Module 4

Teacher as a Person in
Society

In this Module

1. Morality and Its Foundational Moral Principles

2. Teachers as Persons of Good Moral Character and

Values

3. A Universal Declaration of Human Rights

Module Overview:

Hi! We welcome you to this fourth module of the course. This module will give
you some principles underlying the conduct of teacher as a person in society. Concepts of
morality and its foundational principles will be discussed as essential knowledge to guide
his conduct. This will also give you some backgrounds on good moral character and
formation of values as a sure guide in fulfilling your role in your chosen profession,
vocation, and a mission. Finally, a summarized version of the Universal Declaration of
Human Rights will be presented in this module to guide the conduct of a virtuous teacher
in the society. To accomplish this, you will go through the four (4) phases of each lesson
to wit; activity, analysis, abstraction, and application.

Module Outcomes:

In this module, you are expected to be able to:

1. Demonstrate an understanding of the principles of morality and values.
2. Explain the formation of values in a person.
3. Manifest a dignity in the teaching profession through virtuous conduct.
4. Demonstrate an understanding of the existing laws regarding human rights.
5. Create a case scenario on the application of legal rights and freedoms of humans.

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Lesson
Morality and Its Foundational Moral Principles
1

Lesson Outcomes:
1. Discuss what morality is all about.
2. Differentiate the foundational principles of morality from different perspectives.
3. Map out the the different perspectives of the foundational principles of morality.
Time Frame: 2 hours

Introduction
This lesson will provide you some concepts about morality and its existence. It also gives
you a discussion on the foundational moral principles from different perspectives.
Specifically, you will find in this lesson how these principles are viewed by Christians,
Islam, and Buddhists. In the end, you will find yourself mapping out the difference of these
foundational moral principles. Hi! We welcome you to this fourth module of the course.

ACTIVITY: Pick a Spot

Below is a box containing the spots labeled as A,B,C,D. Pick at least 2 spots of your
choice and write your explanation if you agree or not on the blanks provided.
A B
Your dog gave birth to 4 puppies, but you The teacher in the classroom reminds everyone
have only space for 2 puppies. So you kill not to draw any images relating to God.
the other two. Is this right? Yes or No. Why? Is this right? Yes or No. Why?
___________________________________ ______________________________________
_ _
___________________________________ ______________________________________
_ _
___________________________________ ______________________________________
_ _

C D
A boy called a dinner party for his friends While on live streaming, you kill a puppy with
where he serves chocolate cookies, but the a knife. Is this ok? Yes or No. Why?
cookies were formed like a dog poop.
Is it alright? Yes or No. Why?
___________________________________ ______________________________________
_ ______________________________________
___________________________________ ______________________________________
_

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 ___________________________________
_

ANALYSIS: Let us answer these questions.

1. How do you find the spots above?
_______________________________________________________________.

2. What are your bases of saying Yes or No? Cite here.

________________________________________________________________.

3. How do you call these bases? How does community call them?
________________________________________________________________.

You may call them in many ways; however, let’s take a look on what is morality and its
foundation principles.

ABSTRACTION
What is Morality?
Many authors defined morality as simply referring to a “code of conduct put forward by
an actual group, including a society” (Standford, 2002). It is also defined as “a body of
standards or principles derived from a code of conduct from a particular philosophy,
religion, or culture.” (Long and Sedley, 1987). It is actually synonymous with ‘goodness’
and ‘rightness’ (Standard University, 2011). Apparently, morality is the “quality of human
acts in which we call them right wrong, good or evil” (Panizo, 1964). Based on these
definitions, we could say that morality deals with human and his conduct in relation to a
code of conduct accepted by a particular group or culture.

Existence of Morality
But the question on how did it come to existence still lingers our mind. Morality comes
from the Greek word moralis which means customs or manners (Perle, 2004). This has
something to do with ethics which deals with right or wrong, good or bad. We usually
mean ethical or moral when the conduct is good and right, while we mean unethical and
immoral when the conduct is bad or wrong. Man’s actions, whether good or bad, is
governed by his intellect and free will. His intellect will give him the discernment and
right judgment of the morality of his conduct because he is capable of thinking and

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reasoning. His free will is his ability to choose for certain conduct of action or character.
Intellect and free will make humans different from all other animals. Thus any human
action is good when it is completely done as a natural man, and it is immoral when it runs
counter to human nature.

Foundational Principles of Morality

The principle of morality issue differs from each group of culture, religion, or group. The
word principle came from the word princeps, which means the source or the beginning.
Foundational principles mean the universal accepted norms by which all principles of
rightness or wrongness of actions are built upon. These are based on natural law. The
natural law is ‘already written in the hearts of man’ (Romans 2:15). Fo the theist or
believers, it is a ‘man’s share in the Eternal Law of God’ (Panizo, 1964.). In short, the
foundational moral principles are ‘‘do good and avoid evil.’ The following are some
sources:
1. The Golden Rule – ‘Do unto others what you want them to do unto you.’
2. The Two Great Commandments – ‘Love God with all your heart, with all your
souls, and all your might’ and “ Love your neighbor as yourself.’ This is especially
true to the followers of Christ who are called the Christians. So, when you love God
you will be faithful to Him; when you love your fellowmen, you will not do harm
to them.
3. Immanuel Kant – ‘Act in such a way that your maxim can be the maxim of all.’
4. Buddhist – ‘Hatred does cease by hatred, but hatred ceases only by love.’ With this
principle,
5. Muslim – The Islamic Qur’an ‘forbids, lying, stealing, adultery, and murder.

Let’s elaborate some perspectives of morality for these three big groups of religion through
aschematic diagram:
A. Christianity – They are believers of the Bible as God-breathed Scripture, which
consists of the Old and New Testament. They are believers of the Ten
Commandments that God gave to Moses, as reflected in Exodus 20. These 10
commandments are also called the Law of Moses.

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 Old Testament, Exodus 20 New Testament, Matthew 22

Ten Commandments
1. You shall have no other Gods before me.
2. You shall not make for yourselves an Love God with all your heart,
idol. with all your soul, and with all
3. You shall not misuse the name of the your strength.
Lord your God.
4. Remember the Sabbath day by keeping
it holy.
5. Honor your father and your mother
Love your neighbor as you
6. You shall not murder
love yourself.
7. You shall not commit adultery
8. You shall not steal.
9. You shall not give false testimony.
10. You shall not covet.

B. Islam for Muslims- This group of religion is a believer of the Qur’an. They are
believers on the following Islamic principles:

Qur’an Principles
1.The Islamic Qur’an ‘forbids,
lying, stealing, adultery, and Five Pillars of Islam
murder. 1. Prayer
2. It teaches ‘honor to parents, 2. Self-purification by
kindness to slaves, protection for fasting.
the orphaned and the widowed,
and charity for the poor.” 3. Fasting

3. It teaches ‘virtues of faith in 4. Alms-giving

God, pateince, kindness, honesty, 5. Pilgrimage to
indutry, honor, and generosity’.
Mecca.
4. It also condems ‘mistrust,
impatience, and cruelty.

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 C. Buddhist Perspective - showing devotion to the Buddha through ceremonies,
festivals, different types of meditation and retreats.

Eight-fold Path

5 Moral Principles of 1.Strive to know the truth.

Buddhism 2. Strive to resist evil.
1. You shall not kill.
3. Say nothing to hurt others.
• 2. You shall steal.
• 3. You shall not misuse you 4. Respect life, morality, and
senses or engage in sexual property.
misconduct. 5. Engage in a job that does not
• 4. You shall not speak lies or injure others.
gossip.
6. Strive to free you mind from
• 5. You shall not take
evil.
intoxicants that cloud the mind
(drugs, alcohol). 7. Control your feelings and
thoughts.
8. Practice proper forms of
concentration.

Looking at the foundational principles of morality, it can be gleaned that morality is

applied into four areas such as:
1. Religion. Morality is determined by the relationship between man and his God.
2. Nature. Morality is determined by the relationship between man and the creation
around him.
3. Individuality. Morality is determined by the relationship the individual has to him or
herself.
4. Society. Morality is determined by the relationship between man and his society.

Notice then the similarities and differences of the foundational principles of morality in
each perspective. As future teachers of the young, and as a person in society, you must be
guided with proper principles of morality so that you can be called worthy of to your chosen
profession.

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APPLICATION: Mind Mapping
At the center of the mind map, write the word morality; around it, map its
different foundational principles by writing the keywords associated with each.

Closure
Great work! You’re done with Lesson 1. Please proceed to Lesson 2

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 Lesson
Teachers as Persons of Good Moral
2
Character and Values

Lesson Outcomes:
1. Describe a person with good moral character.
2. Explain the formation of values in a person.
3. Identify some appropriate conducts of a virtuous teacher.
Time Frame: 2 hours

Introduction:
Welcome to Lesson 2. You may always believe that teachers are models of conduct and
fortitude. This lesson will give you a strong background about good moral character and
values formation. You will also find in this lesson, how moral values of teachers are
described and are given emphasis as licensed professionals. In the end, you will be able to
identify some conducts of a virtuous teacher.

ACTIVITY: Descriptive Graphic Organizer (DGO)

You can find a DGO below. Describe a person whom you know has good moral character
and of values by writing his/her name (not real name of a classmate/ teacher/ best friend)
at the center. Write the descriptive words along or in between prongs of the circle.

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ANALYSIS: Let’s answer these question.
1. Why do you say that person is of good moral character and of values?
______________________________________________________________.

2. Describe in your own perspective what is a person of good moral character and of
values.
_______________________________________________________________.

ABSTRACTION
A. Teacher as a Person of Good Moral Character
What is good moral character? Rogers (2000) defined good moral character as ‘an ideal
state of a person's beliefs and values that is considered most beneficial to society.’ The
goodness or not of a person’s character depends largely on the person assessing the
character. However, there are legal judgment to this concern that are widely accepted such
as honesty, diligence, respect, integrity, trustworthiness and the like.
In the teaching profession, the good moral of a teacher is defined in the Ethical Standards
for Teachers, in short, the Code of Ethics. Let’s take a look on the preamble of the Code of
Ethics for Teachers…
‘Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to, observe, and practice this
set of ethical and moral principles, standards, and values.’
A preamble is an introductory statement of any law or statute that presents that purpose,
aims, and justification of the deed. From above lines of preamble taken from the Code of
Ethics for Teachers, the word moral values are properly stressed by mentioning it twice in
a single statement. But what makes up good moral character? A Christian author named
William Cosgrave (2004) describe this virtue into four (4) ways to wit:
1. Being fully human – meaning you have substantially realized your potential as a
human.
2. Being a loving person – you are caring in an unselfish and mature manner with
yourself, other people and God.
3. Being a virtuous person- you have acquired good habits and attitudes and you
practice them consistently in your daily life and;
4. Being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental
stage.

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This description denotes that it is a good thing for a person to develop his full potential and
continuously care and love himself so that he may be able to translate this love to others.
As a future teacher and as a person in society, it is expected that you will live a life full of
virtues, that is, as you grow and develop spiritually, intellectually, socially, and
emotionally, you will become humble and not arrogant of your achievements, but conduct
yourself with propriety and integrity as a model person of good moral character in the
community where you belong. To conclude, to become a teacher that will make a
difference in the society is to possess these virtues in an increasing measure in your daily
lifestyle.

B. Teachers’ Value Formation

Where does value come from, and what really values are? These are the common questions
overheard. A value can be associated with the thought of axiology, the branch of
philosophy which studies about the nature of value and valuation of which is ‘primarily
concerned with classifying what things are good, and how good they are.’ Values are
principles or qualities of human character that are held dearly by individual, group, or
society. It is the steering wheel of a person’s actions and decision as well as the holder of
group ideal in a thing called core values.

Objectively, there three (3) possibilities of the origin of values:

1. It is a given by a Supernatural Being (Supernatural Theory).
2. It is fabricated by the nature (objectivism).
3. It is part of the ‘furniture’ of the world, that is on human beings (subjectivism).

With these, values can be evaluated in three (3) positions, such as the objective, subjective,
and situational, that is emerging out of context. Supernatural-given values are also called
transcendent values or objective values that are held by the idealists and are not changed
beyond times and space such as love, care, concern, and the like. Values that are dependent
are called subjective and are primarily held by relativists. These are the values that can be
changed by the context of situation, culture, and society.

Now, we will talk about value formation. What is formation then? A formation is a process
of developing something into its tangible state. In the formation of values, it must be barely
understood that values are both caught and taught. It is caught because it should be the
product of teaching and learning. A child’s values may be refined after he had learned
something from his teacher.

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Value formation takes on different forms of dimension. It has to be formed in the mind
(cognitive), in the heart (affective), and in behavior (action) aspects of a teacher. Value
formation is a training of the intellect and will. Your intellect and will are your rational
appetitive powers that need to be enriched with training so that it could generate proper
formation of ideas useful for giving judgment and reasoning. The will should not yield to
impulse because it will only result to lack of self-control. To have a strong will means it’s
a full control of the mind in order to remain compose in any situational occurrence. This
is what we call a virtuous life, a life that constantly do an effort to do things well in spite
of hardships and circumstances. Never give in to a vicious life where it corrupts good
values and character and ruined yourself in the end.

Let’s take a shot glance at Max Scheler’s Hierarchy of values below:

Values of the Holy

Spiritual Values

Vital Values

Pleasure Values

Values of the Holy: this refers to absolute things such as belief, bliss, adoration.
Spiritual values: refers to spiritual acts of preference like loving vs hating, values of right
and wrong, values of pure knowledge, aesthetic values.
Vital Values: these are values refers to vital feeling of the individual or society like health,
vitality, capability, excellence.
Pleasure values: these refer to sensual feelings such as pleasant vs unpleasant, agreeable
vs disagreeable.

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Based on the values hierarchy, the highest values that a person can possess are the values
coming from the Supreme Being, which is God, and the lowest values are the values that
based on human senses. When a person is full of godly values, he is a person worth of
emulation and respect.

APPLICATION: Theme Graphic Organizer

I AM A TEACHER OF GOOD MORAL

CHARACTER AND VALUES

My behavior in the family: My conduct in the society:

___________________________________ __________________________________
___________________________________ __________________________________
__________________________________. __________________________________
__.

My manner in the church and school:

________________________________________
________________________________________
_______________________________________.

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AGREEMENT: Research Work
Read about the teaching as a profession, vocation, and a mission. Fill in below:

T Vocation _______________________________
E
_______________________________________.
A

C Mission _________________________________
H ________________________________________.
I __________________________
Profession ______________________________
N
_______________________________________.
G

By answering the agreement, you’re done! Please proceed to Lesson 3

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 Lesson
Universal Declaration of Human Rights
3

Lesson Outcomes:
1. Enumerate the different rights and freedom of humans.
2. Analyze some cases involving violations of human rights and freedom.
3. Uphold the ideals of humanity in the teaching profession.
Time Frame: 2 hours

Introduction:
Teachers as worth of emulation when they demonstrate virtuous conduct. To continue
acting in this manner, they should have enough knowledge about the rights and freedoms
of humans as they are in the frontline services. Bearing this, a summarized universal
declaration of human rights document is presented in this lesson. You may expect that at
the end of this lesson, you will be able to cite some applications of the said rights and
freedom. Here we go!

ACTIVITY: Guess me!

Pictures are herewith below. Guess what possible human right or freedom is shown.

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ANALYSIS: Let’s take a look on your answers on the activity portion.
1. What human right is shown in picture A? Picture B? Picture C? and D?
___________________________________________________________

2. How do you know that?

___________________________________________________________

3. Can you guess what particular document embodies all these rights?
___________________________________________________________

Let’s find out further.

ABSTRACTION
Universal Declaration of Human Rights
On December 10, 1948, the United Nations adopted this Universal Declaration of Human
Rights (UN-UDHR) in answer to the barbaric acts during the Second World War. This UN
Charter was chaired by Eleanor Roosevelt. This charter is not a treaty nor an international
agreement, but a plain declaration of equal human rights for both men and women, and of
the nations large and small (Preamble UDHR, 1948).

This lesson adopted the simplified version of UDHR made by the StudyLib (2020). There
are thirty (30) human rights and freedom which are summarized below:

1. Right to equality: Everyone is free and we should all be treated in the same way.
2. Freedom from Discrimination: Everyone is equal despite differences in skin color,
sex, religion, language, political or their opinion, national origin or other status.
3. Right to Life, Liberty, Personal Security: Everyone has the right to life and to live
in freedom and safety.
4. Freedom from Slavery: No one has the right to treat you as a slave nor should you
make anyone your slave.
5. Freedom from Torture and Degrading Treatment: No one has the right to hurt
you or to torture you.
6. Right to Recognition as a Person before the Law: Everyone has the right to be
treated equally by the law.
7. Right to Equality before the Law: The law is the same for everyone, it should be
applied in the same way to all.

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8. Right to Remedy by Competent Tribunal: Everyone has the right to ask for legal
help when their rights are not respected.
9. Freedom from Arbitrary Arrest and Exile: No one has the right to imprison you
unjustly or expel you from your own country.
10. Right to Fair Public Hearing: Everyone has the right to a fair and public trial.
11. Right to be Considered Innocent until Proven Guilty: Everyone should be
considered innocent until guilt is proved.
12. Freedom from Interference with Privacy, Family, Home and Correspondence:
Everyone has the right to ask for help if someone tries to harm you, but no one can
enter your home, open your letters or bother you or your family without a good
reason.
13. Right to Free Movement in and out of the Country: Everyone has the right to
travel as they wish.
14. Right to Asylum in other Countries from Persecution: Everyone has the right to go
to another country and ask for protection if they are being persecuted or are in
danger of being persecuted.
15. Right to a Nationality and the Freedom to Change It:
16. Right to Marriage and Family: Everyone has the right to marry and have a
family.
17. Right to Own Property: Everyone has the right to own property and possessions.
18. Freedom of Belief and Religion: Everyone has the right to practice and observe all
aspects of their own religion and change their religion if they want.
19. Freedom of Opinion and Information: Everyone has the right to say what they think
and to give and receive information.
20. Right of Peaceful Assembly and Association: Everyone has the right to take part in
meetings and to join associations in a peaceful way.
21. Right to Participate in Government and in Free Elections: Everyone has the right
to help choose and take part in the government of their country.
22. Right to Social Security: Everyone has the right to social security and to
opportunities to develop their skills.
23. Right to Desirable Work and to Join Trade Unions: Everyone has the right to
work for a fair wage in a safe environment and to join a trade union.
24. Right to Rest and Leisure: Everyone has the right to rest and leisure.
25. Right to Adequate Living Standard: Everyone has the right to an adequate
standard of living and medical help if they are ill.
26. Right to Education: Everyone has the right to go to school.
27. Right to Participate in the Cultural Life of Community: Everyone has the right to
share in their community’s cultural life.
28. Right to a Social Order that Articulates this Document: Everyone must respect the
‘social order’ that is necessary for all these rights to be available.

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 29. Community Duties Essential to Free and Full Development: Everyone must
respect the rights of others, the community and public property.
30. Freedom from State or Personal Interference in the above Rights: No one has the
right to take away any of the rights in this declaration.

In conclusion, our rights and our obligations are protected by the law and the bigger
community around us. As teachers, let us be aware of these rights and obligations so that
in our daily undertaking with the people in the society, we become responsible for our
conduct at the same time educating people in our society to be good, responsible, and
productive citizens of our country.

APPLICATION: Case analysis

1. Mrs. Fellow became a widow 5 years ago and had a 12-year old daughter. She
wanted to marry, but her daughter would not allow her with a claim that she still
needs much attention from her mother. However, Mrs. Fellow has already decided
to marry the man she was in love with. Now, the child felt she is abandoned by her
mother and seeks refuge with her aunt. Her aunt brings the case to the DSWD for
attention. Was there any violation done in this scenario? Support your discussion.

2. In the class of Miss Funny, two of her students were in close academic completion
for valedictorian. Student A always got first from 1st to 3rd grading but of a little
grade difference from the grades of student B. At the end of the year, student B
became the valedictorian. The parent of student A went to Miss Funny to find out
why her child did not make it. She asked for her child’s scores and performances,
but she also wanted to see the scores and performances of student B. Would Miss
Funny allow her to see the performances of student B? Yes, or no? Explain your
answer by citing legal rights/freedom.

Closure
Congratulations! You’re done with Lesson 3. Please answer the Module Assessment found
on the next page.

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Module Summary

Module 4 has provided you with lessons about the teacher as a person in the
society. In acting as a person in the society, essential knowledge about
morality and its foundational principles were given as a guide in the daily
undertaking. Adding-on to this knowledge, discussed were virtues of good
moral character and value formation to concretize his conduct and adhere
to the expectations of the society in acting his chosen profession,
vocation, and mission. Finally, a simplified version of the United Nations
Universal Declaration of Human Rights (UN-UDHR) was presented in
order to give a thorough awareness of legal rights and freedom of humans.
Hopefully, these philosophical and legal knowledge gained from this
module would give you enough wisdom to act with discretion as a person
in the society.

Module Assessment

Direction: This is a summative assessment for the whole module. Answer each
item briefly in your own words. Total is 30 points.

1. What is morality? (5 points)

2. Differentiate at least 3 foundational principles of morality? 5 points each (15

points).

3. Which of the Hierarchical Values of Max Scheler do you prefer to possess

and have more? Why? (5 points)

4. Create a basic situation where you can apply the Right to Participate in the
Cultural Life of Community. (5 points)

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REFERENCES
Cosgrave, William (2004). Foundations of Morality.
Crisp, Roger (2000). Nicomachean Ethics. Cambridge University Press
Long, A. A.; Sedley, D. N. (1987). The Hellenistic Philosophers: Translations of the Principal
Sources with Philosophical Commentary. Cambridge University Press.
Perle, S.M. (2004). Morality and Ethics: An Introduction. Dynamic Chiropractic – March 11,
2004, Vol. 22, Issue 06
Stanford University (14 March 2011). "The Definition of Morality". Stanford Encyclopedia
of Philosophy. Stanford University. Retrieved 22 March 2014
Value Theory. First published Tue Feb 5, 2008; substantive revision Thu Jul 28, 2016.

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https://plato.stanford.edu/entries/value-theory/
http s://www.idrlabs.com/morality/3/test.php
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