Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION ETHICS Preliminaries Course Title Ethics No. of Units 2S units Course Description: Ethics deals with principles of ethica! behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources. (CMO 20 s 2013) 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 frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas. ‘The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context - cultural, communal, and environmental; (b) the act; and (c) reason or framework (for the act) This course includes the mandatory topic on taxation. Learning Outcomes: At the end of the course, the students must be able to: 1. Differentiate between moral and non-moral problems Page 1 of 6 EthicsSNOAaEN Describe what a moral experience is as it happens in different levels of human existence Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas Describe the elements of moral development and moral experience Use ethical frameworks or principles to analyze moral experiences Make sound ethical judgments based on principles, facts, and the stakeholders affected Develop sensitivity to the common good Understand and internalize 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 Number of Hours: 3 hours every week for 18 weeks or 48 hours in a semester Course Outline: ‘The course is organized according to the three (3) main elements of the moral experience: agent (to include context ~ cultural, communal, and environmental); the act, and reason or framework (for the act). Introduction: Key Concepts (6 hours) This section addresses the following questions: > What are moral standards, and how do they differ from other rules of lives? What is a moral dilemma? Why is freedom crucial in our ability to make moral decisions? What is the advantage of owning moral standards (morality and ethics) over merely abiding by moral standards? Basic Concepts ‘a. Moral vs. non-moral standards b. What are dilemmas? ©. Three levels of moral dilemmas (individual, organizational, systemic) d. Foundation of morality: Freedom-responsibility for one’s act and to others Page 2 of 6 Ethics@. Minimum requirement for morality: Reason and impartiality Part |: The Moral Agent (12 hours) This section addresses the following questions: How does culture shape moral behavior? Why should culture not be the ultimate determinant of values? Is there a Filipino understanding of right and wrong? Why this interpretation? What are its influences? A. Culture in moral behavior 1. Culture and its role in moral behavior 2. What is cultural relativism? Why is it not tenable in ethics? 3. Are there an Asian and a Filipino understanding of moral behavior: Strengttrs and weaknesses? B. The moral agent: Developing virtue as habit 1, How is a moral character developed? The circular relation of acts that build character and acts that emanate from character 2. Moral development a. The stages of moral development b. How do we get to the highest level, conscience-based moral decisions? Part ii: The Act (12 hours) This section addresses the following questions: What is the role of feelings in moral decisions? What are the disadvantages of over-reliance on feelings? ‘+ How can we make reasoned and impartial decisions? * Whyis reason not enough in carrying out moral decisions? Page 3 of 8 EthiesA. Feelings and moral decision-making 1. Feelings as instinctive and trained response to moral dilemmas - Why they can be obstacles to making the right decisions - How they can help in making the right decisions B. Reason and Impartiality as Minimum requirements for Morality 1. Reason and impartiality defined 2. The 7-step moral reasoning model C. Moral courage 1. Why the will is as important as reason 2. Developing the will Part Ill: Frameworks and Principles Behind our Moral Disposition Frameworks (12 hours) This section addresses the following questions: What are the overarching frameworks that dictate the way we make our individual moral decisions? «What is my framework in making my decisions? A. Virtue ethics 1. Aristotle a) Telos ») Virtue as habit c) Happiness as virtue 2, St. Tomas: Natural law a) The natural and its tenets 6) Happiness as constitutive of moral and cardinal virtues B. Kant and rights theorists Page 4 of 6 Ethics1. Kant a) Good will )_ Categorical imperative 2. Different kinds of rights a) Legal b) Moral C. Utilitarianism 4. Origins and nature of theory 2, Business’s fascination with utilitarianism D. Justice and faimess: Promoting the common good 1. The nature of the theory 2. Distributive justice a) Egalitarian ») Capitalist ¢) Socialist i. The state and citizens: responsibilities to each other: The principles of taxation and inclusive growth Conclusion: Ethics through Thick and Thin, and Ethics and Religion (6 hours) This section addresses the following questions: ‘What are the challenges to ethical behavior in today's world? Is it still meaningful to search for universal values? How do we respond to an increasingly pluralist and individualist globalized world? A. The challenges of pluralism and fundamentalism: The search for universal values 1. Globalization and pluralism: New challenges to ethics 2. Challenges of fiinnials 3. The religious response: The role of religion in ethics Page 50f6 EthicsCourse Requirements 1. Written up moral dilemmas experienced by the students 2. Regular quizzes to test if students recall the principles and concepts they learn 3. Group and individual case analyses 4, Final oral exam Assessment 40% Quizzes (4) 20% Individual case analysis/refiection paper ) 20% Group case analysis (2) 20% Final oral exam (could be replaced with written exam) (1) Page 6 of 6 EthicsETHICS Learning Plan What are moral dilemmas? Recognize and recall a mora! experience have to follow | course discussion: What rules do you find constricting? Why rules? Explain why they | have to follow rules Mini-Lecture: Why rules are important to social beings Differentiate Difference Study Activity: Class between moral | between moral _| discussion: When do you and non-moral | and non-moral_ | say it is a moral standards standards experience? Lecture: Difference between moral and non- moral standards List of rules in basketball Learning Topic Methodology Resources ‘Assessment Outcomes Recall rules they | Orientation to the | Student Activity: Class ‘Student handbook | Homework that requires students to pay close attention to schoo! and community tules experienced in daily life, Evaluate these rules. Class recitation after mini-lecture on importance of rules, for teacher to find out if students recall and understand the nature of rules and why they are important Quiz #1 to test first and second topics. Question/s: Cite two to three differences between moral and non-moral standards, one of which should be the most important. | Student Activity: For individual dilemmas: Case discussion on students’ moral dilemmas tC Rachels, James. “What is Morality?” Chap. 1 in The Elements of Moral Philosophy, 1-15. ‘Group discussion: Students identify dilemmas in cases submitted by classmates. Page 1 of 15 Ethics‘Learning Topic Methodology Resources ‘Assessment Outcomes “ath ed. New York Detect amoral | The three levels _| For organizational dilemma: eee Alternatively, teacher could give two of dilemma of moral Medical and business ‘ollege, these dilemmas (all personal and age- dilemmas: ethics case, e.9., appropriate) in a written exercise where individual; pharmaceutical industy | paima.Angeles, students identify and write the Identity the three | organizational | case—Dr. X goes tothe | Artonette cand’ _| dilemmas. And then discuss results with levels of moral | (ie., business, _| United States three times a | Rowona Asada. Witers of the dilemma dilemmas medical, and |_| year for free public sector); and structural (ie, network of institutions and operative theoretical paradigms, e.g., universal health care) For structural dilemmas: Expensive medicines in the Philippines Lecture: (a) What are moral dilemmas? Examples of dilemmas (b) The three levels of moral dilemmas Palacios. Medicine Prices, Price Controls, and the Philippine Pharmaceutical Industry. Makati Ateneo Graduate ‘School of Business, 2011 News clips. (Teacher will have to choose from current news events) Cases written by students. Page 2 of 15 Ethicsearning Topic Methodology Resources ‘Assessment Outcomes Explain why only | Freedom as jewing of video clip ‘A Clockwork Class discussion to bring out reactions human beings foundation for | demonstrating unlimited _| Orange. Directed by | and insights on the video clip, zeroing in canbe ethical moral acts freedom or the absence of | Stanley Kubrick on why freedom is crucial to the ethical freedom Burbank, CA: experience. Lecture: Freedom as foundation of ethics Warner Bros., 1971 Alternatively, teacher can assign a reflection paper on reactions and insights on the movie. Articulate what ‘What is culture? ‘Student Activity: Class Cultural artifacts Class discussion to elicit students’ culture means | How does it discussion: How do you _| brought by students | understanding of the cultural define our moral think your community to class embeddedness of their behavior behavior? influences your behavior? Attribute facets of personal behavior to culture Lecture: What is culture? How does it define moral behavior? Recognize Cultural ‘Two Cases: Differences in | Two casesistories | Quiz #2: Questionis: Explain the differences in _| relativism Practices about cultural Position in ethics called cultural moral behavior of | definition, differences (Will _| relativism. Discuss its strengths and different cultures | advantages of provide.)* weaknesses, recognizing the | Lecture: Why can’t all Appreciate the differences differences, and the dangers of the position cultural practices be always correct? Rachels, James. “The Challenge of Page 3 of 15 EthicsLearning Topic Methodology Resources Assessment Outcomes Cultural Relativism.” Chap. 2in The Evaluate the Elements of Moral strengths and Philosophy, 16-31 weaknesses of 4th ed. New York: cultural relativism McGraw-Hill College, 2004. Analyze crucial | The Filipino way _| Viewing of video clip on the | Elemia, Camille. At the end of this section, students qualities of the Filipino moral identity in their ‘own moral experiences Evaluate elements that need to be changed Filipino way Student Activity: Class discussion: Description of highlights of Filipino culture Lecture: Strengths and weaknesses of the Filipino moral character “Palitical Dynasties in PH.” 9News Philippines, October 1, 2012 httos:/iyoutu.be/EXY KAfKIkIM. Licuanan, Patricia et al. “A Moral Recovery Program: Building a People— Building Nation." In Values in Philippine Culture and Education: Philippine Philosophical Studies |, edited by Manuel B. Dy Jr., submit an essay wherein they narrate a personal experience, analyze how problems were rooted in Filipino qualities, and, from hindsight, recommend how they would have done things differently. Page 4 of 15 EthiesLearning Topic Methodology Resources ‘Assessment Outcomes 31-48. Washington, DC: The Council for Research in Values and Philosophy, 1994, Palma-Angeles, Antonette. "Cultural Drivers of Corruption in Business and Governance.” In Business Ethics in Asia: Issues and Cases, edited by Oscar G. Bulaong Jr. Ike Janita Dewi, and J. Sedtrey Santiago, 20-36. Quezon City: ‘Ateneo de Manila | University Press, | 2014 identify universal | Universal values | Lecture: Why there are Rachels, James. _| Written exercise on two scenarios values | universal values “The Challenge of _ | highlighting (a) respect for human life, Page 5 of 15 EthicsLearning Topic Methodology Resources ‘Assessment Outcomes Cultural Relativism.” | and (b) truth-telling. Students discuss Explain why Chap. 2in The the possible results of upholding or not Elements of Moral | upholding the two values. universal values Fi Philosophy, 16-31 fre necessary ior 4th ed. New York: human survival weet College, 2004 Recall defining | Howis moral | Study Activity: At the start | Animation or Al the end of the class, hold group moments in their | character of the class discussion, presentation on discussion and presentations, analyzing moral formation | developed? bring out students’ circularity of acts _| the lives of Nelson Mandela and Adolf understanding of and character. Hitler. contributory elements to Explain the their moral character bewtecn Use of Graphics: Crculanty | Keon Mandela and individual acts of relationship of individual adolf Hitler. (Will and character acts and moral character provide.)* Lecture: Moral character as disposition; how it is developed Identify and Stages of moral | Lecture: The six stages of _| Three casesistories | Quiz #3: Question/s: What are the six articulate each | development —_| moral development on moral stages of moral development? Briefly stage of moral vit development. (Will | explain each stage development provide )* Draw a chart of their life's journey using Manila paper Group presentation: Three casesistories Page 6 of 15 EthicsLearning Topic Methodology Resources Assessment Outcomes Check their or PowerPoint fo show | Kohlberg, Lawrence. | featuring moral agents at diferent personal growth, incipient moments in their | Essays on Moral —_| stages. Groups identify the stages of and three other lives and where they are | Development. Vol. 1 | the agents in each of the three cases cases, against now in their moral of The Philosophy of | and justify their answer the stages of development. Moral Development development Group discussion Moral Stages and Identifying stages in chosen | the Idee of Justice San Francisco, CA stories Harper & Row, 1981 Recall immediate | Reason and Illustrate feelings 2s News clips to Class comments and critiques on the responses to | impartiality as _| instinctive response via a_| illustrate feelings as_ responses in the role-playing activity. moral dilemmas Differentiate responses based on reason and those based on feelings requirements for ethics case from the news. Student Activity: Students are given three situations— from medical ethics, end-of- life involving a dying parent; Payment of facilitation fee to acustoms officer by a finance employee; and from ethics in government, the use of an official car to bring one’s daughter to school every day—and are asked to role-play three instinctive response. (Will provide )* Rachels, James. “What is Morality?” Chap. 1 in The Elements of Moral Philosophy, 1-15. 4th ed. New York: McGraw-Hill College, 2004 Page 7 of 15 EthiesLearning Topic Methodology Resources ‘Assessment Outcomes ‘moral experiences — Moral agents in these three situations respond emotionally and/or rationally, Lecture: What is reason? ‘What is impartiality? | | Capture and Feelings and ‘Glass Discussion: Personal | Cases. (Will provide | Role-play three cases, highlighting in analyze their reason: Upsurge | experiences and feelings _| after discussion with | one case an emotional response, and in feelings in of feelings is attached to these committee.)* the other a rationat response. personal moral natural and what experiences we do with them is what makes us | Lecture: The class critiques the behavior and « ethical or (a) Feelings—importance, responses of agents in the three cases. Kaooable ana | ethical origin, and disadvantages emotional (b) Reason and Impartiality responses The ethical requirement of i reason and ‘Student Activity: Group impartiality discussion: Stories from news clips highlighting emotional and rational responses Page 8 of 15 EthiesLearning Outcomes Topic Methodology Resources ‘Assessment Check real-life cases against the 7-step model, a model that uses teason and impartiality The 7-step moral reasoning model Lecture: The 7-step model Student Activity: Class discussion: Using the model to solve a case Cases. (Will provide after discussion with committee.)* Rae, Scott B., and Kenman L. Wong “A Model for Moral Decision Making.” Chap. 16 in Beyond Imegnity: 4 Judeo- Christian Approach to Business Ethics Grand Rapids, Ml: Zondervan, 1996. Que, Nemesio S., S.J. "Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundations of Moral Value. ‘Ateneo de Manila University. Group Case Analysis #1, using the 7- step model on the business ethics case called the Star Employee. Differentiate knowing and The difference between reason Lecture: Reason and will Werhane, Patricia H. Moral Individual reflection sessions in class on a most recent personal dile mma: How Page 9 of 15 EthicsLearning Topie Methodology Resources ‘Assessment Outcomes actually executing | and will Imagination and | did | decide and what did | actually do a good moral . Management during my most important moral decision Student Activity, Case Decision Making. _| experience in the past year? Judge their own moral behavior in discussion highlighting that a good rational moral decision is not always New York: Oxford University Press, 1999, terms of planning executed, and then analyze and execution in why important moral | experiences Explain the role |Moraltheories | Lecture: Moral theories as | Reflection paper: What is the bigger of mental frames | and mental frames of moral context in which I make my individual in moral frames and why | experiences decisions? experience they are important Classify the dominant mental frames Arficulate what | Aristotle and St. [ Lecture: Case on virtue Group discussion using the Aristotelian virtue ethics is | Thomas (a) Aristotle ethics, (Will (mean between two extrernes) and provide.)* Thomistic perspectives on gay (©) St. Thomas marriage. Critique virtue ethics Aristotle. Books Lt Class discussion on St. in the Nicomachean Thomas and the natural law | Ethics. Translated Make use of by Martin Oswald, Page 10 of 15 EthicsTeaming Topic Methodology Resources ‘Assessment | Outcomes virtue ethios Indianapolis: Bobbs- Merrill Educational Student Activity: Students it will interview parents and | Publishing, 1983. church leaders about positions on contentious ‘Aquinas, Thomas. social issues, €9..9a¥ | On law, eternal law, marriage, divorce, etc os patra lout ‘Summa Theologiae, vol. 28, edited by Thomas Gilby, 5~ 97. Cambridge: Blackfriars, in con- junction with McGraw-Hill Book Company, New York, 1968. Understand and [Kant and rights | Lecture Case on rights: Quiz #4: Question/s: Whatis the articulate the Informed consent: | difference between the rights and rights theory (a) Kantand rights theorists | Fit ofthe Dying | virtues theories? (b) Whatis Legalisnot_ | and rights of the always Moral family. (Will Differentiate a provide,)* Analysis in class of a case highlighting legal from a moral ; ; why the option taken by the agent may right ‘Study Activity: Analysis of a be legal but not moral. case using rights theory | Kant, Immanuel Categorical Critique virtue Imperative.” In Page 11 of 15 EthicsLearning Topic Methodology Resources Assessment Outcomes, ethics Groundwork of the Metaphysic of Morals, translated Make use of the by H. J. Paton, 162~ rights theory 78. New York Harper and Row Publishers, Inc., | 1964. Ariculate what | Utitarianism | Lecture! Utilitarianism Case on Individual Case Analysis #1: The utilitarianism is utilitarianism. (Wil | Marcopper and the Boac River case provide.)* Student Activity: Case Critique analysis: Ford's problems utilitarianism with the Pinta Make use of ullitarianism Ariculate what | Justice and Lecture: Justice and Case on justice and | Group Case Analysis #2, using the justice and fairness Faimess Student Activity: | faimess. Mayor Duterte case: Whose interests? faimess are Mandated topic: | Discussion and debate: Taxation Social housing—Who + should pay for the cost? trees enn A , Who should carry the In Reason at Work: Critique justice burden of taxation? Who _| introductory Page 12 of 15 EthicsLearning Topic Methodology Resources ‘Assessment Outcomes ‘and faimess should benefit from taxes? | Readings in Philosophy, edited by Steven M. Cahn Make use of and George Sher, justice and 262-76. Fort Worth, fairness ‘TX: Harcourt Brace College Pubiishers, 1996. Identify the Globalization and | Viewing of video clip on _| Knicker, Nicole. Identify the important moral challenges important moral challenges of globalization its ethical challenges facets of globalization: Ethical challenges for business that works in a globalized world; and what standards do workers follow? Class Discussion: the Moral Challenges of Globalization "McDonald's: Winning at Global Marketing Strategies.” Global E Brands, September 15, 2013. http://globatebrands. com/medonalds- winning-at-global- marketing: strategies Friedman, Thomas. The Lexus and the Olive Tree: of globalization. Page 13 of 15 EthicsLearning Topic Methodology Resources ‘Assessment Outcomes Understanding Globalization. 1st ed. New York Anchor Books, 2000. ‘Compare Millennials and | Viewing of video lip on | Parents as guests, _| Individual Case Analysis #2: How dol responses to _| filinnials: Ethical _| filinnials. discussing (with __| respond to the challenges of shared moral __| challenges and chosen members of | globalization and the differences of dilemmas of baby | responses the class) an issue | mindsets caused by differing boomers and Student Activity: Class (@g,, pre-marital generational relations to technology and millenniats Discussion: sex) social media? (a) What are issues that State qualities of Herenelir nasi Reyes, Ramon Final Oral Exam the filinnial Filinnials and their parents? Gastilo Retetion 4 (b) How should we resolve | eee een Construct a plan the friction? Who is right? The Moral i MK reer Dimension: Essays lobalzation in Honor of Ramon al Castillo Reyes, edited by Nemesio S. Que, S.J., Oscar St . S.J. emnes fom G. Bulaong Jr., and religion Michael Ner €. Mariano, 107-12 Quezon City, PH Appreciate the _| | Office of Research Page 14 of 15 EthicsLearning Outcomes Topic Methodology Resources ‘Assessment role of religion in a globalized world ‘and Publications, Ateneo de Manila University, 2003 Campbell, W. Keith “The Narcissism Epidemic.” Interview by Steve Paikin. The Agenda with Steve Paikin, July 31, 2013. https://youtu be/lv2L kAWC7TK. “Filipino American Millenials.” MakilalaTV, October 4, 2014. httos://youtu be/H2r VFSI64K8. Page 15 of 15 EthiosETHICS Course Map GE Leaming Outcomes Ethics Knowledge (Intellectual Competencies) Analyze “texts” (written, visual, oral, etc.) critically Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) Demonstrate critical, analytical, and creative thinking 1 2. 3._Use basic concepts across the domains of knowledge 4 5. Apply different analytical modes in problem solving Values (Personal and Civic Responsibilities) 1. Appreciate the complexity of the human condition Interpret the human experience from various perspectives Examine the contemporary world from both Philippine and global perspectives Take responsibility for knowing and being Filipino Reflect critically on shared concerns Generate innovative practices and solutions guided by ethical standards Make decisions based on moral norms and imperatives Appreciate various art forms ©]@|~|* |S ]ealn Contribute to aesthetics slolelelelele ele fu ivlolr Page 1 of 2 EthicsGE Learning Outcomes Ethics 10. Advocate respect for human rights 11. Contribute personally and meaningfully to the country's development Skills (Practical Skils) Work effectively in a group Apply computing tools to process information effectively Use current technology to assist and facilitate learning and research Negotiate the world of technology responsibly Create solutions to problems in various fields Manage one's knowledge, skills, and values for responsible and productive living ~Je]e [sles |= Organize one's self for lifelong learning L=Learmed P = Practiced O= Opportunity to learn rir izjolo o|v Page 2 of 2 EthicsETHICS Resources and other Requirements Angeles, Antonette and Azada, Rowena, “Medicine Prices, Price Controls and the Philippine Pharmaceutical Industry" Monograph produced by the Jose B Fernandez, Jr. Ethics Center and Ateneo graduate School of Business, 2011 ‘Aquinas, Thomas: On Law, Eternal Law and Natural Law, Summa Theologiae, vol. 28, Blackfriars in conjunction with McGraw-Hill Book Company, New York, 1966, Pp. 5-97. Aristotle, Book |-II, Nicomachean Ethics trans, Martin Oswald, indianapolis: Bobbs-Merrll Educational Publishing, 1983 Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization. 1° ed. New York: Anchor Books, 2000. Gula, RM. Reason informed by Faith. New York: Paulist Press, 1989. Kant, Immanuel, “Categorical Imperative,” in Groundwork of the Metaphysic of Morals, Trans. H.J Paton, Kohlberg, Lawrence, Essays on Moral Development, Vol 1 The Philosophy of Moral Development. Kubrick, Stanley. Clockwork Orange (video clip). Burbank, CA: Warner Bros., 1971 Licuanan, Patricia et al. "A Moral Recovery Program: Building a People—Building Nation.” In Values in Philippine Culture and Education: Philippine Philosophical Studies |, edited by Manuel 8. Dy Jr., 31-48. Washington, DC: The Council for Research in Values and Philosophy, 1994. Palma-Angeles, Antonette. “Cultural Drivers of Corruption in Business and Governance.” In Business Ethics in Asia: Issues and Cases, edited by Oscar G. Bulaong Jr., Ike Danita Dewi, and J. Sedfrey Santiago, Quezon City, PH: Ateneo de Manila, University Press, 2014. Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundations of Moral Value. ‘Ateneo de Manila University Rachels, James ‘What is Morality’, Chapter 1 and “The Challenge of Cultural Relativism”, Chapter 2 in The Elements of Moral Philosophy. 4" ed, New York: McGraw-Hill College, 2004, pp 1-31 Rae, Scott, “A Model for Moral Decision Making” Chapter 16, Beyond Integrity. ‘Werhane, Patricia H. Moral Imagination and Management Decision Making. New York: Oxford University Press, 1999. Page 1 of 1