ETHICS

Carlou A. Ampo, M.Phil. | Roselo L. Caduldulan Jr.

Jude B. Cañete | Rod Francis Narit
 TABLE OF CONTENTS

Contents Pages
Course Overview 02
Module Guide 03

Module 1: nature of Moral Problem and Moral Agent 05

 Ethics as a Discipline 06

 Moral Experiences, Issues, Dilemmas, and Moral Standards 09

 Human Freedom and Culture 13

 Cultural Relativism, Filipino Values and Traits, and Stages of

17
Moral Development

 Assessment & Output Requirements 32

 References 34

Module 2: Feeling, Impartiality, Moral Frameworks in Decision

36
Making
 Feelings and Emotions: and Embodiment of Obstacles Towards
37
Right Decision?
 Moral Courage and Moral Imagination 42
 Reason and Impartiality and the Seven Steps Model in Moral
43
Decision Making
 Virtue Ethics 47

 Natural Law ethics 51

 Deontological Ethics 55

 Utilitarian Ethics 56

 Justice and Fairness and Ethics 58

 Application of the Seven Steps Model and the Moral
59
Frameworks

 Assessment & Output Requirements 69

 References 73
COURSE OVERVIEW
Course Number: GE - SS 210/ GE - SS 102

Descriptive Title: ETHICS

Mode of Delivery: MODULAR

Name of Teacher:

Course Description: Ethics Deals with principles of ethical 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 in organized according to the three (3) main

elements of the moral experience: (a) agents, including
context - cultural communal, and environmental; (b) the act
and (c) reason of framework (for the act).

Course Outcomes: Discuss moral and non-moral problems and its relation to
emotion and Filipino values. (Cognitive by evaluation)
Analyze the basics of the frameworks discussed (Affective by
organization)
Applying the elements of moral principles, 7-steps model in
making moral decision making, and the moral frameworks. (Psychomotor by
perception/awareness)
SLSU Vision: A HIGH QUALITY CORPORATE UNIVERSITY OF SCIENCE,
TECHNOLOGY AND INNOVATION.

SLSU Mission: SLSU WILL DEVELOP SCIENCE, TECHNOLOGY AND

INNOVATION LEADERS AND PROFESSIONALS; PRODUCE HIGH0IMPACT
TECHNOLOGIES FROM RESEARCH AND INNOVATIONS, CONTRIBUTE TO
SUSTAINABLE DEVELOPMENT THROUGH RESPONSIVE COMMUNITY
ENGAGEMENT PROGRAMS, AND GENERATE REVENUES TO BE SELF-SUFFICIENT
AND FINANCIALLY-VIABLE.

MODULE GUIDE
This module for GS - SS 201/ GE - SS 102: Ethics is developed to address the new normal
environment in the higher education taking into consideration the challenges brought
about by the CoVid - 19 coronavirus pandemic. This module is embedded with different
principles of self-paced modular approach in the learning process. With this approach,
the students are given the wide latitude for or grated flexibility and convenience in time
and allocation as they undergo the learning process and comply with the course-set
activities and requirements. Furthermore, this module will be submitted before the end
of every semester or any date within the semester when the students is already done
accomplishing the required course-set activities and requirements. Despite the deadline
of submissions, this module will responsively benefit the students considering that it
will not directly imply time pressure in answering the activities and complying with the
requirements. It does not require face to face class sessions. Furthermore, it improves
memory and it is suitable for different students' learning styles.

This module is structured with the following components to assist the students in the
learning process and in ensuring the realization of the intended learning outcomes of
the module.

Intended learning outcomes. Students are informs on the expected competencies to be

achieved after they have finished the module. This expected competencies or intended
learning outcomes are enabling outcomes to realize the broad course outcome expected
to be achieved after the expiration of the semester.

Pre-test and Post-test. Students will be assessed in relation to the realization of the
intended learning outcomes. Pre-test will be facilitated to measure the extent of
preparedness among students before proceeding to the lesson. While, Post-test will be
facilitated to measure the extent of the test are set as representation of the intended
learning outcomes.

Learning Plan. Students will be introduced on the outlined subject matters or topics in
this module. The subject matters or topics are enabling contents to achieve the intended
learning outcomes. Furthermore, students will be aided with learning activities which
will reinforce or enhance the learning process and prepare them for assessments. The
different learning activities are set on self-paced approach such as lecture notes, case
studies and analyses, literature review, short clip critiques, readings among others. The
learning plan ends with a module summary of terms nad concepts.

References. References are enumerated based on the cited sources of information to

avoid plagiarism and to provide students more avenues to read further for detailed and
richer knowledge, and peruse the same to improve the learning process and outcomes.

Moreover, the developer of this module strives to provide the students with a
stimulating and well-organized learning experience and further expecting that the
students will be able to learn at self-paced approach on their convenient time and
location, and in the development or attainment of intended learning outcomes. The
developer is aware that some of students, if not the most, are new to this modality, but
the same assures that the students for a responsive technical assistance for any
questions, inquiries or clarification that may arise from time to time. Finally the module
has been developed to be more accessible and responsive to the students' needs and
context and who are new to this approach or modality as well as more engaging to those
who have already underwent the same.

Module 1
THE NATURE OF A MORAL PROBLEM AND THE MORAL AGENT

INTENDED LEARNING OUTCOMES

By the time the students finished the learning experience, they should be able to:

1. Understand the meaning, nature, and importance of ethics

Tell me what You Know!

Answer the following essay questions.

1.) In your own idea, what is ethics?

2.) What is the importance of Ethics?

3.) What is our gauge in our ethical decisions in life?

4.) Is freedom essential in our decision making?

5.) Why do people have different points of view to a particular ethical issue?

Module introduction

This module is designed for self-paced independent learning study. In this

module, you will learn and understand the nature, definition and importance of the
study of ethics. You will also learn the nature and circumstances of moral experiences at
different levels and scopes. You will also learn the nature and elements of moral
dilemmas and most importantly the nature and importance of "human freedom" to
every moral agent. Furthermore, you will also learn about the definition, nature and
elements of culture and how culture shapes the behavior of every moral agent. You will
further learn and understand the different issues concerning culture such as cultural
relativism, universal values, Filipino values and cultural identities, and the stages of
character development. As you go along with your readings - discussions, specific
questions - discussions are included in order to foster better understanding and
appreciation of the readings at hand as you reflect on the contents of the readings based
in your own connect. You will also be required to make a poster making story or digital
storytelling as your output in this module.

This module is divided into four separate topics: Definition, nature, and
importance of Ethics; definition, nature, and elements of moral experiences and moral
dilemmas; Human freedom as the foundation of morality and culture; and cultural
relativism, Filipino values and character traits, and Kholberg's theory of moral
development.

Learning Plan: Ethics as a Discipline

Ethics is generally thought of as the study of right action and moral is the system
through which that action is applied. Historically, the term "ethics" comes from the
Greek work "ethos" which means the customs, habits and mores of people. Morality is
derived from the Latin word "mos, moris" which denotes basically the same. It was
introduced by Cicero as an equivalent to the Greek word "ethos".

What Ethics is not:

 Ethics is not values educations
Ethics is not catechism
Ethics is not moral theology
Ethics is not just applied ethics

Ethics and Morals are difficult to define and many definitions are acceptable.

Ethics
 The critical examination and evaluation of what is good, evil, right and wrong
in human conduct. (Guy, 2001)
 A specific set of principles, values, and guidelines for a particular group of
organization. (Guy, 2001)
 Ethics is the study of goodness, right action and moral responsibility, it asks
what choices and ends we ought to pursue and what moral principles should
govern our pursuits and choices. (Madden, 2000)
Morals
 The principles and values that actually guide, for better or worse, an
individual's personal conduct. (Guy, 2001)
 Morality is the informal system of rational beings by which they govern their
behavior in order to lessen harm or evil and do good things, this system,
although informal, enjoys amazing agreement across time and cultures
concerning moral rule, moral ideas and morals virtues. (Madden, 2000)

There are three categories or sub-branches of ethics, and they are Descriptive Ethics,
Metaethics, and Normative Ethics.
Descriptive Ethics aims at empirically and precisely mapping existing morality
or moralities within communities and is therefore linked to the social sciences.
Normative Ethics is concerned with the content of moral judgment and the
criteria for what is right and wrong.
Metaethics asks how we understand, know about, and what we mean when we
talk about what is right and what is wrong. Metaethics deals with the nature of moral
judgment. It looks at the origins and the meaning of ethical principles.

The Commission on Higher Education states that "ethics deals with the principles of
ethical behavior in the modern society at the level of the person, society, and in
interaction with the environment and the other shared resources." (CMO 20 series
2013) The importance of studying ethics is very much embedded in this definition. As
foreseen by our Filipino educational experts, understanding one's moral compass or
shall we say moral standard in order to develop better judgment is the aim for studying
ethics. College students where already acquainted with a set of moral norm from their
communities and societies. So, they have already developed a set of moral standards by
which they use to understand the world and a moral compass to navigate in it. (Billet,
2006; Campbell, 2009) It is in this reality that makes it important for students to study
ethics in order to explore, understand, and critically reflect on their personal value
system. The attainment of this realization would help and empower students to make
should moral decisions sensitive to the common good.
Traditionally, only philosophers and religious scholars have studied ethics. More
recently, scholars from various disciplines have entered into the field, creating new
approaches to the study of ethics such as behavioral ethics and applied ethics. Code of
conducts by different professions, such as medicine, journalism, teacher education, and
accounting express many relevant ethical standards. Ethics ensures a generally agreed
standard of work-related behavior that empowers professionals to foster moral values
at their work. Ethics gives a sense of justification in one's judgment and helps ensure
that decisions in work are not made from purely subjective reasons.

Performance task
As you have read the text discussions above, tell me what you think about this
matter.

1.) What is ethics in your own understanding?

2. What is the objects of study of ethics?

3.) How do you differentiate normative ethics from descriptive ethics?

4.) Why do we need to study ethics?

Learning plan: Moral Experience, Issues, Dilemmas, and Moral Standards

The foundations of evolving moral systems rest on a complex process that sustains and
preserves human species. This is a dynamic process that drives the creation of moral
and ethical standards. Every human action inspires a corresponding reaction whether
subtle in nature or violent. Some people are more emotionally reactive that others.
Emotions can get out of control if not regulated by laws, customs, moral codes,
professional codes and even the rules of etiquettes. Rules are a stabilizing force that
enhances the survivability of individuals, families and nations. If an action consistently
leads to unnecessary pain, suffering and death, it is an action discouraged by new rules
and regulations designed to prohibit it. Thus, by the concept of destructive
consequences of human actions, the notion of "right" and "wrong" evolves.

Each one of us is bon to be ethical. Just as human are hard wired with the potential to
breath and see and hear and walk and talk and think, we arrive with the potential to
take into consideration how our actions impact people and world around us. Part of
what it means to be human is being a member of a species with these potentials. So even
though people have a range of visual capabilities, for example, from being completely
blind to having vision that is better than the 20/20norm, we are all part of a species
with the potential of sight. So, it is with ethics.

Socio-biologists say that people are born with the capacity to care for others because
that is necessary for the survival of our species. Religious scholars credit, God with
giving, humans the abilities to recognize the innate worth of other people, species, and
the environment. Some philosophers argue that people recognize responsibilities to
consider other people, animals, and the earth because of our natural reasoning abilities.
Whatever the foundation for this ability, ethics is and innate quality. WE are born with
the potential of becoming moral beings.

What is a moral experience? Moral experiences are normally felt at the very least,
when there is an effort on the part of man to guide one's conduct by reason - that is,
to do what there are the best reasons for doing while giving equal weight to the
interests of each individual affected by one's decision. Moral experiences are not
similar to moral dilemmas. But many moral experiences appear on form of dilemmas
due to a kind of conflict between the rightness or wrongness of the action and the
goodness or badness of the consequences of the actions.

Moral Issue is a situation that calls for moral valuation. For instance, a fellow students
watches pornographic videos using his cellular phone during classes. This situation call
for moral valuation of the conduct aside from mere citation of the violation of schools
rules and conduct. We also take note of the fact that "issues" is also referred to
particular situations that are often the source of considerable and inconclusive debate.
This, the topics of capital punishment and euthanasia are moral issues. Moral
Judgment is the moral agent's or person's assessment of the ethical actions of behavior
of someone. Moral Decisions, in the other hand, is the moral agent's or person's act of
choosing and acting a particular moral choice as he or she is confronted by the choices
of what to perform.

Moral dilemma is a moral situation in which a difficult choice is to be made between

two or more conflicting alternatives. Each of the alternative have a moral reason (moral
standards)and moral considerations to do so but are in conflict with each other which
makes it altogether not obvious which moral reason should take precedence. The three
(3) elements of dilemma are as follows: (1) there are who or more actions that you can
possibly do; (2) there is moral reason for doing such actions; (3) and you cannot do all
the possible actions presented to you as they are in conflict with each other.

There are three (3) levels of dilemma. Personal Dilemma is the moral situation
wherein the moral conflict is something personal in nature that may cause your own or
other's potential harm. Organizational Dilemma is a moral situation wherein the
moral conflict is organization in nature and that it may cause potential harm to the
whole organization itself. Structural Dilemma is a moral situation where in the moral
conflict is within the context of the whole social system and that it may cause potential
harm to the entire social system itself. Examples of these are the following in their
respective order: (1) A student is confused whether to report his best friend or not
whom he caught copying answers from his other classmate; (2) a corporate CEO is
confused whether to retrench hi employees or not amidst the economics difficulties
being experience by the company; (3) The social Security System in the Philippines
Dilemma, the former president Benigno Aquino Jr. faced a serious choice of choosing
between (a) increasing the pension of the elderly which will eventually result to SSS
bankruptcy or (b) refusing the demands of the elderly as it would means facing SS from
future trouble.

Every social-moral being needs a moral gauge in order to make amoral judgment or
moral decision to every particular moral situation that each moral being is facing with.
The moral Gauge or compass is simply referred to a moral standard. A Moral Standard
is a code of what is right or wrong without reference to specific behavior or belief.
(O'Connor, 1997) Take note, it is a code of what is right or wrong WITHOUT
REFERENCE to any specific Behavior or Beliefs. As we all know, every person or each
one of us have formed our moral gauges that we have formed. It is therefore necessary
to re-assess and re-define our moral gauges. We should look further on what is really
true, genuine and universal moral gauges that we need to adhere. There are six
characteristics of a true moral standard. (1) Moral standards involve behaviors that
seriously affect other people's well-being. (2) Moral Standards take a more important
consideration that other standards including self-interest. (3) Moral standards do not
depend on any external authority but in how the person perceives the reasonableness
of the action. (4) Moral standards are believed to be universal. (5) Moral standards are
based on objectivity. (6) Moral standards are associated with vocabulary that depicts
emotion or feelings.

There are other gauges which people consider for a moral decision or action. But are
these gauges to be as considered universal gauges - a moral standard? Let's try to find
out! Social Etiquette, Policy, Law, and Divine Commandment are the "other gauges"
which people consider for a moral decision or action. Social Etiquette is a se t of social
conduct or rules on how on the individual should behave in the society. (Tanner and
Williams, 2017) Proper dress code during weddings and other forma social gathering
and table manners such as the proper use of utensils and proper manners of eating are
examples of social etiquette. These social etiquettes are not directly concern for ethics.
Issues concerning these things are not directly considered to be "moral experiences"
which are worthy for moral valuation. Policy is a program of actions adopted by a
person, group, or government on which agencies and corporations have their own
policies. These policies are the guiding rules or mantra of their operations. Though
some ethical principles are embedded in the policies but these policies are crafted in a
particular context. In other words, there are some policies which may not be applicable
or suitable to other agencies and companies for that matter. What matters, therefore,
are the ethical principles that are embedded as they are the universal maxims - the
universal moral standards. Furthermore, we have to take note that not all policies are
good policies. There are polices which are unjust and inhuman in nature. It is therefore
necessary to evaluate every policy if indeed it is sound and valid policy. Law is the
system of rules which a particular country or community recognizes as regulating the
actions of its members and which it may enforce by the imposition of penalties. It is
created and enforced by the government and its agencies in order to maintain order,
resolve disputes, and protect a person's liberty and rights. (Robertson, 2008) Just like
policy, there are ethical principles which are embedded in the law. But again, laws were
crafted in a particular context. Every state or nation has different social, economic, and
environmental contexts. The laws which the different states or government had crafted
are suitable and highly important in their own context by may not be applicable and
important to other states. So, what matters most are the ethical principles which are
embedded in the law. We need to understand further that there are some laws which
are bad laws. History will tell us that there were laws promulgated by ruthless kings
and leaders who abuse the fundamental rights of its citizens who exploit its vast natural
and human resources. Divine Commandment is simply the law of God written in the
bible or the Holy Scriptures. It is construed that it is God or other deities from other
religions that give a set of rules for men to follow. In other words, Divine
Commandment is simply the view that morality is somehow depended upon God, and
that moral obligation consists in obedience to God's command. However, according to
Saint Thomas Aquinas, the Divine laws and the natural laws are made known to man
through his own reason. It is not necessary in effect that we are going to memorize all
the chapters and verses of the bible or holy scriptures and or wait for any hold
apparitions as it serves as a moral reference of moral guide. It is definitely by the act of
treason in which man is able to discern to fundamental ethical principles without
reference to any holy scriptures.

Performance Tasks
As you have read the text discussions above, tell me what you think about this
matter.

1.) What is moral Experience in your own understanding?

2.) What is a moral issue in your own understanding?

3.) How do you differentiate moral judgment from moral decision?

4.) What is a moral dilemma and what are the three elements of a moral dilemma?

5.) How do you differentiate organizational dilemma from structural dilemma?

6.) What is a moral standard in your own understanding?

7.) Why is it that social etiquettes, policies, laws, and divine commandment cannot be
considered a moral standard thug him be considered moral gauges to many people?

Learning Plan: Human Freedom and Culture

A human person is endowed with characteristics that are material, spiritual, rational,
and free. A human person os a being with inborn properties that he or she uses to direct
his or her own development towards self-fulfilment. Freedom is one of the inborn
properties and it is the human capacity to act and or not to act as he or she chose to
prefer, without any external compulsion or restraint. Human act, in contrast to acts of
man, are actions that proceed from insight into the nature and purpose of one's doing
and from consent of free will. According to Immanuel Kant, to act freely is to act
autonomously. To act autonomously is to act according to a law "I give myself". To have
proper understanding of this context, only the "motive of duty" - acting according to the
law I give to myself confers a moral worth ta an action. Other motives, though
commendable in some respect cannot give an action with moral worth to an action.
Other motives, though commendable in some respect, cannot give an action with moral
worth. In simple terms, freedom is very essential in the course of human actions in
which man is entirely knowledgeable, conscious, and free to choose on what course
of actions her or she is going to make and willingly and freely to act in. The motive of
duty emphasizes the function of reason to determine right action from wring action in
the context of duty.

There are philosophical insights on freedom. (1) Freedom is a gift. It is an inherent

gift - a right to every human being. Technically human beings are not robots whose
actions are directly controlled by the controller or programmer. Free actions are
significant because they help to make us who we are as human being. A human being is
a discerning being who freely makes significant choices. For Gabriel Marcel freedom is
a gift given to us by God. (2) Freedom is complementary to reason. As I usually
express freedom is blind or absent when reason is also absent. For Aristotle, every
human being must exercise practical rationality in order to determine how to purse his
or her ultimate end. Self-direction rather than bare spontaneity is the crucial and
significant characteristics of a free person. (3) Freedom is absolute. This particular
insight simple says that there I no half way or mid-way of true - genuine freedom.
According to Jean Paul Sartre, true freedom is one-absolute freedom. Every human
being is absolutely free. But for Sartre, human freedom is beyond the freedom of human
restrictions. In fact, for him, a jailed person can still be free. A jailed person can still be
free to think, to changes,, and to become a better person. In other words, a person is free
to redefine himself or herself and is also free to make significant choices. (4) Freedom
Demands responsibility. In connection to what Sartre had sad that freedom is absolute,
he further said that there is a corresponding responsibility to freedom. Every human
being is free to make significant choices and these choices also have consequences to it.
These consequences to freedom are something which the person must endure and be
held responsible. According to Lao Tzu, and ancient Chinese philosopher, a person
should choose to act which would result to harmony. In other words, the concept of
freedom is put into context of owning the consequences of one's exercise of freedom.
Responsibility, therefor, becomes a moral quality that serves as a voluntary check and
balance of one's freedom.

In view of essay on morality and culture, Mary Douglas pointed out that there exists
little communication between anthropologists wiring on morals and the western moral
philosophers. The two conversations are in parallel: the philosophers were talking
about the rational foundation of ethics; and the anthropologists were talking about
interaction between moral ideas and coal institutions. The itchy bitchy skirmishes begin
when the anthropologists turn to the investigation of the morality of a culture while the
philosopher try to account for the role of culture in the formation of morality. But
before anything else, let new ask, what is culture? Culture is derived from the Latin
word "cultura" or "cultus" which means care or cultivation. It simply implies means that
we as social beings are naturally drawn to participate and be part in a particular culture.
Our inborn talents cannot be developed without the people. We need the be accepted by
our peers. We need protection from danger. The people around us in a particular social
context provide us with the need opportunities so that we can translate our
potentialities into realities. Our achievements or accomplishments do not only achieve
self-actualization but these also make us contribution member of the community of
society. According to Edward B. Taylor, and anthropologists, "culture is that complex
whole which includes knowledge, beliefs, law, art, moral custom, and other capabilities
and habits acquired as a member of society. It simply means of a "way of life" a totality
of the humanly created word, from material culture and cultivated landscapes, social
institutions - either political - religious - economic, to the knowledge and meaning that
human have created and learned in a society.

There five basic elements of culture. Different culture and sub-cultures have all these
five elements. The five elements are Symbols, Language, Beliefs, Values, and Norms.
Symbols can be anything that a group of people find meaningful. Examples for this are
the Ankh, Djed, Was Scepter, Scarab, Tjet, Wadjet of the ancient Egyptian culture.
Language is a system of communication used by a particular country or community. It
is a complex convention symbol that enabled human beings to communicate with each
other through spoken works or writing. Examples for this are Bisaya, Tagalog, Spanish,
and English languages. Beliefs are assumptions of convictions held to be true by an
individual or a group of people. These assumptions could be events people, or things.
Examples of these are the different religious beliefs, folk stories, and superstitions
beliefs. Values are culturally acceptable standards of behaviour. It denotes the degree of
importance of some tings or action, with the aim of determining what actions are best to
do or what way is best to live or to describe the significance of different actions.
Examples for these are the respect for elders, close family ties, highly religious, and
others. Norms or shall we say cultural norm are the social rules and customs embedded
in everyday life of the people. These simple refers to the culture's folkways and mores.
Examples of these are the customary roles and functions of mother or women and
father or husband in a particular society, and talking about "sex" may be an obscenity to
other couture bit not to some.

Let us now focus on the influence of culture in moral development. We know for a fact
that culture is a complex of phenomenon. It contains nearly all aspects of shared human
experiences. It has been with us since the dawn of human existence. It is a social
environment is which a person is born and where in he or she lives together with other
persons. We have to bear it in mind that culture is a person's social heritage that has
been passed from one generation to the next through a relationship that binds the
society together. It is greatly emphasized that culture is rooted from the collective
human experience. So, it is logical to say that culture is always transmitted, shared and
acquired through learning. It satisfies the human need and tend towards the
participation of the member of the society. Its one function is to mold and establish ad
social identity that brings people as wee to the knowledge of common objective which
member would try to achieve. In this effect, culture plays a vital role in the development
of the human person including his or her moral behaviour. These are the points on how
culture influences moral development of the people. (1) Culture is always social and
communal by which the relationship of the people towards one another and their
experiences as a people are the culture's meadow. (2) Culture defines the normative
principals and behaviour of the society. (3) Culture sets boundaries and limitations as
they live and relate with one another. (4) Culture helps in generating the character and
identity of its people including their moral character. (5) Culture identifies the
authorities or the governing individuals or groups

Performance Tasks
As you have read the text discussions above, tell me what you think about this
matter.

1.) What is human act in your own understanding?

2.) What is human freedom in your own understanding?

3.) Why is human freedom essential to a human being?

4.) Explain the statement "human freedom is complementary to reason"?

5.) Explain the statement, "human freedom demands responsibility"?

6.) Explain the meaning of culture and five elements of culture?

7.) How does culture shape the moral behaviour of a person?

Learning Plan: Cultural Relativism, Filipino Values and Traits, and Stages of Moral
Development

It is a fact, as we recognize, that many cultures in the world have their own beliefs,
values, and practices that have developed in their own particular historical, political,
social, and environmental contexts. Thus, it makes sense that they would differ in
perspectives specifically to the context of what is right and wrong. The cross-cultural
relationship is an idea that people from different cultures can have relationships
provides hope that new opportunities will be discovered but at the same it is
threatening. The threat is that once the relationship occurs, one can no longer claim that
any single culture is the absolute truth. This is what we call Cultural Relativism.
Cultural relativism is the ability to understand a culture on its own terms and not to
make judgments using the standards of one's own culture. Franz Boaz, an American-
German anthropologist, first articulate this in 1887 when he says that "civilization is
something not absolute, but is relative, and our ideas and conceptions are true only
so far as our civilization goes". The world is wide and huge. Different group of people
have developed their own unique outlook on how to survive and thrive. These
differences led people to view life differently and live completely in different lifestyles.
So, the idea of this matter is that values, knowledge, and behaviour of people must be
understood with its own cultural context and not by the standards of other culture. The
goal of the cultural relativist's perspective is to promote understanding of cultural
practices that are not typically part of one's own culture. This also leads to the view that
no culture is superior than other culture when compared to system of morality, law,
politics, and others. Dr. James Rachels, in his book the Elements of Moral Philosophy,
laid out five claims of cultural relativists as to why right or wrong is only a matter of
cultural standards. The five claims are as follows: (1) Different societies have different
moral codes. (2) The moral code of a society determines what is right of wrong. And
there are not objectives standards considered better than the others. (3) There are no
universal truths. (4) The moral code of a particular society has no special status but it is
just one among the many. (5) It is arrogant for one culture to judge another culture, so
there should be tolerance among cultures. Dr. Rachels refuted these five claims saying
that cultural relativism is not plausible in the ethical-moral context. The five refutations
are as follows: (1) Different societies have different moral codes but there are moral
values which are shared by all creatures. (2) The moral code of the society
determines what is right or wrong within that society but people - society can be of
error. (3) We can appeal to broader universal principles when we criticize the
erroneous cultural moral claims. (4) The moral code of a particular society has no
special status but the society's moral code could be better or worse depending on
the reasonableness and the nature and the quality of the consequences it effects to
the society. (5) It is arrogant to judge other cultures bit we cannot tolerate
everything. There are warlike societies and we cannot tolerate their inhuman act.
Moral progress is not possible in the cultural relativist perspective. Furthermore, Dr.
Rachels argues with three substantial points on why cultural relativism poses a threat.
The three points are as follows: (1) We cannot call out societal practices that
promote harm. (2) We cannot justifiably criticize our own cultures harmful
practices. (3) The idea of social progress becomes doubtful.

Dr. Rachels identified two positive lessons we can learn from cultural relativism. He said
that taking into account of the rational points of cultural relativism, it definitely warns
us from assuming that our preferences are the absolute rational standards. It further
teacher us to keep an open mind and to be more amenable tin discovering the truth.
With these insights, it is now proper for us to take a view on our own values systems as
we try to reflect on broader universal values and redefine our values systems and
character traits. Filipino culture is a mix of both Easter and Western cultures. The
ancient cultural traits of the Malays, Negritos, and the Chinese and as well the
Spaniards, American and the Japanese during the Colonial and world war era influence
much of the Filipino cultural Values and traits. During the Spanish colonization,
Hispanic Culture influences much of the Filipino People. This explains religiosity of the
Filipino people. The American shaped the modern Filipino culture and this is primarily
manifested by the wide use of the English language in the Philippines today. Dr. Particia
Licuanan, a psychologist, educator, and former CHED commissioner, wrote an article, "A
Moral Recovery Program: Building a People-Building a Nation". In her article, she
enumerated the strengths and weaknesses of the Filipino values and traits. The
strengths are as follows: Pakikpagkapwa-Tao, Family Orientation, Joy and Humor,
Flexibility-Adaptability-Creativity, Hard Work and Industry, Faith and Religiosity,
and Ability to Survive. Pakikpagkapwa-Tao results in camaraderie and a feeling of
closeness to one another. Family Orientation means of a Filipino who possesses an
genuine and deep love for the family. Joy and Humor simply means that a Filipino who
have a cheerful and fun-loving approach to life and its ups and downs. Flexibility-
Adaptability-Creativity simply means that a Filipino who has a great capacity to adjust
and to adapt to circumstances and to the surrounding environment both physical and
social. Hard Work and Industry simply means that a Filipino who has a capacity for
hard work on a given proper condition. Faith and Religiosity simply means that a
Filipino who has deep faith in God. His or her innate religiosity enables him or her to
comprehend and genuinely accept the reality in the context of God's will and plan.
Ability to Survive simply means that a Filipino has the capacity for endurance despite
difficult times and also with the ability to get by on so little. The weaknesses of the
Filipino values are as follows: Extreme Personalism, Extreme Family-Centeredness,
Lack of Discipline, Passivity and Lack of Initiative, Colonial Mentality, Kanya-kanya
Syndrome, and lack of Self-Analysis. Extreme Personalism is the Filipino world view
in terms of personal relationships and the extent to which one is able to personally
relate things and people determines the recognitions of their existence and the value
given to them. There is no separation between the objective task and the emotion
involvements. This is manifested in the tendency to give personal interpretations to
actions such as "taking things personally". Extreme Family Centeredness is the
excessive concern for the family that creates an "in-group" to which the Filipino is
fiercely loyal, to the detriment of concern forth higher community or the common good.
Excessive concern for the family manifests itself in the use of one's office and power as a
means of promoting the interests of the family. It results in lack of concern of the
common good and acts as a block to national consciousness. Lack of discipline is the
Filipino's aversion to strictly set of procedures which results in a lack of standardization
and quality control. This is also the manifested in the Filipino's casual and relaxed
attitude towards time and space which manifest itself in lack of precision and
compulsiveness. The palusot syndrome and ningas cogon are also manifestations of this
particular character value. Passivity and lack of initiative is the Filipino reliance on
others. This is related to the attitude towards authority - dependence on authority
which a Filipino tends to be complacent, lack of urgency, and high tolerance for
inefficiency. Colonial Mentality is the Filipino attitude of lack of patriotism of lack of
active awareness, appreciation, and love of the country - the Philippines. This also
means that the actual preference to foreign things. Kanya-kanya Syndrome is the
Filipino selfish and self0servign attitude that generates a feeling of envy and
competitiveness towards others. Lack of self-analysis and self-reflection is the
Filipino's tendency to be superficial and even somewhat flighty. Jokingly on serious
matters prevents a Filipino from looking deeply into the problem. It means that a
Filipino may somehow tend to be satisfied with superficial explanations and superficial
solutions to the problems. Dr. Licuanan further added that the Filipino values, both
positive and negative, were rooted to the following: Home Environment, Social
Environment, Culture and Language, History, Educational System, Religion, Economic
Environment, Political Environment, Mass Media, and Leadership and Role Models.

FILIPINO GENERAL CHARACTER TRAITS

Filipino as an individual
Personalistic. Filipinos give to interpersonal relations or face-to-face encounters.
Successful leadership or being a good manager necessitates a personal touch, and
problem -solving is effective if handled though good personal relations.

Filipino as a Social Being

Familialistic. The Welfare of the family is the basis of group actions and interest of the
family over those of the community. Almost all community activity centres on the
family. The family, and ont the individual, decides on the important matters, and these
are decided on the basis of family, not individual interest. The family honor, and not that
of the individual, is at stake when a family member makes a mistake.

Filipino as a Moral Being

Particularistic(conformist). It results from the strong family influence on individual
and group behaviour. Individuals strive to promote their own and their family's interest
over community interests. Being Popular among peer groups is highly desirable, hence
Filipinos make special efforts to entertain friends and relatives. Knowing how to
entertain people (marunong umasikaso ng kapwa) is important. Conformity is proper
codes of conduct reaps the rewards of cooperation and assistance; non-conformity is
punished by withdrawal of support.

Dr. Emilta Quito, a well-known philosophy professor in the Philippines, wrote an article
"The Ambivalence of Filipino Traits and Values". In her article, she proposes to take a
second look at these so - called negative values and traits in the Filipino psyche. She said
that Filipino Values and Traits show ambivalence of positive and negative in aspect. The
following are as follows:

HIYA (SHAME)
Negative: Positive:
 Describes as morality of slaves  It contributes to peace of mind-lack
 This trait reduces on to the smallest of stress
 Making the person timid, meek, and
weak.

NINGAS-COGON (PROCRATSTINATION)
Negative: Positive:
 Renders the person inactive and  Makes a person detached
unable to initiate things to nonplussed should anything go
persevere wrong and hence conductive to
peace and tranquility.

PAKIKISAMA (GROUP LOYALTY)

Negative: Positive:
 Tend to close one's eyes to evils like  It contributes to peace of mind -
graft and corruption in order to lack of stress
conserve peace and harmony in a  Disagreements are often avoided
group

PATIGASAN (TEST OF STRENGTH)

Negative: Positive:
  Hardheaded  Not easily cowed into submission
 Resist all efforts for reconciliation specially when one holds the truth
 Childish, Vindictive, Irresponsible, with reason
Irrational

BAHALA NA (RESIGNATION)
Negative: Positive:
 Laziness in the guise of religious  Relies on superior power
garb  Conductive to Humility, Modesty,
and Lack of Arrogance

KASI (SCAPEGOAT)
Negative: Positive:
 Alibi for failure  Can see both sides of the picture
 Disowns responsibility and knows exactly where a project
failed
 Will never suffer guilt of self -
recrimination

SAVING FACE
Negative: Positive:
 It enables a person to shirk  It makes a person make a graceful
responsibility exit from guilt
 One is never accountable for  Person's psyche is saved from
anything undue embarrassment

SAKOP (INCLUSION)
Negative: Positive:
 Stunts growth and prevents a  Cares for the family and clan
person from growing on one's own  Shown concern for the family
 Generating a life of parasitism

MAÑANA HABIT (PROCRATSTINATION)

Negative: Positive:
 Constantly postpones actions  Not stress and tension
 Accomplishes nothing  Learn to take what comes naturally
 UTANG NA LOOB (INDEBTNESS)
Negative: Positive:
 Overlook moral principle when one  Recognitions of one's indebt-ness
is indebted to a person
 Condones what the other person
does and will never censure him for
wrong doing

KANYA - KANYA (SELF - CENTERDNESS)

Negative: Positive:
 Self-centred  Takes care of oneself and one
family

Filipino values are ambivalent in the sense that they are potential for good or evil, help
or hindrance to personal and national development, depending on how they are
understood, practiced or lived. They can be used in a good or evil context for every
value has a counter value.

Considering the ambivalent nature of Filipino values and traits, there is a need to reflect
much of our values and channel our intentions and motivations towards the positive
side of our values. Human nature is naturally good. At least it leans decidedly towards
an awareness of the good, and a preference for it, over evil and injustice. Despite
appearances, human nature is inherently self0relaizing and self-perfecting in moral
understanding and aspiration more than practice. Morality grows in human beings
spontaneously alongside physical limbs, basic mental and social capacities. Both
individually and in social interaction the human species evolves mature more
conscience and charter despite the many psychological and social impediments that
slow or de-rail the process for a time.

Striving for excellence is the activity of the soul. One needs to understand the very
structure of a person's soul which must be directed by his or her rational activity in an
excellent way. Developing a practical wisdom involves learning from experiences.
Knowing that right thing to do when one is confronted by a choice is not easy. One
needs to develop this knowledge by exercising the faculty of practical reason in his or
her daily life. A person may initially make mistakes, but though these mistakes, a person
will be able to attain practical wisdom through one's ability to know morally right
choices and actions. One also seek the advice of elders in the community those who
gained right life experiences and practical wisdom.

What is moral character? Moral character refers to the existence of virtues such as
integrity, courage, fortitude, honest, and loyalty. Moral character is also a disposition or
the tendency to act or thing in a particular way for which a person can be held morally
responsible. Thus moral character traits are rational, informed, stable, and reliable
dispositions. How do moral characters develop? Moral development is the gradual
development of an individual's concept of right and wrong, religious values, social
attitudes and certain behaviour. Moral development is rooted in the ancient views For
the Confucian traditions, moral development was attributed to the "four beginnings"
of the human personality. These were considered as the seeds of human personality
that will naturally unfold to become human activities. In this concept, every person is
born with the four beginnings. The four beginnings are as follows: the (1) Heart of
Compassion which leads to JEN, (2) Heart of Righteousness which leads to YI, (3)
Heart of Propriety which leads to LI, (4) Heart of Wisdom which leads to ZHI. Jen
means goodwill, sympathy towards others, and generosity. Yi means righteousness and
the respect of duty towards humanity and nature. Li deals with outward behaviour such
as etiquette, customs, and rituals. Zhi means wisdom and this is the result or product of
practicing Jen, Yi, and Li. Each of these beginnings does not capture the concept of self. It
is only they are put together that the potential self is revealed.

Lawrence Kholberg, a development psychologist and moral philosopher, studied

morality using a very controversial technique. In his research, he asked children,
teenagers, and adults from various walks of life to try and solve moral dilemmas in
short stories and asked the participants to thing out loud so he could follow their
reasoning. Kholberg was not interested to the specific answer to every dilemma and he
just wanted to know how a person derived or got his or her answer, as a result, he was
able to form a moral theory which was developmental in nature. Moral reasoning has
six developmental stages which he clusters it to three levels.

Level 1: Pre-convention Morality 0 - 9 years

Stage 1: Obedience and Punishment
Especially common in young children, but adult are capable of expressing
this type of reasoning. At this stage, children see rules as fixed and
absolute.
 Obey rules in order to avoid punishment
 Determines a sense of right and wrong by thaw is punished and
what is not punished
 Obeys superior authority and allows that authority to make the
rules, especially is that authority has the power to inflict pain
 Is responsible to rules that will affect his/her physical well-being

Stage 2: Naively Egotistical

At this stage of moral development, children account for individual points
of view and judge actions based on how they serve individual needs.
Reciprocity is possible, but only if it serves one's own interests.
 Is possibly motivated by vengeance or "an eye for an eye"
philosophy
 Is self-absorbed while assuming that he/she is generous
  Believes in equal sharing in that everyone gets the same,
regardless of need
 Believes that the end justifies the means
 Will do a favour only to get a favour
 Expects to be rewarded for every non-selfish deed he/she does

Level 2: Conventional Morality 10 - 15 years

Stage 3: "Good Boy - Good Girl" Orientation

This stage of moral development is focuses on living up to social
expectations and roles. There is an emphasis on conformity, being "nice", and
consideration of how choices influence relationships.
 Finds peer approval very important
 Feels that intentions are as important as deeds and expects others
to accept intentions or promises in place of deeds
 Begins to put himself/herself in another's shoes and think from
another perspective

Stage 4: Law and Social Order

At this stage of moral development, people begin to consider society as a
whole when making judgments. The focus is on maintaining law and order by following
the rules, doing one's duty, and respecting authority.
 A duty doer who believes in rigid rules that should not be change
 Respects authority and obeys it without question
 Supports the rights of the majority without concern for those in
the minority
 Is part of about 80% of the population that does not progress past
stage 4

Level 3: Post-conventional Morality - 16+ years

Stage 5: Legalistic Social Contract

At this stage, people begin to account for the differing values, opinions,
and beliefs of other people. Rules of law are important for maintaining a
society, but members of the society should agree upon these standards.
 Is motivated by the belief in the greatest amount of good for the
greatest number of people
 Believes in consensus (everyone agrees), rather than in majority
rules
 Respects the rights if the minority especially the rights of the
individual
 Believes that change in the law is possible but only through the
system
 Stage 6: Universal ethical Principles
Kohlberg's final level of moral reasoning is based upon universal ethical
principles and abstract reasoning. At this stage, people follow these
internalized principles of justice, even if they conflict with laws and rules.
 Believes that there are high morals principles that those
represented by social rules and customs
 Is willing to accept the consequences for disobedience of the social
rule he/she has rejected
 Believes that the dignity of humanity is sacred and that all humans
have value
This theory is a stage theory in which everyone goes through the stages sequentially
without skipping any stage. However, movement through these stages are not natural,
that is people do not automatically move from one stage to the next as the mature. In
stage development, movement only occurs when a person notice inadequacy in his or
her present way of coping with a given moral dilemma. People cannot understand moral
reasoning more than one stage ahead of their own. For example a person in Stage 1 can
only understand Stage 2 reasoning but nothing beyond that.

This theory, however, is not an ethical theory but rather a psychological theory. This
theory attempt to describe the stages of a person's growth in moral thinking. Actually,
one does not have to agree completely to this theory to see its over-all value. This
theory helps to pint out the difference in moral reasoning. To summarize the points, the
pre-conventional level, the moral reasoning process is focused more on the
consequences of the action in terms of pain which is a punishment and pleasure which
is a reward. This is egotistic and a lesser type of moral thinking wherein only one's own
personal comfort is considered instead of a greater one which is the society's
convention of what is right or wrong. In the conventional level, the reasoning process is
focused more on merely following the convention such as the established rule and
regulations of the institutions, laws of the land, and social etiquettes of different social
contexts including families and religions. This level is simply called the "good boy- good
girl" image. Many people see this type of moral reasoning as sensible and valid approach
to morality specially that most if not all of the present conventions such as the rules and
policies and also the laws of the land are truly right rules, policies, and laws. Most of the
people are into this level; however, a truly morally mature individual must outgrow
these two levels. This is where the third level comes into play. In the post-conventional
level, the person already recognizes that what is good or bad is not reducible to merely
following the rules of one's group or society. The moral reasoning in this level is focused
more on discerning on what is right and wrong in a universal sense in a particular
situational context. The universal essence of what is right and in contrast to what is
wrong is embedded in every rule, policy, and laws of the land if indeed these were truly
right rules, policies, and laws. In the fifth stage under this level, the person already sees
the value of "social contract" wherein the agreements arrived is for the common good.
In other words, the social conventions such as laws, rules, and policies serve for the
common good. Furthermore, if these rules, policies, and laws of the land did not serve
the common good, a discerned person in this stage will voice out the concern for
rectification of these rules. The discerned person will still follow the social norm in a
form of respect recognizing the value of what it serves as a social contract. In sixth, and
final, stage under this level, the discerned individual goes beyond mere valuing of a
social contract. The discerned individual only performs an action or chooses to perform
an action when it is grounded on universal ethical principles. One realizes that all the
conventions, such as rules, policies, and laws of the land, of the society are only correct
if they are based on the universal principles. Rules and laws are important in
maintaining peace and order but they only serve as guides that need to be weighed
down against personal principles and beliefs to uphold one's human rights. At this stage,
an individual already has a principled conscience, and will follow universal ethical
principled regardless of what the laws or the rules say. One must make free use of his or
her own power of reasoning in cases of moral choice and not remain a creature of blind
obedience to either pain or pleasure or to the demand of the group or society, if one
aspires to moral maturity.

Performance Tasks
As you have read the text discussions above, tell me what you think about his
matter.

1.) Different cultures have different beliefs, practices, social norm and others. In your
own knowledge, describe and anumerate the differences and similarities between
(Southern Leyteñ os and Waraynons)/ (Muslim Leyteñ os and Christian Leyteñ os)/
(Surigaonons and Leyteñ os)? Just choose one comparison.

2.) What is cultural relativism in your own understanding?

3.) Explain the views and claims of the cultural relativists?

4.) Why cannot all cultural practices be always correct?

5.) Explain the dangers of cultural relativism?

6.) Explain and enumerate the Filipino values and character traits?

7.) Why is it that the Filipino values and character traits are ambivalent in nature?

8.) Explain the moral development in Confucian tradition?

9.) Explain the moral reasoning of an individual under the stage six, level three - the
post conventional level of Kholberg's Moral development.
Summary

 Ethics is generally thought of as the study of right action and morals is the system
through which that action is applied.
 Ethics is not just values education, not catechism, not moral theology, and not just
applied ethics.
 There are three categories or sub-branches of Ethics, and they are Descriptive Ethics,
Metaethics, and Normative Ethics.
 The commission on Higher Education states that “ethics deals with the principles of
ethical behaviour in the modern society at the level of the person, society, and in
interaction with the environment and other shared resources.” (CMO 20 series 2013)
 The importance of studying Ethics is for the students to explore, understand, and
critically reflect on their personal value system. The attainment of this realization
would help and empower students to make sound moral decisions sensitive to the
common good.
 Scholars from various disciplines have entered into the field, creating new
approaches to the study of ethics such as behavioural ethics and applied ethics.
Ethics gives a sense of justification in one’s judgment and helps ensure that
decisions in work are not made from purely subjective factors.
 Moral experiences are normally felt at the very least, when there is an effort on the
part of man to guide one’s conduct by reason-that is, to do what there are the best
reasons for doing while giving equal weight to the interests of each individual
affected by one’s decision.
 Moral Issue is a situation that calls for moral valuation. For instance, the all-out war
against drugs by President Rodrigo Duterte is an example of a moral issue.
 Moral judgment is the moral agent’s or person’s assessment on the ethical actions or
behaviour of someone.
 Moral Decision, on the other hand, is the moral agent’s or person’s act of choosing
and acting a particular moral choice as he or she is confronted by the choices of what
to perform.
 Moral Dilemma is a moral situation in which a difficult choice is to be made between
two or more conflicting alternatives.
 The three elements of dilemma are as follows: (1) there are two or more actions that
you can possibly do; (2) there is moral reason for doing such actions; (3) and you
cannot do all the possible actions presented to you as they are in conflict with each
other.
 Moral standard is a code of what is right or wrong reference to specific behaviors or
beliefs. (O’Connor, 1997)
 There are six characteristics of a true moral standard. (1) Moral standards involve
behaviors that seriously affect other people’s well-being. (2) Moral standards take a
more important consideration than other standards including self-interest. (3)
Moral standards do not depend on any external authority but in how the person
perceives the reasonableness of the action. (4) Moral standards are believed to be
universal. (5) Moral standards are based on objectivity. (6) Moral standards are
associated with vocabulary that depicts emotion or feelings.
 Freedom is one of the inborn properties and it is the human capacity to act and or
not act as he or she choose or prefer, without any external compulsion or restraint.
 Human acts, in contrast to acts of man, are actions that proceed from insight into the
nature and purpose of one’s doing and from consent of free will.
 Culture is derived from the Latin word “cultus” which means care or cultivation.
 According to Edward B. Tylor, an anthropologist, “culture is that complex whole
which includes knowledge, beliefs, law, art, moral, custom, and other capabilities
and habits as a member of society.”
 There are five basic elements of culture and these are Symbols, Language, Beliefs,
Values, and Norms.
 Culture is always transmitted, shared, and acquired through learning. It satisfies the
human need and tends towards the participation of the members of the society.
 Its function is to mold and establish a social identity that brings people as well to the
knowledge of common objectives which members would try to achieve. In this
effect, culture plays a vital role in the development of the human person including
his or her moral behaviour.
 These are the points on how culture influences moral development of the people. (1)
Culture is always social and communal by which the relationship of the people
towards one another and their experiences as a people are the culture’s meadow.
(2) Culture defines the normative principles and behaviors of the society. (3)
 Culture sets boundaries and limitations as they live and relate with one another. (4)
Culture helps in generating the character and identity of its people including their
moral character. (5) Culture identifies the authorities or the governing individuals
or groups.
 Many cultures in the world have their own beliefs, values, and practices that have
developed in their own particular historical, political, social, and environmental
contexts. Thus, it makes sense that they would differ in perspectives specifically to
the context of what is right and wrong.
 Cross-cultural relationship is an idea that people from different cultures can have
relationships that acknowledge respect and begin to understand each other’s
perspectives.
 Cultural Relativism is the ability to understand a culture on its own terms and not to
make judgments using the standards of one’s own culture.
 Dr. James Rachels laid out five claims of cultural relativist as to why right or wrong is
only a matter of cultural standards. He refuted these five claims saying that cultural
standards. He refuted these five claims saying that cultural relativism is not
plausible in the ethical-moral context. The five refutations are as follows: (1)
Different societies have different moral codes but there are moral values which are
shared by all cultures. (2) The moral code of the society determines what is right or
wrong within that society but people-society can be of error. (3) We can appeal to
broader universal principles when we criticize erroneous cultural moral claims. (4)
The moral code of a particular society has no special status but the society’s moral
code could be better or worst depending on the reasonableness and the nature and
quality of the consequences it effects to the society. (5) It is arrogant to judge other
cultural but we cannot tolerate everything. There are warlike societies and we
cannot tolerate their inhuman acts. Moral progress is not possible in the cultural
relativist perspective.
 Furthermore, Dr. Rachels argue with three substantial points on why cultural
relativism poses a threat. The three points are as follows: (1) We cannot call out
societal practices that promote harm. (2) We cannot justifiably criticize our own
culture’s harmful practices. (3) The idea of social progress becomes doubtful.
 Dr. Patricia Licuanan enumerated the strengths and weaknesses of the Filipino
values and traits. The strengths are as follows: Pakikipagkapwa-Tao, Family
Orientation, Joy and Humor, Flexibility-Adaptability-Creativity, Hard work and
Industry, Faith and Religiosity, and Ability to Survive. The weaknesses of Filipino
values are as follows: Extreme Personalism, Extreme Family-Centeredness, Lack of
Discipline, Passivity and Lack of Initiative, Colonial Mentality, Kanya-kanya
Syndrome, and Lack of Self-Analysis.
 Filipino values are ambivalent. They are potential for good or evil, help or hindrance
to personal and national development, depending on how they are understood,
practiced or lived. They can be used in a good or evil context for every value has a
counter value.
 Moral character refers to the existence of virtues such as integrity, courage,
fortitude, honest, and loyalty. It is also a disposition or the tendency to act or think in
a particular way for which a person can be held morally responsible.
 In the Confucian traditions, moral development was attributed to the “four
beginnings” and these are as follows: the (1) Heart of Compassion which leads to
JEN, (2) Heart of Righteousness which leads to YI, (3) Heart of Propriety which leads
to LI, (4) Heart of Wisdom which leads to ZHI. Jen means goodwill, sympathy
towards others, and generosity. Yi means righteousness and the respect of duty
towards humanity and nature. Li deals with outward behaviour such as etiquette,
customs and rituals. Zhi means wisdoms and this is the result or product of
practicing Jen, Yi, and Li. Each of these beginnings do not capture the concept of self.
It is only when they are put together that the potential self is revealed.
 Lawrence Kohlberg developed a moral theology which was developmental in nature.
Moral reasoning has six development stages which he clusters it to three levels.
These are as follows: (Pre-conventional level) (1) Obedience and Punishment; (2)
Naively egoistical; (Conventional level) (3) “Good Boy-Good Girl” Orientation; (4)
Law and Social Order; (Post-Conventional level) (5) Legalistic Social Contract; (6)
Universal Ethical Principles.

Assessment which is align to the Intended Learning Outcomes

As you have read the all text discussions above, tell me what you think about this
matter.

1.) What is ethics in your own understanding?

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2.) What is the object of study of ethics?

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3.) How do you differentiate normative ethics from descriptive ethics?

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4.) Why do we need to study ethics?

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5.) What is a moral standard in your own understanding?
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6.) Why is a genuine moral standard objective and considered to be universal?
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7.) Why is that social etiquettes, policies, laws and divine commandment cannot be
considered a moral standard through it may be considered moral gauges to many
people?
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8.) Why is it important to own-possess moral standards than just by mere following it?
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9.) What is human freedom in your own understanding?

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10.) Why is human freedom essential to a human being?

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11.) Explain the statement, “human freedom is complementary to reason”.

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12.) Explain why only human beings can ethical?

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13.) Explain the meaning of culture and five elements if culture.

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14.) How does culture shape the moral behaviour of a person?

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15.) Different cultures have different beliefs, practices, social norms and others. In your
own knowledge, describe and enumerate the differences and similarities between
Southern Leyteñ os and Waraynons in terms of the following: Language and Beliefs “folk
beliefs” & Values and Social Norms.
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16.) What is cultural relativism in your own understanding?

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17.) Explain the dangers of cultural relativism.

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18.) Explain and enumerate the Filipino values and character traits.
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19.) Why is it that the Filipino values and character traits are ambivalent in nature?
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Output of Module 1: This is aligned to the Intended Learning Outcomes

 You are required to make a poster making or digital storytelling using the power
point presentation as your output in this module. You are going to reflect and
express your reflections through poster making or digital storytelling about the
Filipino values and specifically your family values in general. Reflect about on
how your values help you become a morally sound person who is a discern
individual sensitive to the common good.

References:

Bulaong, Oscar Ir., & Calano, Mark Joseph T., & Lagliva, Albert M., & Mariano, Michael
Ner E., & Principe, Jesus Deogracias 2. (2018). Ethics Foundations of Moral
Valuation. Manila: Rex Book Store.

Cohen, Stephen. (2004). The Nature of Moral Reasoning: The Framework and
Activities of Ethical Deliberation, Argument, and Decision-Making.
Australia: Oxford University Press

Curzer, Howard J. (1999). Ethical Theory and Moral Problems. Canada: Wadsworth
Publishing Company.
Donaldson, Thomas. (1986). Issues in Moral Philosophy. USA: McGraw-Hill Inc.
Gallinero, Winston B., & Morte, Arnel A., & Salado, Fritzie B., & Fernandez,
Guiraldo Jr., Villaroya, Al
Franjon M., & Enaya, Beljun P. & Fernandez, Errol C., & Balotol, Ruben Jr. (2018). Ethics.
Malabon City: Mutya Publishing House Inc.

Leañ o, Roman Jr., & Gubia-on, Arthur B. (2018). Ethics for College Students. Manila:
Mindshapers Co. Inc.
Moga, Michael D. (2010). Towards Authentic Morality. Mandaluyong City, Philippines:
National Book Store

Peschke, Karl H. (2007). Christian Ethics: Moral Theology in the Light of Vatican II
Manila, Philippines: Logos Publication Inc.

Roa, Floriano C. (2011). Business Ethics and Social Responsibility. Second Edition.
Quezon City, Philippines: Rex Bookstore Inc.

Salibay. Esteban Ir. (2013). Christian Morality in Contemporary Society: A Worktext

and Textbook for College Students. Quezon City, Philippines: C & E Publishing
Inc.