will Module 5: Ethical Framework: Utilitarianism/Consequentialism 5.1 Ethical Egoism and Ethical Altruism 5.2 Origins and Nature of the Theory 5.3 Utilitarianism 5.4 Relevance of Utilitarianism 5.5 Objections to Utilitarianism Module 6: Ethical Framework: Immanuel Kant and Rights Theorist 6.1 Immanuel Kant 6.1.a Good Will 6.1.b Categorical Imperative 6.2 Different Kinds of Rights 6.2.a Legal 6.2.b Moral Module 7: Ethical Framework: John Rawls on Justice as Fairness 7.1 The Nature of the Theory 7.2 Distributive Justice 7.2.a Egalitarian Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 4  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 5 of 148 7.2.b Capitalist 7.2.c Socialist 7.3 The State and Citizens: Responsibilities to each other 7.4 The principles of taxation and inclusive growth Module 8: Ethical Framework: Aristotle’s Virtue Ethics 8.1 Aristotle’s Nicomachean Ethics 8.2 Telos 8.3 Virtue as Habit 8.4 Happiness as Virtue Module 9: Ethical Framework: Thomas Aquinas Natural Law 9.1 St. Thomas Aquinas: Natural Law 9.2 Natural Law and its Tenets 9.3 Happiness as Constitutive of Moral and Cardinal Virtues Module 10: Ethics through thick and thin, globalization and religion 10.1 Challenges of pluralism and fundamentalism: search for universal value 10.2 Globalization and pluralism: new challenges to ethics 10.3 Challenges of filinnials 10.4 The religious response: The role of religion in ethics. III. Course Study Guide 1. Please refer to the study schedule at the end of this section. You may independently set the time you will set aside for studying this course. Make sure that you do not delay the completion of a module in its prescribed schedule as your professor will provide two (2) formative assessments and two (2) summative assessments. There will also be two (2) summative tests (midterm and final exam) for the entire semester. 2. Your learning packet includes photocopies of articles and a memory stick which contains the following: (1) Course Guide; (2) The Course Module Readings; and (3) PDF files of other supplemental readings (if any). 3. Follow the learning schedule. It is recommended that you allot 3-4 school days per topic. 4. Do not neglect to read all the discussions and watch the suggested videos provided for and indicated in this learning packet. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 5  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 6 of 148 5. The formative assessments in the “Engage” section of each module are meant to introduce you to the lessons and supplementary materials discussed and presented in the “Explore” and “Explain” sections, respectively. They are primarily simple questions which invite you to reflect on your own experiences, thoughts, and behaviors, in relation to the topics covered in a specific module. In short, the answers you may provide to the questions in the “Engage” sections are subjective since they are intended for self-assessment. On the other hand, the formative assessments in the “Elaborate” section of each module are meant to test your understanding through the application of the lessons to you and/or other people’s experiences. 6. All formative assessments are not graded, and you are not necessarily required to answer them. However, we encourage you to accomplish them all the same as part of your preparation for the evaluative assessments like the quizzes and the summative tests (midterm and final exams) which are graded. The formative assessments also serve as an avenue for us, your teachers, to provide feedback on what you currently know and understand concerning the lessons. 7. The activities and quizzes that you have to accomplish as well as the answer sheets that you will be using are integrated within the printed module that you received (for CBL students) or will be sent to you using either the messenger, the student portal and/or google classroom (for OBL students). 8. There are no face-to-face discussions for this course. Unless OBL students will request, there is also no synchronous online discussions. 9. In answering the activities, please write legibly. Observe proper standards required for academic writing. Be conscious with your grammar, word choice, and do not forget the citations. Always observe the copyright laws and laws on data privacy. (For OBL students) Faculty members handling the course will post in the google classroom additional instructions on how to do your activities, quizzes and examinations. 10. Once accomplished, take a picture of your answer sheets and submit them to the google classroom (for OBL). Details for joining the google classroom will be posted through the student portal or sent through your SLU emails. Detailed information will be announced by the faculty handling the course. 11. Contact information of your course facilitator is located at the end of this document. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 6  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 7 of 148 IV. Study Schedule Topic Learning Schedule Activities Outcomes MODULE 1 OVERVIEW AND BRIEF INTRODUCTION TO PHILOSOPHY Engage: Share your initial impressions regarding Differentiate the main what philosophy is and your attitude towards concerns of the different people who are called, “pilosopo.” branches of Philosophy. Explore: (Refer to the “Explore” section of the module for the discussions). Elaborate on the basic Explain: For a brief overview of philosophy’s themes and perennial humble beginning and it development, questions dealt with in explore Hanks 10 minutes video here: WEEK 1 philosophy. https://www.youtube.com/watch?v=1A_CAkYt3 GY Articulate what it really Elaborate: Elaborate on the implication/s of means to “love wisdom.” the three main themes in philosophy on what makes a philosopher, “philosopher,” in short, “what does it mean to love wisdom?” Evaluation: Midterm Integrated Quiz; and Midterm Integrated Assignment (Please refer to the Assignment Guide) MODULE 2 BASIC AND KEY CONCEPTS IN ETHICS Explain the similarities Engage: Do you think it is OK to make a and differences of judgment about the morality or immorality of “ethics/ethical” and the person by simply basing on what the other “morality/morals. have shown us, or from what we have heard about them? Would the circumstances of Articulate the people matter when making moral importance of Ethics to judgments? one’s life. Explore: (Refer to the “Explore” section of the WEEK 2 Judge whether the module for the discussions). dilemma faced by people in given Explain: Read through the discussion provided situations are moral in the “Explain” section of the module and dilemmas or not. then answer the formative assessment provided. Point out which among the determinants of Elaborate: What is “impartiality?” Elaborate its morality is/are involved role and significance in making moral in a certain dilemma. decisions Demonstrate understanding of the Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 7  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 8 of 148 fundamental concepts Evaluation: Midterm Integrated Quiz; and in ethics and morality Midterm Integrated Assignment (Please refer such as “knowledge,” to the Assignment Guide) “voluntariness,” and “impartiality” by applying them in solving certain moral dilemmas. MODULE 3 THE MORAL AGENT Engage: Give at least (A) one cultural Explain what “Cultural practice in the place you grew up in to, Relativism” is. which is openly performed but you think is immoral, and (B) another one cultural Defend the morality or practice in your place which is prohibited but you think is moral. Give a brief critique for the justification for both. immorality of certain Explore: (Refer to the “Explore” section of the cultural practices. module for the discussions). Explain: Visit the following short videos to Articulate the strengths familiarize yourself to different cultural and weaknesses of your practices and beliefs around the world: own culture. https://www.youtube.com/watch?v=4a_Gim qd6X4 Enumerate the different https://www.youtube.com/watch?v=EfAdrZdis WEEK 3 stages of Kohlberg’s 8c theory of Moral https://www.youtube.com/watch?v=r7GlMv5 Development. yflU For Lawrence Kohlberg’s theory on the 6 Stages of Moral Development, watch the Point out exactly which following short video about it: stage a person is “in to” https://www.youtube.com/watch?v=boun in given situations; wXLkme4 https://www.youtube.com/watch?v=jYtIIs0Ws RQ Elaborate: Reflecting on Kohlberg’s Theory of Moral Development, what is the highest stage you have reached so far? Were you able to maintain or stay in that stage for a long time or you slide to the lower levels every now and then? Elaborate. Evaluation: Midterm Integrated Quiz; and Midterm Integrated Assignment (Please refer to the Assignment Guide) MODULE 4 THE ACT Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 8  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 9 of 148 Elaborate the Engage: Which do you usually rely on when significance of emotions making decisions: your heart (feelings) or and reason in making your mind (reason)? Could one be more moral decisions. reliable than the other when making moral decisions? Outline the 7 steps of Explore: (Refer to the “Explore” section of the Scott Rae’s Moral module for the discussions). Reasoning Model. Explain: Watch the Video Talk saved in your OTG flash drive regarding Scott Rae’s Moral Apply Scott Rae’s 7-step Reasoing. WEEK 4 Moral Reasoning Model Watch Alex Gendler’s presentation of Plato’s in certain moral Allegory of the Cave here: dillemmas. https://www.youtube.com/watch?v=1RWOp QXTltA Appraise the A presentation and discussion of the Allegory significance of having of the Cave in Filipino version can be seen moral courage and will. here:https://www.youtube.com/watch?v=R6 hok2YmrIk Evaluate moral situations with impartial eyes. Elaborate: How were the Impediments to Ethical Decision-making portrayed in Plato’s Allegory of the Cave? What specific character or objects in the allegory correspond to the specific impediment to ethical decision-making? Evaluation: Midterm Integrated Quiz; and Midterm Integrated Assignment (Please refer to the Assignment Guide) MIDTERM EXAM MODULE 5 ETHICAL FRAMEWORK: UTILITARIANISM/CONSEQUENTIALISM Differentiate Ethical Engage: Given the dilemma between your Egoism from Ethical individual happiness and the happiness of Altruism. the majority, which one will you choose? Why? Trace the development Explore: (Refer to the “Explore” section of the of Utilitarianism from the module for the discussions). early Hedonism. Explain: Watch the Video Talk saved in your WEEK 6 OTG flash drive on Utilitarianism and the Justify our present following short video presentations: quarantine protocols in https://www.youtube.com/watch?v=- the country using a739VjqdSI Bentham’s Felicific https://www.youtube.com/watch?v=Dr9954k Calculus. aFBs https://www.youtube.com/watch?v=7MnnN0 00iXM Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 9  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 10 of 148 Evaluate the present Elaborate: Provide one example depicting act education system which utilitarianism and another example depicting is Distance Learning rule utilitarianism. Education (DLE) thru the Evaluation: Final Term Integrated Quiz; and lens of J.S. Mill Final Term Integrated Assignment (Please refer to the Assignment Guide) MODULE 6 ETHICAL FRAMEWORK: IMMANUEL KANT AND RIGHTS THEORIST Articulate the Engage: Which do you think should be given importance of sound more weight when making moral decisions: and reasonable the consequences of the action or the decisions in moral intention of the person doing the act? Why? dilemmas. Explore: (Refer to the “Explore” section of the Identify the different module for the discussions). kinds of Rights. Explain: For additional knowledge on Kantian Explain the role of duty ethics, explore the following videos: as the basis of good. Short doodle presentation of Kant’s ethics: https://www.youtube.com/watch?v=- Formulate maxims that UhiRLuSlIU WEEK 6 can become a moral Short discussion of Kant and Categorical law. Imperatives: https://www.youtube.com/watch?v=8bIys6Jo Cite instances where EDw someone else’s maxim Discussion of the comparison between Mill’s cannot rationally Utilitarianism and Kant’s Categorical: become a moral law. https://www.youtube.com/watch?v=0zg3mzf uCks Differentiate a hypothetical from the Elaborate: What do you think is one (1) categorical imperative. maxim in society that is not in line with the Categorical Imperative of Kant? Defend Identify the strengths your answer. and weaknesses of deontology as a moral Evaluation: Final Term Integrated Quiz; and framework. Final Term Integrated Assignment (Please refer to the Assignment Guide) MODULE 7 ETHICAL FRAMEWORK: JOHN RAWLS ON JUSTICE AS FAIRNESS Describe the Engage: If given the opportunity, what background with which specific government position would you Rawls’ theory of Justice want to have and what specific problem will is based. you be solving using that position? How will WEEK 7 you solve that problem/issue? Explain the two Explore: (Refer to the “Explore” section of the principles inherent in the module for the discussions). Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 10  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 11 of 148 concept of “justice as Explain: Watch the recorded discussion video fairness.” on Rawls’ Theory of Justice provided in your OTG flash drive. Justify the importance of You may also explore the following videos: undergoing the “veil of A visual review of Rawls’ theory of justice in just ignorance” when 2 minutes: making policies and https://www.youtube.com/watch?v=C1- moral decisions. J8huxT8E A discussion presentation of Rawls theory of Tell why the concept of justice in 16 minutes: justice as fairness is https://www.youtube.com/watch?v=n6k08C6 practical or not. 99zI Elaborate: Do you think the “equal opportunity Recommend specific principle” and the “difference principle” of actions as solutions to Rawls’ theory of justice are seen/applied in certain specific our country’s taxation system? If NO, why? If problems currently YES, in what sense? Evaluate: faced by our present Evaluation: Final Term Integrated Quiz; and government. Final Term Integrated Assignment (Please refer to the Assignment Guide) MODULE 8 ETHICAL FRAMEWORK: ARISTOTLE’S VIRTUE ETHICS Trace the development Engage: Do you think you have the virtue of of the concept of courage? If yes, in what way? If no, Eudaimonia as the why? highest good. Explore: (Refer to the “Explore” section of the module for the discussions). Identity which are the virtues among the Explain: Watch the Video Talk saved in your different vices. OTG flash drive regarding Aristotle’s Ethics. Watch a summarized presentations of WEEK 7 Determine the possible Aristotle and Virtue Theory here: level of happiness that https://www.youtube.com/watch?v=PrvtOWE one can attain, given XDIQ the end that one is https://www.youtube.com/watch?v=iSLsUO6u pursuing. K4M Elaborate: What is happiness? Are virtuous Justify why man is people, such as your hero, happier than considered as the vicious people? Are you happier when you “highest” animal. are being virtuous? How does being vicious affect you? Apply Aristotle’s “doctrine of the Mean” Evaluation: Final Term Integrated Quiz; and in different facets of life. Final Term Integrated Assignment (Please refer to the Assignment Guide) MODULE 9 ETHICAL FRAMEWORK: THOMAS AQUINAS Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 11  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 12 of 148 Trace the connections Engage: You know that you are failing in one between the Eternal of your subjects. Is it better to cheat during Law and Natural Law. exam than to fail in that subject? Explore: (Refer to the “Explore” section of the Compare and contrast module for the discussions). Aristotle and Saint Explain: Watch the following short videos for Thomas’ concept of additional knowledge on Saint Thomas’ moral happiness and philosophy: WEEK 8 goodness. https://www.youtube.com/watch?v=GJvoFf 2wCBU Differentiate the https://www.youtube.com/watch?v=UpVfd6 cardinal virtues from the oCF5M theological virtues. https://www.youtube.com/watch?v=r_UfYY7 aWKo Argue for the possibility Elaborate: “Can I still be good or capable of or impossibility of doing what is good even if I do not believe “synderesis.” in God?” Assuming you were Saint Thomas, what would your answer be? Elaborate. Evaluation: Final Term Integrated Quiz; and Final Term Integrated Assignment (Please refer to the Assignment Guide) MODULE 10 ETHICS THROUGH THICK AND THIN, GLOBALIZATION AND RELIGION Explain the main Engage: Cite one specific problem characteristics of associated with globalization that is globalization, pluralism, greatly affecting you right now and then and fundamentalism. reflect on how you should or could cope with it using any of the ethical principles Enumerate the presented in the earlier modules. challenges posed by Explore: (Refer to the “Explore” section of the pluralism and module for the discussions). fundamentalism in our Explain: Read N. Ramanuja’s article on the WEEK 8 quest for universal value. “Challenges in Global Ethics” and Kazuisa Fujimoto’s article entitled, Assess the significance “Globalization and Ethics for the future.” of religion and ethics as Elaborate: What does Ramanuja say about a course in our search the effects of globalization in terms of for meaning in the religious beliefs? Do you agree with him or chaotic global world. not? Evaluation: Final Term Integrated Quiz; and Final Term Integrated Assignment (Please refer to the Assignment Guide) FINAL EXAMINATION Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 12  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 13 of 148 V. Evaluation Presentation of the items or activities that will be included in the course evaluation. Formative Assessment The reproduced materials include activities that you may answer independently to test your knowledge and understanding of the lessons. There may also be embedded activities in other presentations that will be provided you, which you are encouraged to perform as well. Formative assessment activities are not graded; however, all of them are necessary to prepare you for your evaluative assessments and summative tests. Summative Assessment Summative assessments are those assignments / tasks that are graded; hence, you are required to accomplish and submit them to your teacher. For each grading term, there are only two (2) summative assessments: (1) one integrated quiz; and (2) one integrated assignment. The details of these graded assignments are indicated in the assignment guide. Midterms and Final Exams Grading System Midterm Grade (MG) Class Standing = 60% Examination = 40% Tentative Final Grade (TFG) Class Standing = 60% Examination = 40% FINAL GRADE Midterm (50%) + TFG (50%) VI. Technological Tools The delivery of the course will require the use of the SLU subscribed Google Suite, SLU E-Learning Resources, and SLU Student Portal. It will also require the use of one (1) 16GB USB stick that will be used to send the printed module and recorded materials for the students without internet connections. The same memory sticks will be used by the students to send back their outputs. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 13  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 14 of 148 VII. Contact Information of the Facilitator GETHICS FACILITATOR/S FACULTY E-MAIL ADDRESSE: ABORDO, ANABELLE L. [email protected] ALAWAS, GULLIVER ERIC CL. [email protected] DEL ROSARIO, MELANY F. [email protected] FLORENDO, JONATHAN G. [email protected] NEBRIJA, GODOFREDO PRISCILO G. [email protected] PLACIDO, DENNIS M. [email protected] SISON, OSCAR JR. [email protected] TAGGAOA, RONALD P. [email protected] VILLANUEVA, RAUL L. [email protected] GARO, NIKKY S. [email protected] MACARIOLA. EDWARD L. [email protected] Mailing Address: School of Teacher Education Saint Louis University Main Campus A. Bonifacio St., 2600 Baguio City STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220 Prepared by: Philosophy Department Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 14  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 15 of 148 ASSIGNMENT GUIDE This guide lists down all the assignments and tasks that you will have to accomplish as partial fulfillment of the requirements of the course. In our Ethics subject, we have two (2) summative assessments and several formative assessments. Take note that the formative assessments are those assignments / tasks, that are not necessarily graded, and which you are not necessarily required to submit. Even if that is the case, you are encouraged to answer these formative assessments in order to help you practice what you have learned, reflect on certain topics, and even gain feedback from your teacher regarding the ideas implicit in the formative activity. On the other hand, the two (2) summative assessments are those assignments / tasks that are graded; hence, you are required to accomplish and submit them to your teacher. In the case of our course, we have (1) an integrative quiz and (2) an integrative assignment. The assignments listed here are the summative assessments (graded assignments) for both the midterm and final grading periods. However, the formative assessments (ungraded) are only included in the main module body, specifically under the sections, “ENGAGE,” and “ELABORATE.” - The Department of Philosophy Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 15  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 16 of 148 MIDTERM INTEGRATED QUIZ I. Output Integrated Quiz. (65pts). II. Rationale Ethics is not just a theory-based course. Being one of the more “practical” branches of Philosophy, Ethics provides theories that are relevant and quite applicable to day-to- day living. In order to apply such abstract concepts in said theories, one must be able to demonstrate a certain level of understanding of relevant ideas in the field. III. Materials Google Form Quiz or Quiz Questionnaire IV. Specific Guidelines You will be answering an integrated quiz, the coverage of which includes the following modular topics: ✓ Module 1: Overview and Brief Introduction to Philosophy ✓ Module 2: Basic and Key Concepts in Ethics ✓ Module 3: The Moral Agent ✓ Module 4: The Act Write / encode your answers on any clean sheet of paper. THE FOLLOWING IS THE INTEGRATED QUIZ: PART 1. In the space provide before each number, write TRUE if the statement is correct and write FALSE if the statement is incorrect. (15 items, 1 point each). 15pts. ______________ 1. “Philosophy” is derived from two Greek words namely, ‘philos’ and sophos’ which means wisdom and love, respectively. ______________ 2. An act of man can then become a human act when performed under the direction of the will. ______________ 3. If Philosophy is the pursuit of wisdom, then it asks everything and anything about the world, ultimate causes of things, and even in the understanding of the self. ______________ 4. The intention determines the fundamental goodness or badness of an action. ______________ 5. The end or telos is not the purpose that motivates a person to perform the act. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 16  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 17 of 148 ______________ 6. A student thinker also philosophizes especially when he or she applies reasoning in the investigating of the truth, the good, and the beautiful. ______________ 7. It is the practice of philosophers to regularly build on both the successes and failures of their predecessors. ______________ 8. Logic and Ethics are indispensable since all fields of knowledge professions empty and necessitate sound reasoning and ethical standards. ______________ 9. One of the main objectives of philosophy is to find meaning in life which can be applied to one’s passion and pursuit of perfection. ______________ 10. Moral responsibility is considered intrinsic or internal moral duty to knowingly, voluntarily, and freely respond to a need in a situation. ______________ 11. Ethics is a branch of philosophy that guides us in evaluating the arguments of others and in constructing correct arguments for ourselves. ______________ 12. Philosophy is in a sense escapable sine life confronts every thoughtful person with some philosophical questions, and nearly everyone is guided by philosophical assumptions. ______________ 13. Circumstances may not increase or diminish the goodness or badness of an action. ______________ 14. A good intention cannot in anyway make a bad act good. ______________ 15. We can learn philosophy by way of observing event happening in the environment alone. PART 2. Answer each question briefly but comprehensively. (5 items, 10 points each). 50pts. 1. What makes Ethics, as a branch of philosophy, “philosophical”? Why is it essential for a student of your specific degree program to philosophically examine the ethical implications of actions or professional practices and obligations related to professions in your field of specialization? Discuss your answer and supplement it with relevant real-life examples. 2. What makes an ethical dilemma, a “dilemma” and why is it important to practice careful rational thinking and impartiality before making any decisions in life, more so, in ethical dilemma situations? Discuss your answer and supplement it with relevant real-life examples. 3. What could be three (3) hindrances that can prevent an individual to developing virtue? Discuss your answer and supplement it with relevant real-life examples. 4. Why is the will, but not feelings, just as important as reason in terms of ethical decision-making? Discuss your answer and supplement it with relevant real-life examples. 5. Why is it important all of the determinants of morality in analyzing and evaluating actions as either right or wrong? Discuss your answer for each determinant and supplement your discussion with relevant real-life examples. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 17  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 18 of 148 V. Evaluation Tool The grading rubric for the essay part is below: Focus and Details of Content 5 3 1 The answers are clear The ideas presented are The essay presents and direct to the point. lacking. There are errors in both relevant and The the discussion that affect the irrelevant concepts. statements/arguments overall essay, but the work is The discussion is presented are clear and still on point to a certain generally confusing, are relevant to the extent. The analysis of the affecting the whole question. The answer idea needs more quality of the essay. contains substance in improvement since Some minor points are that the concept, concepts discussed are explained fairly good. problem, and/or subject rather vague. matter are presented very well. Organization of Thought 5 3 1 There is coherence of The flow of ideas is The discussion does thought and the ideas disorganized that it is a bit not have an evident are logically presented. confusing to follow the logical flow. Transition There is clarity of thought transition of ideas. Loose of ideas is absent, but as shown by well- ends are apparent in the certain ideas in each organized sentences. paragraphs, that each paragraph show The paragraphs contain paragraph does not minute attempts to a main idea backed by establish very well the relate each idea to corroborating interrelation of the ideas one another. sentences. they contain with other parts of the whole essay – though such relations are still evident. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 18  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 19 of 148 MIDTERM INTEGRATED ASSIGNMENT I. Output A Poster that shows the importance of Ethics and ethical decision-making to the students’ respective fields of specialization. (40pts). II. Rationale As human beings, part of who we are is not just what we do but how we choose to live. This activity is meant to help you research on an ethical issue that professionals in your respective fields of specialization face; and to also let you reflect on why Ethics and ethical decision-making should be studied by students under your program, in relation to your preparation to likely face and address such an ethical issue in the future. III. Materials Desktop / Laptop Computer / Any drawing materials IV. Specific Guidelines Make a poster that depicts one (1) ethical issue that professionals in your field of specialization may encounter. Be sure to include in your illustration the how studying ethics can help students in your degree program address the ethical issue that you have identified. Be creative in your work, but make sure you highlight the two concepts mentioned. Include in your poster a short, 1-paragraph essay explaining your illustration. V. Evaluation Tool Your output will be evaluated based on the following rubric which was adapted from Utah Education Network (https://www.uen.org/): Excellent Very Satisfactory Fair Poor Areas (10pts) (8pts) (6pts) (4pts) The poster includes All required elements are All but 1 of the required Several required all required included on the poster. elements are included on elements were Required elements as well as the poster. missing. Elements additional information. The output correctly The output correctly and The output applies The output does not and aptly applies aptly applies relevant relevant principles, but apply relevant Application of relevant principles. principles, but one or two three to five errors or principles in the Concepts Its contents are in errors or erroneous erroneous content were output. More than line with the content were detected. detected. Some of its five errors or intended theme / Its contents are in line with contents are in line with erroneous content Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 19  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 20 of 148 ideas expected the intended theme / the intended theme / were detected. Most from the task. ideas expected from the ideas expected from the of its contents are task and only has minute task but around four of not in line with the errors in terms of how a the contents does not intended theme / concept was used or seem to fit in within the ideas expected from applied. group of ideas that they the task. were included in. All graphics are All graphics are related to All graphics relate to the Graphics do not related to the topic the topic and most make topic. One or two relate to the topic and make it easier it easier to understand. borrowed graphics have OR several borrowed Graphics - to understand. All Some borrowed graphics a source citation. graphics do not have Relevance borrowed graphics have a source citation. a source citation. have a source citation. The poster is The poster is attractive in The poster is acceptably The poster is exceptionally terms of design, layout, attractive though it may distractingly messy or Attractiveness attractive in terms and neatness. be a bit messy. very poorly designed. of design, layout, It is not attractive. and neatness. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.20  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 21 of 148 FINAL TERM INTEGRATED QUIZ I. Output Integrated Quiz. (40pts) II. Rationale Ethics is not just a theory-based course. Being one of the more “practical” branches of Philosophy, Ethics provides theories that are relevant and quite applicable to day-to- day living. In order to apply such abstract concepts in said theories, one must be able to demonstrate a certain level of understanding of relevant ideas in the field. III. Materials Google Form Quiz or Quiz Questionnaire IV. Specific Guidelines You will be answering an integrated quiz, the coverage of which includes the following modular topics: ✓ Module 5: Ethical Frameworks – Utilitarianism / Consequentialism ✓ Module 6: Ethical Framework – Immanuel Kant and Rights Theorist ✓ Module 7: Ethical Frameworks – John Rawls on Justice as Fairness ✓ Module 8: Ethical Frameworks – Aristotle’s Virtue Ethics ✓ Module 9: Ethical Frameworks – Thomas Aquinas Natural Law Write / encode your answers on any clean sheet of paper. THE FOLLOWING IS THE INTEGRATED QUIZ: Answer each question briefly but comprehensively. (4 items, 10 points each). 40pts. 1. How is Teleology different from consequentialist ethics? Defend your answer. 2. What could be one maxim that individuals / professionals in your field of specialization should adhere to? Justify your answer and be sure to relate such a maxim with the deontological ethics of Kant. 3. Do you think the “equal opportunity principle” and the “difference principle” of Rawls’ theory of justice are seen/applied in our country’s taxation system? Justify your answer by presenting and defending three (3) arguments. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 21  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 22 of 148 4. What makes virtue ethics, possibly one of the more difficult ethical principles to apply in moral case analyses and evaluation, and even in real-life? Defend your answer. V. Evaluation Tool Each item will be evaluated using the grading rubric below: Focus and Details of Content 5 3 1 The answers are clear The ideas presented are The essay presents and direct to the point. lacking. There are errors in both relevant and The the discussion that affect the irrelevant concepts. statements/arguments overall essay, but the work is The discussion is presented are clear and still on point to a certain generally confusing, are relevant to the extent. The analysis of the affecting the whole question. The answer idea needs more quality of the essay. contains substance in improvement since Some minor points are that the concept, concepts discussed are explained fairly good. problem, and/or subject rather vague. matter are presented very well. Organization of Thought 5 3 1 There is coherence of The flow of ideas is The discussion does thought and the ideas disorganized that it is a bit not have an evident are logically presented. confusing to follow the logical flow. Transition There is clarity of thought transition of ideas. Loose of ideas is absent, but as shown by well- ends are apparent in the certain ideas in each organized sentences. paragraphs, that each paragraph show The paragraphs contain paragraph does not minute attempts to a main idea backed by establish very well the relate each idea to corroborating interrelation of the ideas one another. sentences. they contain with other parts of the whole essay – though such relations are still evident. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 22  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 23 of 148 FINAL TERM INTEGRATED ASSIGNMENT I. Output Moral Case Analysis following Rae’s 7-Step Moral Reasoning Model. (40pts) II. Rationale Being able to analyze, evaluate, and make reason-based judgments and/or decisions in relation to moral dilemmas is an essential part of the learning content of our course. As such, it is important that you practice writing moral case analyses following a moral decision-making model and applying the many different theories of Ethics discussed in MODULES 5, 6, 7, 8, 9, and 10. III. Materials Desktop / Laptop Computer / Pen and Paper IV. Specific Guidelines Construct a moral case analysis and evaluation of a moral dilemma that is specific to your field of specialization using Rae’s 7-step moral reasoning model. LOOK FOR ANY MORAL DILEMMA THAT IS IN LINE WITH YOUR FIELD OF SPECIALIZATION. Be sure to attach your chosen dilemma to this assignment. Since you will be doing a case analysis, using Rae’s 7-step moral reasoning model, make sure to present your discussion in a step-by-step manner, and be sure to present ideas and facts using bullets. Encode / write your case analysis on any clean sheet/s of paper. Take note likewise of the grading rubric below for you to be guided on what is expected of you in this assignment. V. Evaluation Tool 10 8 6 4 2 1 Completion of task Addresses Minimally Does not Addresses all Addresses Addresses some addresses address any aspects of the most aspects many aspects aspects of some aspects aspect of task of the task of the task the task of the task the task Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 23  Document Code FM-STL-013 Saint Louis University Revision No. 01 School of Teacher Education and Liberal Arts Effectivity June 07, 2021 Page 24 of 148 Shows an Shows an Shows an excellent Develops ability to ability to Minimally ability to a faulty Lacks an analyze, analyze or develops a analyze, analysis or analysis or Analysis evaluate, evaluate faulty analysis evaluate, evaluation