ETHICS

Reading & Review Material

HEAVENLY GRACE BOÑAGA-BAYONITO, LPT

Instructor, SJCC
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ETHICS

PRELIMS PERIOD
Rules and Social Beings
Moral versus Non-Moral
Standards
Moral Dilemmas
Freedom as Foundation for Moral Acts
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ETHICS

COURSE OUTLINE
PRELIMS PERIOD Lesson 1:
1. Rules and Social Beings
2. Moral versus RULES
Non-Moral Standards AND
3. Moral Dilemmas SOCIAL BEINGS
4. Freedom as
Foundation for Moral Learning Outcomes:
Acts 1. Recall rules they have to follow.
5. Culture and Morality 2. Explain why they have to follow rules.

Lecture:
MIDTERMS PERIOD Why rules are important to social beings?
6. Cultural Relativism
7. The Filipino Way KINDS OF RULES WE HAVE TO
8. Universal Values FOLLOW:
9. Moral Character and
Moral Development Laws and Are rules Traffic
Regulations set by Laws;
10. Reason, Impartiality, government Criminal
Feelings, and Will s to Laws; Taw
maintain Laws;
PREFINALS PERIOD order and Building
11. Moral Theories and safety Codes;
Mental Frames in Environ
society -
12. Aristotle and St. Thomas
mental
13. Kant and rights Regulations
14. Utilitarianism Social Are Table
Norms unwritten Manners;
FINALS PERIOD and rules that Dress
15. Justice and Fairness Etiquette guide how Codes;
16. Globalization and its we behave Commu-
in social nication
Ethical Challenges situations Etiquettes;
17. Millennials and Public
Filinnials: Ethical Behavior;
Challenges and Gift
Responses Giving
18. The Role of Religion in Ethical Are Honesty
Principles guidelines ;
Ethics for moral Respect;
behavior Fairness
that are ;
often Respons
based on a i- bility;
sense of Compassion
right and
wrong
Rules Are rules Scho
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c. Exclusion from groups

d. Public shaming
3. Organizational Consequences

Important Considerations:
a) Consequence – breaking
rules can have
consequences ranging
from a warning to a fine,
jail
time, or social disapproval
b) Flexibility – some rules
can be flexible depending
on the situation
c) Ethical Dilemmas –
sometimes, rules might
conflict with our values; we
may need to make
difficult decisions about
which rules to follow

What happens when rules are

broken?
When rules are broken, the
consequences can vary widely
depending on the type of rule,
the severity of the violation, and
the context.

1. Legal Consequences
a. Minor infractions –
tickets, fines, warnings
b. Felonies and
misdemeanors – jail
time, fines, probation,
community service
c. Civil lawsuit
2. Social Consequences
a. Reputational damage
b. Relationship problems
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a. Disciplinary Action
Religious c) Cultural Differences –
b. Loss of privilege Rules different cultures have
Rules of a Are specific Sports
c. Financial penalties Rules; different norms and
Game or 4. Ethical
rules that Board expectations regarding
Consequences
Activity govern how Games; rule- breaking, which can
a. Guilt and aShame
game or Video affect the consequences
activity ismoral
b. Damaged Games;
played Online
compass Communitie Beyond Consequences:
c. Loss of trust  Learning and Growth –
5. Consequences rule- breaking can provide
in Specific opportunities for reflection,
Contexts learning, and personal
a. School – growth
detention,  Social Change – breaking
suspension, rules can sometimes lead to
expulsion positive
b. Sports –
penalties,
disqualific
ations,
suspensio
ns
c. Online Communities –
bans, account
suspensions, removal
of content

Important Considerations:
a) Intent – the
consequences often
depend on the intent
behind breaking the
rule; accidental
violations may have
less severe
consequences than
deliberate ones
b) Context – the context
of the rule- breaking
can also influence the
consequences; ex.
breaking a workplace
rule might be treated
differently than
breaking a traffic law
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social change, as become powerful enough to

individuals challenge suppress liberty (freedom)
unjust or outdated
norms 3. Rules produce a sense of
justice among social beings
THE IMPORTANCE OF RULES  rules are needed in order to
TO SOCIAL BEINGS keep the strong from
(Excerpt from De Guzman, J.M., dominating the weak, that is,
et.al Ethics, 2018)

1. Rules protect social

beings by regulating
behavior
 rules build boundaries
that pace limits on
behavior
 rules are usually coupled
with means to impose
consequences on those
who violate them, one of
the reason people follow
accepted rules is to
avoid negative
consequences

2. Rules help to guarantee

each person certain
rights and
freedom
 rules form frameworks
for society
 because the majority has
agreed to follow and
consent to be governed
by such
constitution, the freedoms
outlined exist
 one of the advantages of
such a system is that
each person is
guaranteed certain
rights as the
government is limited in
its power to
ensure that it does not
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to prevent exploitation rules in order to avoid

and domination exploitations and tyranny while
 rules generate a upholding the common welfare.
stable system that (De Guzman, 2018)
provides justice, in
which even the
richest and most
powerful have
limitations on what
they can do
 if they transgress
rules such as laws
and ordinances and
take advantage of
people, there are
consequences both
socially and
criminally

4. Rules are
essential for a
healthy economic
system
 without rules
regulating
business,
power would
centralize around
monopolies and
threaten the
strength and
competitiveness of
the system
 rules are needed to
ensure product
safety, employee
safety, and product
quality

In short, society could not soundly

function without rules and
regulations.
Rules are necessary to protect
the greater good. Even the
freest societies ought to have
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of their differences
Lesson 2:
MORAL VERSUS
NON-MORAL
STANDARDS
Learning Outcome:
Differentiate between moral and non-moral
standards.

Lecture:
Differences between moral and non-moral
standards.

MORAL STANDARDS
 are principles, norms or models
an individual or a group has
about what is right or wrong,
what is good or bad
 are principles that guide our
behavior and help us
determine
what is right and wrong, based
on our values, beliefs, and
cultural norms
 an indication of how human
beings ought to exercise their
freedom
 a combination of norms and
values, which are the norms
about the kinds of actions
believed to be morally right or
wrong, as well as, the values
placed on what we
believe to be morally good
and morally bad, which point
us towards achievable ideals
(De Guzman, 2018)
 some examples are:
 Honesty – telling the
truth, being truthful in
our actions and words
 Respect – treating others
with dignity and
consideration, regardless
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 Fairness – treating generations).

everyone equally and 3. They prescribe what
justly, without bias or humans ought to do in
favoritism terms of:
 Compassion – a. rights
showing empathy (responsibilities to
and concern for society)
others, especially b. obligations
those in needs (specific
 Responsibility – values/virtues)
being accountable
for our actions and NON-MORAL/ CONVENTIONAL
their STANDARDS
consequences  are standards by which we
 Loyalty – being judge what is good or bad
faithful to our and right or wrong in a
commitments and non-moral way
obligations  are principles that guide
 Integrity – adhering our behavior but are not
to our moral related to
principles and
values, even when
it’s difficult
 Justice – upholding
what is right and
fair, even when it’s
not popular or
convenient
 Kindness – showing
generosity and
goodwill towards
others
 Courage – standing
up for what is
right, even when
it’s risky or
unpopular

What moral standards do?

1. They promote human
welfare or well-being.
2. They promote the
“good” (animals,
environment, and
future
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right or wrong and are often based on MORAL NON-MORAL

practicality, efficiency, or personal STANDARDS STANDARDS
preference Focus Right and Practicality,
 are matters of taste or preference, wrong, good efficiency,
hence, a scrupulous observance of and evil, personal
these types of standards does not what is just preferences,
make an individual a moral and fair social
customs,
person, and violation of said
technical
standards does not pose any
specification
threat to human well-being s
 some examples are: Basis Values, Societal
 Etiquette – social norms beliefs, norms,
and customs that dictate ethics, customs,
how we should behave principles ofpersonal
in certain situations, justice, and choices,
such as table often rooted professional
manners or dress code in religious guidelines,
 Style – personal or technical
preferences in terms of philosophica specification
fashion, music, or art l framework s
 Fashion – current Conse- Often Typically
trends in clothing, quenc
involve related to
es
accessories, and issues of
hairstyles harm, effectivenes
 Law – rules and s,
regulations that govern fairness, order, or
our behavior in society, and
such as traffic laws or respect for social
building codes individuals harmony;
 Professional and society; might result
Standards – guidelines typically in social
for conduct in a lead
to feelings disapproval
particular profession, of
such as medical ethics or guilt or or penalties
journalism ethics shame
 Technical Standards – Enforc Primarily Primarily
specifications and e- ment
internal external
guidelines for technical (conscience) (rules,
systems, such as and regulations,
software development sometimes social
standards or engineering expec-
standards external tations);
 Health and Fitness
Standards – guidelines
for maintaining good
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health and physical

fitness, such as dietary
recommendations or
exercise routines
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Metaphors of Moral Standards: ideals

b. prioritize our values and
1. Carpenter’s Square – help us to fit them with our
moral norms are like a circumstances
carpenter’s square used to
measure human freedom
and construct morally good
character and right actions;
these are standards or
criteria for judging and
acting, which purposes are:
a. to provide moral
standards, criteria, or
measures for judging
b. to guide one’s
conscience in making
moral judgement

2. Moral Road Signs – are

guides to being and doing;
they are
indications or directions to
types of actions that are
right or wrong, obligatory or
permitted; its purposes are
to:
a. preserve and protect
moral goods and
values by
guiding us
b. focus our attention on
what is morally
important

3. A Model for an Art

Class – moral norms are
ideals
indicating who we ought to
become and what we ought
to do; they are models and
patterns for how to do so,
hence the purposes are to:
a. provide models to
help us concretize our
values and realize our
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4. An Architect’s college of bishops of the

Blueprint for a Church; its validity lies on
Building – moral the adequacy of the reasons
norms are a set of that are taken to support
instructions and and justify them
expectations for the
moral life, which 3. Overriding – they should
purposes are: be preferred to other
a. to teach moral values
wisdom of a including self-interest; if a
community and person has a moral
serve as moral obligation to do something,
reminders of then the person ought to do
communal that even if this conflicts
wisdom with other non-moral values
b. to set moral or self-interest
expectation that
shape how we see
and act

Five Characteristics of
Moral Standards

1. Involved with
serious injuries or
benefits – they
deal with situations,
conditions and
behaviors we think can
seriously injure or
significantly benefit the
well-being and the good
of human beings,
animals, and the
environment

2. Not established by law or

legislature – moral
standards are not
formed or changed by
the decision of
particular
authoritative bodies
such as the senate or
congress or even the
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4. Based on impartial
considerations – moral
standards does not evaluate Lesson 3:
on the basis of the interest MORAL DILEMMAS
of one
particular individual or Learning Outcomes:
1. Recognize and recall a moral experience.
group but one that goes 2. Detect a moral dilemma.
beyond personal 3. Identify the three levels of
interests to a universal moral dilemmas.
standpoint in which
Lectures:
everyone’s interest are 1. What are moral dilemmas?
objectively counted as Examples of dilemmas.
equal 2. The three levels of moral dilemmas.

5. Associated with special MORAL DILEMMA

emotions and vocabulary  going beyond the matter of
– emotions such as guilt and choosing right over wrong, or
shame, and vocabulary such good over bad, and
as right, wrong, good and considering instead the more
bad complicated situation wherein
revolve around moral one is torn between choosing
standards; the feeling of one of two goods or choosing
guilt, shame and remorse between the lesser of two evils
arise as an individual acts  we have this when an individual:
contrary to certain moral  can choose only one
standards from a number of
possible actions
 there are compelling
ethical reasons for the
various choices
 are important as they help
individuals interrogate their
moral standing and who they
are in terms of the choices
they make when presented
with conflicting options or
situations
 it involves:
 making a choice between
two or more moral
values
 making a decision or in
taking action you will
compromise or violate
some other moral
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principles or values
 a situation that involves a
choice, decision,
act/action, solution that
may include an
unpleasant problem or
situation where you feel
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you simple do not know what 5. Obligation Moral Dilemmas –

to do or which way to turn are situations where we feel we
 when faced with this, you will are obliged to opt for more than
probably be asking, “What one choice; when we feel we are
should I do?” or “What ought I
do now?”

6 Types of Moral Dilemmas

1. Epistemic Moral
Dilemmas – the situation
involves two moral choices
that conflict, but the
individual has no idea
which choice is the most
morally acceptable; they
need more
information and knowledge
surrounding the two options
before making an informed
decision

2. Ontological Moral
Dilemmas – the options are
equal in their moral
consequences; they are
fundamentally on the same
ethical level, therefore, the
individual cannot choose
between the two

3. Self-Imposed Moral
Dilemmas – a situation that
has been caused by the
individual’s mistakes or
misconduct; this can cause a
number of complications
when attempting to make a
decision

4. World-Imposed Moral
Dilemmas – a situation
where events that we can’t
control have created an
unavoidable moral conflict
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obliged to carry out an identity and whether

action something can retain its
from a moral or legal identity even as its physical
standpoint components change

6. Prohibition Moral  The Good Samaritan –

Dilemmas – the stop and help the person,
choices that are offered or keep walking
to us are all, on some
level, morally
reprehensible; they can
all be considered as
wrong, illegal, or just
plain immoral, but we
must choose one

SOME CLASSIC EXAMPLES OF

MORAL DILEMMAS:
 The Trolley Problem
– do nothing, and the
trolley kills the five
people on the main
track, or pull the lever,
diverting the
trolley onto the sidetrack
where it will kill one
person

 The Heinz Dilemma

– should Heinz have
stolen the drug to cure
his wife dying of
cancer
from the druggist who is
charging him ten times
what the drug cost him to
make

 The Ship of Theseus

– is the ship still the
same ship, even
though all of the
original parts have
been replaced;
explores the nature of
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THREE LEVELS OF MORAL reputation and

DILEMMA success
Scope Affect a group
PERSONAL LEVEL Solutions Require internal
Source The dilemma policy changes or
stems from an adjustments
individual’s Examples A company has a
personal values, policy of not
beliefs, and hiring people with
conscience; it’s criminal records,
about conflict but a manager
within oneself believes in
Key Personal values, giving
Consideration moral compass, second changes
s potential and wants to hire
consequences for a talented
oneself, and the candidate with a
impact on
STRUCTURAL LEVEL personal
relationships Source The dilemma is
Scope Individual
rooted in
Solutions Resolved through
systemic issues,
individual
societal
reflection and
structures, or
action
laws; it’s about
Examples A doctor is faced
the conflict
between
ORGANIZATIONAL LEVEL individual
Source The dilemma arises values and the
within a larger
company, societal context
institution, or Key Social norms,
group; it Consideration laws, cultural
involves s practices, power
conflicting dynamics, and
values, policies, the potential
or goals for systemic
within that change
organization Scope Involve the whole
Key Organizational system
Consideration policies, ethical Solutions Often require
s codes, legal societal reforms
requirements, or shifts in power
stakeholder dynamics
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interests, and the

potential impact
on the
organization’s
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They struggle greater detail may reveal

with how to alternative
navigate this options that were not
reality while immediately obvious
remaining true to
their values 4. What are the
Consequences? – weighing
These levels are interconnected. up the positive and negative
A personal dilemma can be consequences of each
influenced by organizational or
structural factors, and vice versa.
By understanding the source of a
dilemma, we can better analyze
its complexities and identify
appropriate solutions.

How to Resolve Moral

Dilemmas?

The largest struggle in trying to

resolve a moral dilemma is
recognizing that
whatever action you take, it
will not be completely ethical.

1. Be Reasonable, Not
Emotional – analyze
the
aspects of the dilemma in
order to better conclude
what action is the greatest
good; we have a greater
chance of overcoming these
struggles if we logically
work through them

2. Choose the Greater Good

or the Lesser Evil –
conclude
which choice allows for the
greatest good, or the less
evil

3. Is there an Alternative? –
analyzing the situation in
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action will give a clearer

picture of the best choice
to make

5. What would a Good

Person do? – imagine
yourself as a truly
virtuous and moral
character and determine
what they would do,
regardless of your own
character and the
personal or social factors
that may influence your
decision
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Self Determination
Lesson 4:  Freedom as a
FREEDOM AS prerequisite for ethical
choice – for
THE someone to act ethically,
FOUNDATION OF
MORAL ACTS
Learning Outcome:
Explain why only human beings can be ethical.

Lecture:
Freedom as foundation of ethics

MORAL ACT
 an action that is freely chosen
and comes into existence
through our exercise of reason
and will
 consists of three elements:
1. The objective act (what we
do)
2. The subjective goal or
intention (why we do the act)
3. Concrete situation or
circumstances in which we
perform the act (where,
when, how, with whom,
etc.)

FREEDOM
 the power or right to act, speak
or think as one wants without
hindrance or restraint
 is human’s greatest quality and
it is a reflection of our creator
 the power rooted in reason and
will, to act or not to act, to do this
or that and so to perform
deliberate actions on one’s
own responsibility

WHY IS FREEDOM OFTEN

CONSIDERED AS FOUNDATION
OF ETHICS?
1. Autonomy and
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they need to be free to for individuals to pursue

make their own what is good, fulfilling,
choices; and meaningful; this
without freedom, pursuit requires the
actions are dictated ability to make choices
by external forces, that align with our
and the concept of values and goals
moral responsibility  Social Progress –
become muddled freedom often leads to
 Respect for social
Individuality – ethical
systems that value
freedom recognize
the
unique worth and
autonomy of each
individual; it’s about
respecting people’s
capacity to reason,
make decisions, and
live according to
their own values
2. Moral Responsibility
and Accountability
 Freedom implies
choice – if we are free
to choose, we are also
responsible for the
consequences of
those
choices
 Accountability and
Justice – freedom
allows for
accountability; when
individuals are free, they
can be held responsible
for their actions, and
justice
can be applied
3. The Pursuit of the Good
 Freedom to flourish –
many ethical systems
argue that freedom is
necessary
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progress; when people Making moral choice is a necessary

are free to think, consequence for being free, a
innovate, and express consequence of being a person.
themselves, it fosters
creativity, new ideas,
and societal
advancement

Challenges and
Considerations:
 Limits of Freedom – while
freedom is crucial, there are
often limits to it; ethical
systems grapple with the
boundaries of
individual freedom, balancing
it with the rights and well-
being of others
 Responsibility and
Consequences – ethical
systems must address issues
like the potential for abuse,
the impact of choices on
others, and the need for
societal structures that
support both freedom and
responsibility

The Role of Freedom in

Morality: The personal aspect of
morality is about the cultivation
of virtue: the development of
character traits so that choosing
the good becomes a matter of
habit.

But a person, in order to be freely

virtuous, must be free to cultivate
the virtues, or not.

Unlike the lower form of animals,

human persons have a choice or
freedom, hence morality applies
only to human persons.
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Because human person has

freedom, he/she has a choice
and so is responsible for the
consequences of his/her
choice.

Owning a moral standard means

internalizing them, making
them part of your conviction.
Internalized or embodied
moral standards are being
followed with or without
anyone telling you.
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consists of language, values,

Lesson 5: rules, knowledge, and
CULTURE meanings shared by members
of society;
AND includes creations and abstract
MORALITY ideas that are not embodied in
physical objects, any intangible
Learning Outcomes:
1. Articulate what culture means.
2. Attribute facets of personal
behavior to culture.

Lecture:
What is culture? How does it define moral
behavior?

CULTURE
 the patterns of learned and
shared behavior and beliefs
of a particular social, ethnic,
or age group
 the complex whole of collective
human beliefs with a
structured stage of civilization
that can be specific to a
nation or time period
 the set of means used by
mankind to become more
virtuous and reasonable in
order to become fully human
 is passed on to the next
generation by learning not
through the genes or heredity
 reflects the moral and ethical
beliefs and standards that
speak to how people should
behave and
interact with others
 refers to the outlook, attitude,
values, goals, and practices
shared
by a group, organization, or
society

Types of Culture:
1. Nonmaterial Culture –
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products created and radio, television,

shared between the automobiles, etc. is actually
members of a culture shared by members of
over time; are crucial society
guides for members of 3. Culture is dynamic or
a culture universal – cultures
to use to know how to interact and change over
behave in their and time, it never remain
interpret the world static
2. Material culture – the 4. Culture is transmitted –
physical object that a all the culture traits and
society produces – tools, objects are transmitted
streets, homes and toys, among the members of
to name a few; includes society continually; cultural
all the physical things traits and material objects
that people create and are transmitted to the
attach meaning to members of the society
3. Real Culture – refers from their forefather
to the practices and
norms a culture
actually follows; the
culture on which we
act upon in our daily
life
4. Ideal Culture –
presented as a pattern
to the people; it is the
goal of society and
never
achieved fully because
some parts remain out
of practice

Characteristics of Culture:
1. Culture is learned –
it is not biological; we
do not inherit it; we
learn culture from
families, peers,
institutions, and
media
2. Culture is shared – all
the traits, attitudes,
ideas, knowledge and
material objects like
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5. Culture is integrated – respective cultures

this is known as holism, or  Religious and Philosophical
the various parts of a beliefs – different cultures
culture being have distinct religious and
interconnected; all aspects of a philosophical systems that
culture are related to one prescribe moral codes and
another and to truly
understand a
culture, one must learn about
all of its parts, not only a
few

As a moral agent, you are born

into a culture, a factual reality
you have not chosen.

HOW CULTURE SHAPES THE

MORAL AGENT:
 Culture definitely affects the
way we evaluate and judge
things.
 Culture affects human behavior.
Not all cultural practices are
morally acceptable.
 Culture exerts a profound
influence on an individual’s
morality and
ethical decision-making through
the:
 Lens of cultural
relativism – it posits that
ethical standards are
culturally specific,
meaning that what is
considered morally
acceptable in one culture
may not be in another
 Establishment of norms
and values – these are
building blocks of
morality within a society,
which are instilled in
individuals from an early
age through socialization
process within their
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ethical principles; is also important to

these systems recognize that
guide individual on individuals posses the capacity to
how to lead reflect on and adapt their ethical
virtuous lives, make beliefs in response to changing
ethical decisions, circumstances and the
and treat others influence of other cultures.
 Social institutions –
culture permeates HOW DOES CULTURE
through various INFLUENCE ONE’S MORAL
social institutions, DEVELOPMENT?
including family, 1. Culture is always social
education, and and communal – laws,
legal system, which rules, and standards of
further shape attitude and
morality and ethical
decision- making;
these institutions
reinforce cultural
norms and values,
helping to mold an
individual’s sense of
right and wrong
 In-group vs.
Out-group
dynamics –
people may
prioritize the well-
being and interests
of those from their
own culture or in-
group over those
from other cultures
or out-groups
 Understanding the role
of culture in shaping
ethics is crucial, as it
helps to explain why
moral values and
ethical decisions can
vary widely from one
culture to another.
 While culture is a
powerful force in
shaping our morality, it
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behaviors are set and and Language

promulgated by the  Verbal Communication –
community to promote a culture dictates the
relationship that binds them nuances of language,
together

2. Culture define the

normative principles and
behavior of the society – it
defines which particular
principle and behavior should
be kept to serve the best of
the community

3. Culture develops
restrictions and sets
boundaries – serve as
protection among the
members themselves and
creates an
atmosphere which promotes
the welfare of the
community

4. Culture conditions the

mind – culture helps in
generating character and
identity of its people,
including their moral
character

5. Culture identifies the

authorities or the
governing individuals or
groups – the moral
judgements of those
authorities are considered
essential in moral issues of
the community

KEY ASPECTS OF PERSONAL

BEHAVIOR THAT ARE
DEEPLY INTERTWINED
WITH CULTURE:
1. Communication
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including the use of teachers, and those in

slang, idioms, and positions of power
nonverbal cues like 3. Personal Appearance
body language; how and Dress
we express emotions,  Clothing and Style – it
greet others, and often reflect cultural
engage in identity, social status,
conversations is and religious beliefs;
heavily what is
influenced by considered appropriate
cultural norms attire in one culture
 Nonverbal might be deemed
Communication – inappropriate in
gestures, facial another
expressions, eye
contact, and
personal space are
all culturally specific;
what is considered
polite or respectful
in one culture might
be seen as rude or
offensive in another
2. Social
Interaction and
Etiquette
 Social Norms and
Customs – cultural
expectations govern
how we behave in
social situations,
including greetings,
table manners, gift-
giving, and
appropriate topics of
conversation
 Hierarchy and
Respect – cultures
vary in their
emphasis on social
hierarchy and respect
for authority figures;
this
influences how we
interact with elders,
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ETHICS

 Grooming and Body Spiritual Beliefs – it

Modification – often play a\
cultural norms also significant role in shaping
dictate standards for moral values, ethical
grooming, principles, and social
hairstyles, and body practices
modifications like
tattoos and piercings
4. Family and Relationships
 Family Structure –
cultures have different
family structures,
including extended
families, nuclear
families, and single-
parent households;
these structures
influence family roles,
responsibilities, and
expectations
 Marriage and
Relationships – cultural
norms shape views on
marriage, dating, and
relationships; practices
like arranged
marriages or
cohabitation vary
significantly across
cultures
5. Values and Beliefs
 Individualism vs.
Collectivism –
some cultures
emphasize
individual achievement
and independence,
while others prioritize
group harmony and
interdependence; these
values influence how
people approach work,
relationships, and
decision- making
 Religious and
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6. Food and Dietary Habits while others value a

 Cuisine and Eating balance between the
Habits – food two
preferences,
cooking methods, Understanding the impact of
and table culture on personal behavior is
manners are all crucial for fostering empathy,
culturally defined; promoting cross-
what is considered cultural understanding, and
a delicacy in one navigating the diverse world.
culture
might be seen as
inedible in another
 Dietary
Restrictions –
religious or
cultural beliefs
can influence
dietary
restrictions, such
as
vegetarianism,
veganism, or
prohibitions
against
consuming certain
foods
7. Time and Punctuality
 Time Perception –
cultures vary in
their perception of
time, with some
emphasizing
punctuality and
efficiency, while
others have a more
relaxed approach
 Work-Life Balance
– cultural norms
influence attitudes
towards work and
leisure time, with
some cultures
prioritizing work
over personal life,
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MIDTERMS
PERIOD
Cultural Relativism
The Filipino Way
Universal Values
Moral Character and Moral
 Page 20 of 65
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considered “best” or “worst” and

Lesson 6: no
CULTURAL particular moral or ethical
position can actually be
RELATIVISM considered “right” or “wrong”
 is the ability to understand a
Learning Outcomes:
1. Recognize differences in moral
culture on its own terms and not
behavior of different cultures.
2. Appreciate the differences.
3. Evaluate the strengths and
weaknesses of cultural relativism.

Lecture:
Why can’t all cultural practices be always
correct?

CULTURAL RELATIVISM
 refers to not judging a culture
to
our own standards of what is
right or wrong, strange or
normal;
instead, we should try to
understand cultural
practices of other groups
in its own cultural context
 the idea that a person’s
beliefs, values, and
practices should be
understood based on the
person’s own culture, rather
than be judged against the
criteria of another
 is the view that moral or
ethical systems, which vary
from culture, are all equally
valid and no one system is
really better than any other
 is based on the idea that
there is no ultimate
standard of good or evil, so
every judgment about right
and wrong is a product of
society
 this means that no moral or
ethical system can be
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ETHICS

to make judgments should not be questioned by

using the standards of other cultures
one’s own culture 2. Critical Cultural Relativism
 it permits to see an – it questions cultural practices
individual’s habits, values, in terms of who is accepting
and morals in the context them and why, as well as
of his or her cultural recognizing power
relevance not by relationships; asks
comparing it to one’s own questions about cultural
cultural values and by practices and why they are
deeming these the most
superior and greater of all
 is a method or procedure
for explaining and
interpreting other
people’s culture
 is closely related to ethical
relativism, which views
truth as variable and not
absolute; what constitutes
right and wrong is
determined solely by the
individual or by society

Examples of Cultural Relativism:

a. Food choices
b. Hygienic rituals
c. Ways of reverence
d. Veil (Burqa) used by
Muslim women
e. Language of different culture

Types of Cultural Relativism:

1. Absolute Cultural
Relativists – it believe
that everything that
happens within a
culture must and should
not be questioned by
outsiders; it indicates
that whatever activities
are practiced within a
culture, no matter how
weird and dangerous
they appear to be,
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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practiced; it seeks answers presentation, and the expected
about the cultural practices response
in line with who is accepting
them and why they are Various Claims about Cultural
doing so Relativism:
 Different societies have different
EXAMPLES OF CULTURAL moral codes.
DIFFERENCES IN MORAL
BEHAVIOR:
1. Honor Cultures – in some
cultures, honor is a central
value, and acts that are
perceived as threatening
one’s honor, such as insults
or perceived disrespect,
may be met with violence or
retaliation
2. Polygamy – the practice
of polygamy, where a
person has multiple
spouses, is accepted in
some cultures but is
considered immoral or
illegal in others
3. Food Taboos – cultures
often have food taboos,
which are rules about what
foods are considered
acceptable or unacceptable
to
eat; these taboos may be
based on religious beliefs,
health concerns, or cultural
traditions
4. Dress Codes – cultural
norms dictate appropriate
dress, which can vary
significantly on gender,
age, and social status
5. Gift-Giving Etiquette –
the customs surrounding
gift-giving can differ
greatly, including the type
of gifts considered
appropriate, the manner of
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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 There is no 5. It promotes equality
objective standard 6. It removes the power of
that can be used to societal conditioning
judge one 7. It can easily develop
social code as better than personal moral norms
another. based on societal norms
 The moral code of 8. It helps to keep human
one’s own society cultures relevant
does not have a
special status, but WEAKNESSES OF CULTURAL
only one of many. RELATIVISM:
 There is no “universal 1. It would only solely
truth” in ethics, work on perfect
meaning that there are humanity
no moral truths that
apply to all people at
all times.
 The moral code of a society
determines what is
right and what is wrong
in that society; that is,
if a society’s moral code
says that a certain act
is right, then the act is
right, at least in that
society.
 It is impudent for
people to try to judge
other people’s
behavior. Instead,
researchers should
adopt a tolerant
attitude toward the
practices of other cultures.

STRENGTHS OF
CULTURAL RELATIVISM:
1. It promotes cooperation
2. It can open people to
choose any career
options
3. It encourages respect
4. It creates a
society without
judgment
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2. Instead of sharing various essence, cultural relativism says that
outcomes, it encourages there is no such
people to establish alliances thing as universal truth and ethic; they
with others who share are just different cultural codes.
similar viewpoints
3. It could promote an
individualistic point of view
4. It could limit the
progress of humanity
5. It could limit the
progress of morality
6. It could encourage
people to isolate
themselves
7. It has the ability to
transform beliefs into
realities

In the cultural relativist perspective,

no one culture is superior to
another when comparing their
systems of morality,
law, politics, and so on. This is
because cultural norms and
values derive their meaning
within a specific social context.

Cultural relativism is also based on

the idea that there is no absolute
standard of good or evil, and thus
that every decision and judgment
of what is right or wrong is
individually decided in each
society.

Cultural relativism is good because

it allows people to practice their
beliefs and enjoy their cultural
heritage or religious beliefs
without fearing or fearing others
for why they do what they do.

Cultural relativism challenges

beliefs about the objectivity and
universality of moral truth. In
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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WHY CAN’T ALL CULTURAL or historical roots
PRACTICES BE ALWAYS 2. Respect – respect other
CORRECT? cultures and their beliefs,
1. Every culture has its even if you
own set of values, don’t agree with them
beliefs, and practices 3. Critical Thinking – think
that have developed over critically about the potential
time – what might harms and benefits of
seem strange or cultural practices, but do so
harmful in one culture with a nuanced
could be perfectly understanding of their
acceptable or even context
essential in another
2. Cultural practices
are often deeply
intertwined with a
culture’s history,
environment, and social
structure – a practice
that may seem harmful
in
isolation could have a
specific purpose or
benefit within its
cultural context
3. Cultures are not
static – they change
and evolve over
time,
adapting to new
circumstances and
challenges; what was
considered acceptable in
the past might be seen
as problematic today

Instead of focusing on
“correctness,” it’s more
helpful to consider the
following:
1. Understanding – try to
understand the reasons
behind cultural
practices; what are
their social, religious,
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2. Hiya (Shame) – a deep sense of

Lesson 7: shame that arises from violating
THE FILIPINO WAY social norms or disappointing
others; can lead to a strong
Learning Outcomes: desire to uphold the positive
1. Analyze crucial qualities of the reputation and avoid behaviors
Filipino moral identity in their that might
own moral experiences.
2. Evaluate elements that need
to be changed.

Lecture:
Strengths and weaknesses of the Filipino
moral character

FILIPINO CULTURE
 Due to the archipelagic
nature of the Philippines,
the culture of
various regions has its
distinct characteristics.
 Colonization of various
invaders such as Spaniards,
Americans, and Japanese has
shaped the Filipino culture
and caused the Philippines to
have a mixed culture.

SOME CRUCIAL QUALITIES

THAT OFTEN SHAPE THE
MORAL EXPERIENCES OF
FILIPINOS:
1. Bayanihan
(Community Spirit) –
it manifests in the
willingness to help others,
share resources, and
support each other during
times of need;
Filipinos often prioritize the
well- being of their
community over
individual gain, reflecting a
strong moral compass
rooted in solidarity and
shared values
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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bring dishonor to oneself emphasizing the importance
or one’s family of taking care of one
3. Utang na Loob (Debt of another, supporting family
Gratitude) – the members, and upholding
obligation to repay the family’s honor
kindness or favors
received; it shapes Moral Experiences:
moral behavior by Filipinos often experience these
encouraging qualities in their daily lives:
Filipinos to reciprocate  Helping neighbor in need
acts of generosity and  Feeling embarrassed
support those who have after making a
helped them mistake
4. Pakikisama (Harmony
and Social
Conformity) – Filipinos
value smooth social
interactions and
prioritize maintaining
harmony within their
communities; it encourages
individuals to conform to
group norms and avoid
conflict, and
can also lead to
reluctance to challenge
authority or express
dissenting opinions
5. Pakamaka-Diyos
(Spirituality and
Faith) – Filipinos are
often guided by
religious teachings,
which emphasize
compassion,
forgiveness, and social justice
6. Pagpapahalaga sa
Pamilya (Family
Values) – Filipinos
place a high value on
family
unity, loyalty, and
respect for elders; it
shape moral
experiences by
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 Returning a favor to 5. Lack of Discipline – manifests
someone who helped in behaviors like tardiness,
them procrastination, and a disregard for
 Going along with the rules and regulations; can lead to
group to avoid conflict inefficiency, a lack of
 Making decisions accountability, and a decline in
based on religious productivity
teachings
 Prioritizing family needs
over personal desires

ASPECTS OF FILIPINO MORAL

IDENTITY THAT NEEDS TO
BE CHANGED:
1. Hiya and Pakikisama –
can lead to a reluctance to
speak up against injustice,
challenge authority, or
express dissenting
opinions; this can stifle
critical thinking,
innovation, and
accountability
2. Utang na Loob and
Extreme Personalism –
can sometimes be used to
manipulate or exploit
others; can also lead to a
culture of favoritism and
nepotism, where personal
connections outweigh merit
3. Crab Mentality and
Kanya- Kanya Syndrome
– reflect a lack of
cooperation and a
tendency to pull others
down
rather than lift them up; it
hinder progress and create a
culture of competition and
distrust
4. Colonial Mentality – can
undermine national pride and
limit the development of a
distinct Filipino identity
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6. Overindulgence encouraging teamwork,
in Good Time – shared goals, and a sense of
can lead to collective responsibility
excessive  Promoting national pride
spending, a lack of focus and cultural awareness –
on long- term goals, celebrating Filipino
and a disregard for achievements,
financial responsibility supporting local businesses,
7. Treating OFWs as ATMs – and learning about Filipino
can create a sense of history and heritage
entitlement and  Developing a stronger sense
disrespect for the hard of personal responsibility –
work of OFWs involves teaching individuals
8. Negativity – refers to a to be accountable for their
tendency to focus on actions, to
the negative aspects of
life and to complain
about problems without
offering solutions; can
create a culture of
pessimism and
discourage people from
taking action to
improve their situations

Possible Solutions:
 Promoting critical
thinking and
independent thought
–
encouraging open
discussions, debates,
and questioning of
assumptions
 Strengthening
institutions and
promoting
meritocracy – can
help reduce the
influence of personal
connections and
favoritism
 Fostering a culture of
cooperation and
collaboration –
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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manage their time effectively, as others, regard others
and to prioritize their with dignity and
responsibilities respect, and deal with
 Promoting financial literacy them as fellow human
and responsible spending – beings
can help Filipinos make
informed
financial decisions and
avoid overspending
 Recognizing and
appreciating the
contributions of OFWs –
involves showing gratitude
for their sacrifices and
supporting their well-being
 Cultivating a more positive
outlook – focusing on
solutions, celebrating
successes, and
promoting a sense of hope

STRENGTHS AND
WEAKNESSES OF FILIPINO
MORAL CHARACTER

In 1992, Senator Leticia Shahani,

with the help of Dr. Patricia
Licuanan, created a task force to
conduct a study to identify
Filipino values and moral
development. This led to the
development of “A Moral
Recovery Program – Building a
People, Building a Nation” which
was submitted to the Philippine
Senate and covers the Strength
and Weaknesses of Filipino
Moral Characteristics.

Strengths of the Filipino

Character:
1. Pakikipagkapwa-
Tao (Fellowship)
a. Filipinos are open to
others, feel the same
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b. Filipinos have a and rootedness, as well as
sense of justice and a basic sense of
fairness, concern, security
and empathy for
others 3. Joy and Humor
c. Filipinos are a. Filipinos have a
helpful and cheerful and fun-loving
generous in times approach to life
of necessity; through ups and downs
practice b. Pleasant disposition, a
Bayanihan or mutual sense of humor and a
assistance; and are propensity for
hospitable happiness contribute
d. Filipinos have a not only to the
sense of Filipino charm but
sensitivity to also to
others’ feelings,
trust, sense of
gratitude, very
dependent on
interpersonal
relationships, give a
sense of security,
camaraderie, and a
feeling of closeness
to one another

2. Family Orientation
a. Filipinos possess a
genuine and deep
love for family
b. Filipinos give
honor and respect
to parents and
elders, care to
children,
generosity towards
kin in need, and in
great
sacrifices, one endures
for the welfare of the
family
c. Sense of family
gives a feeling of
belongingness
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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the indomitability of the and use this characteristic
Filipino spirit to raise life from one’s
c. Laughing at ourselves standard of
with the mess we are living into a higher state of
in is an living
integral part of our b. Filipinos are willing to take
coping mechanism risks to work abroad; when
d. It manifests in the
Filipinos love for
socialization and
celebrations even amid
most trying times

4. Flexibility, Adaptability
and Creativity
a. Filipinos can adapt
and adjust to any
circumstance and
environment, both
physical and social
b. Filipinos can adjust to
whatever unplanned or
anticipated events that
may arise
c. Filipinos possess a
tolerance for
ambiguity that
enables us to remain
unfazed by
uncertainty or lack of
information
d. Filipinos are creative,
resourceful, quick
learners, can improvise
and make use of
whatever is at hand to
create and produce,
accept changes, adapt
to life in any part of the
world, and make new
things out of old scraps

5. Hard Work and Industry

a. Filipinos have a
sense of hard work
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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given an opportunity, to certain actions; we
they get a part- tend to take things
time job for extra personally
income c. Filipinos are quite
personal in criticism
6. Faith and Religiosity and praise
a. Filipinos have
deep faith in God 2. Extreme
b. Our innate religiosity Family
enables us to Centeredness
comprehend and a. Excessive concern for
genuinely accept the family creates an
reality in the in-group to which the
concept of Filipino is
God’s will and plan
c. Religious
expressions are
very tangibly
expressed every
day
d. The results of the
Filipino’s faith are
courage, daring,
optimism, inner
peace, as well as
the capacity to be
genuine

7. Ability to Survive
a. Filipinos have the
ability to survive and
make do with whatever
available in the
environment

Weaknesses of the Filipino

Character:
1. Extreme Personalism
a. Filipinos view the
world in terms of
personal
relationships
b. We tend to give
personal
interpretations
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Daryl Vincent B. Prieto/ Polytechnic Institute of
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fiercely loyal to the
detriment of concern for 4. Passivity and Lack of
the larger community Initiative
or for the common good a. There is a strong reliance
b. Manifests itself in the on others (e.g. leaders,
use of one’s office and government) to do things
power as a means of for us that are related to
promoting the
interest of the family,
factionalism, patronage
and political dynasties,
and in the protection of
erring family members
c. Results in a lack of
concern for the
common good and acts
as block to national
consciousness

3. Lack of discipline
a. Manifests in a causal
and relaxed attitude
towards time and
space which further
manifests itself in the
lack of precision and
compulsiveness, in
poor time
management and
procrastination
b. We are impatient
and unable to
delay
gratification or reward,
resulting in the use of
short-cuts, in skirting
the rules and in
foolhardiness
c. We are guilty of ningas
cogon, starting out
projects with full vigor
and interest which
abruptly dies down,
leaving things
unfinished
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our need for a strong history and language
authority d. Cultural vagueness
b. Filipinos tend or weakness which
to be makes
complacent and Filipinos extraordinarily
there is often a susceptible to the
sense of wholesale acceptance
urgency about of
any problem modern mass culture
c. There is a high which is often Western
tolerance for
inefficiency, 6. Kanya-kanya Syndrome
poor a. Filipinos have a
service and even selfish, self-serving
violation of one’s attitude that generates
basic rights a feeling of envy and
d. Filipinos is too competitiveness
patient and long toward others,
suffering, too particularly
easily resigned to
one’s fate
e. Filipinos are easily
oppressed and exploited

5. Colonial Mentality
a. A lack of
patriotism or an
active
awareness,
appreciation and love
for the Philippines
b. An actual
preference for
everything
foreign
c. Is characterized by
openness to the outside –
adapting and
incorporating
foreign elements
into our
image of ourselves
and not built
around a deep
core of Philippine
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one’s peers who seem to believing that what ought to
have gained some be, actually exists
status or prestige
b. Is also evident in the
personal ambition and
the drive for power
and status that is
completely
insensitive to the common
good
c. Is also evident in the
lack of sense of service
among people in the
government
bureaucracy

7. Lack of Self-Analysis
and Self-Reflection
a. There is a tendency in
the Filipino to be
superficial and even
somewhat flighty
b. We crack jokes about
the most serious
matters which prevents
us looking deeply into
the problem
c. There is no felt need to
validate our
hypotheses or
explanation of things,
thus we are satisfied
with superficial
explanations and
superficial solutions to
problems
d. As long as the right
things are said, as long
as the proper
documents and reports
exist, as long as the
proper committees,
task forces or offices
are formed, Filipinos
are deluded into
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Lesson 8: Schwartz Concept of Universal

UNIVERSAL VALUES Values

Learning Outcomes: S. H. Schwartz define values as

1. Identify universal values. conceptions of the desirable that
2. Explain why universal influence the way people select
values are necessary
for human survival.
action and evaluate events (Sen,
1999).
Lecture:
Why there are universal values?

UNIVERSAL VALUES
 a set of core principles
or beliefs that are
shared by people
across different
cultures, societies,
and historical periods
 often serve as the
foundation for moral
and ethical judgments,
helping individuals
differentiate between
right and wrong, good
and bad
 it transcend cultural,
religious, and
geographical
boundaries, reflecting a
common
understanding of human
rights, dignity, and
the inherent worth of
all individuals
 in the context of behavioral
science, it can provide insights
into the fundamental
motivations that drive
human behavior and
decision-making, as
well as
inform the development of
interventions aimed at
promoting social change
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He conducted a survey of more actions, inclinations and impulses
than 25,000 people in 44 likely to upset or harm others and
countries with a wide range of violate social expectations or
different cultural types suggest norms
that there are fifty-six specific 10. Security – safety, harmony,
universal values and ten types of and stability of society, of
universal values. relationships and of self

Ten Types of Universal Values:

1. Power – social status and
prestige, control or
dominance over people and
resources
2. Achievement – personal
success through
demonstrating competence
according to social
standards
3. Hedonism – please or
sensuous gratification for
oneself
4. Stimulation – excitement,
novelty, and challenge in life
5. Self-Direction –
independent though and
action – choosing,
creating, exploring
6. Universalism –
understanding,
appreciation, tolerance
and
protection for welfare of all
people and for nature
7. Benevolence – preservation
and enhancement of the
welfare of people with
whom one is in frequent
personal contact
8. Tradition – respect,
commitment, and
acceptance of the customs
and ideas that
traditional culture or
religion provides
9. Conformity – restraint of
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Basic Universal Human Values peaceful coexistence and social
progress.
The function of most of
these basic values is to Key points about universal values:
make it possible for every a. Shared understanding of
human to realize or human needs – many argue
maintain the very highest that basic human needs like
or most basic universal safety,
core values of life, love, belonging, and self-esteem
and happiness. drive the development of
similar values across
1. Happiness cultures, leading to a sense
2. Peace
3. Love
4. Freedom
5. Safety
6. Intelligence
7. Human Respect
8. Equality
9. Justice
10. Nature
11. Health

WHY THERE ARE UNIVERSAL

VALUES?

Universal values exist

because they are believed to
represent core principles of
human behavior that
transcend cultural, religious,
and geographical
boundaries, essentially
reflecting a
shared understanding of
basic human rights, dignity,
and the inherent worth of all
individuals, allowing for
some level of moral and
ethical consistency across
different societies, even if
interpretations and
applications may vary
depending on context; they
are seen as necessary for
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ETHICS

of what is considered good foster trust between individuals

or right and communities; without
b. Foundation of morality – it cooperation, we wouldn’t be
act as a foundation for able to solve complex problems,
ethical decision- making, share resources, or protect
helping people navigate ourselves
complex situations and from threats
distinguish between right
and wrong
c. Social Cohesion – by
providing a shared set of
principles, universal values
can contribute to social
cohesion and cooperation
within and between societies
d. Promoting Human
Rights – many universal
values are
directly linked to
fundamental human rights,
like equality, justice, and
freedom, ensuring basic
protections for individuals
regardless of their
background

WHY ARE UNIVERSAL

VALUES NECESSARY FOR
HUMAN SURVIVAL?

Universal values are essential for

human survival because they
provide a foundation for
cooperation, trust, and a sense of
shared purpose.

They help us navigate complex

social interactions, solve
problems
collectively, and build a more
just and sustainable world.

 Cooperation and Trust –

universal values like honesty,
fairness, and compassion
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ETHICS

 Shared Purpose – responsibility are crucial for

universal values like ensuring a sustainable future;
peace, justice, and these values guide us to
equality provide a protect
common ground for our planet and build a better
individuals to work world for future generations
towards a shared purpose,
which give us a
sense of meaning and
belonging, which are
essential for well-being
and motivation

 Moral Compass –
universal values act as a
moral compass, guiding
our actions and decisions,
which help us distinguish
between right and wrong,
promoting ethical
behavior, and
discouraging harmful
actions; it is vital for
maintaining social order
and preventing chaos

 Conflict Resolution –
universal values provide
a framework for
resolving conflicts
peacefully and
constructively; be
appealing to shared
principles of fairness,
justice, and
understanding, we can
work together to find
solutions that benefit
everyone

 Sustainable Future –
universal values like
respect for
environment,
sustainability, and social
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ETHICS

–
Lesson 9: referring to a disposition toward
MORAL CHARACTER considering the needs and
interests of others, and how
AND DEVELOPMENT one’s own actions affect other
people
Learning Outcomes:
1. Recall defining moments in their 2. Ability element – self-
moral formation. regulation – referring to a
2. Explain the relationship disposition toward regulating
between individual acts and
character.
3. Identify and articulate each stage of
moral development.
4. Check their personal growth, and
three other cases, against the
stages of development.

Lectures:
1. Circularity of relationship of
individual acts and moral
character
2. Moral character as disposition;
how it is developed
3. The six stages of moral development

MORAL CHARACTER
 can be conceptualized as an
individual’s disposition to
think, feel, and behave in an
ethical
versus unethical manner, or
as the subset of individual
differences relevant to
morality
 the sum of a person’s
characteristics and virtues
that influence their moral
behavior
 refers to the existence or lack
of
virtues such as integrity,
courage, fortitude, honesty,
and loyalty

Elements of Moral Character:

1. Motivational
element –
consideration of others
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ETHICS

one’s behavior i. Early Childhood

effectively,  Witnessing kindness
specifically with and empathy –
reference to observing parents or
behaviors that have caregivers showing
positive short-term compassion,
consequences but kindness, and empathy
negative long-term towards others
consequences for oneself  Learning right from
or others wrong – early experiences
3. Identity element
– moral identity –
referring to a
disposition toward
valuing morality and
wanting to view oneself
as a moral person

VIRTUES VICES
Good moral Bad moral
character character
A disposition A disposition
to do virtuous to do vicious
acts deeds
A moral A moral
character trait character trait
for which a for which the
person is agent is
deserving of a deserving of a
positive negative
reactive reactive
attitude, such attitude, such
as praise as resentment
or
blame

DEFINING MOMENTS IN
MORAL FORMATION

Defining moments in moral

formation are those pivotal
experiences that shape our
values, beliefs, and ethical
compass.
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ETHICS

with rules and circumstances encountered in life

consequences 2. Relationships – interactions with
 Developing a sense of family, friends, mentors, and role
fairness – experiences models
of sharing, taking 3. Social and Cultural Context – the
turns, and resolving values and beliefs prevalent in
conflicts fairly society and culture
c. Adolescence and Young
Adulthood
 Facing ethical dilemmas
– navigating
challenging situations
where moral
principles are tested
 Encountering diverse
perspectives –
interacting with people
from different
backgrounds and
cultures
 Making significant
choices
d. Throughout Life
 Experiencing adversity –
overcoming personal
challenges
 Witnessing heroism and
courage – observing
individuals standing up
for what’s right, even in
the face of danger or
opposition
 Engaging in reflection
and introspection –
taking time to reflect on
pass experiences,
examine personal
values, and
consider the impact of
decisions

Factors that Influence

Defining Moments:
1. Personal experiences – the
specific events and
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ETHICS

4. Cognitive Development – as repeated actions, even

individuals mature, seemingly small
their ability to reason, ones, can solidify or modify
analyze, and make a person’s character over
complex judgements time
develops  Moral Growth –
confronting ethical
RELATIONSHIP dilemmas and making
BETWEEN INDIVIDUAL difficult choices can lead
ACTS AND CHARACTER to personal growth and a
deeper understanding of
Individual Acts as one’s values
REFLECTIONS of  Self-Reflection and
Character Accountability – taking
 Consistent Behavior – responsibility for our
repeated actions, actions, reflecting on their
especially those consequences,
aligned with deeply
held values, can
reveal a person’s core
character
 Significant Actions – single,
impactful acts,
particularly those
demonstrating courage,
integrity, or selflessness,
can provide a
glimpse into a person’s
character
 Choices in Difficult
Situations – how
individuals behave in
challenging
circumstances,
particularly when faced
with temptation or
pressure to
compromise their
values, can be highly
revealing of their
character

Individual Acts as
SHAPERS of Character
 Habits and Practices –
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ETHICS

and making amends for exercise of reason, which is the

mistakes can contribute to activity characteristic of human
character development beings.

CIRCULAR RELATIONS OF Greek philosophers think that it takes

ACTS AND CHARACTER someone of good moral character to
determine with regularity and
The idea that a person’s reliability what individual acts are
individual actions not only reflect appropriate and reasonable in certain
their existing
moral character but also actively
shape and develop that character
over time, creating a continuous
cycle where one’s actions
influence their character and
their character influences their
actions; essentially, the more you
act morally, the more morally
developed your character
becomes, and a strong moral
character leads to more moral
actions.

Not all acts help to build

moral character, but those
acts which emanate from
moral characters
certainly matter in moral
development.

A person’s actions determine

his/her moral character, but
moral character itself generates
acts that help in developing
either virtue or vice.

Virtuous traits of character ought

to be stable and enduring and are
not mere products of fortune, but
of learning,
constant practice, and cultivation.

Virtuous traits of character are

called excellences of the human
being because they are the best
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ETHICS

situations and that it takes responsible for cultivating

someone of good moral their own moral character
character to decide with through conscious
regularity and reliability how choices and actions.
and when to secure goods
and resources for MORAL CHARACTER AS A
himself/herself and others. DISPOSITION

Key points:  Moral character, when

a. Actions reflect viewed as a disposition,
character – when refers to a person’s
someone performs a ingrained tendencies,
morally good act, it is
often seen as an
indication of their
underlying good moral
character
b. Actions shape character –
engaging in morally
good acts can
gradually strengthen
one’s
moral character,
making it more likely
to perform similar
actions in the future
c. Negative cycle also
exists – the same
principle

Ethical Implications:
 The circular relationship
highlights the importance of
being mindful of one’s
actions, as they
contribute to the
development of one’s
moral character.
 Developing good moral
character required
actively participating
ethical behaviors, as
they become ingrained
habits over time.
 Individuals are
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ETHICS

inclinations, and habits that Benefits of Viewing Moral

guide their moral behavior. Character as Disposition:
 A dispositional view of 1. This perspective helps explain
moral character why individuals often act in
emphasizes that predictable ways, even in
individuals have consistent unfamiliar situations.
tendencies to act in a certain
way, even when faced with
different situations or
temptations.
 Dispositions are rooted in a
person’s core values and
beliefs,
which guide their moral
compass, shaping their
judgments and
influencing their actions.
 Moral character is often
developed through
habitual actions.
Repeatedly acting in
accordance with one’s values
can solidify those values
and create a strong
disposition toward ethical
behavior.

Key Aspects of Moral Character

as Disposition:
i. Virtue – virtues, such as
honesty, compassion,
courage, and fairness, are
seen as
dispositions that lead to ethical
behavior
ii. Character Traits –
individuals can develop
specific character traits that
reflect their moral
dispositions
iii. Moral Identity – it’s a
fundamental aspect of who
they are and how they see
themselves in the world
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ETHICS

2. By recognizing that grasp of moral right and

moral character is a wrong also develops
disposition, we  the process through which
acknowledge its children develop proper
potential for attitudes and behaviors
development and toward other people in
change; through society, based on social and
deliberate efforts, cultural norms, rules, and
individuals can cultivate laws
positive dispositions
and weaken negative
ones
3. This framework
highlights the
importance of
nurturing moral
character in individuals
through education, role
modeling, and
opportunities for moral
development

MORAL DEVELOPMENT

Moral character is developed

through a combination of
factors, including person’s
actions, environment, and
role models.

Moral Development
 the gradual and
progressive
development of an
individual’s
understanding,
grasping of the wrong
and right principles,
conscious, ethical and
religious values, social
attitudes and their
behaviors
 it implies that as humans
grow older and become
more experience, our
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ETHICS

Aristotle’s Moral Development 3. Cognitive variables – such as

 “We are what we intellectual functioning, attention
repeatedly do. Excellence, control, verbal fluency, and
then, is not an act, but a inhibition
habit.” 4. Social cognition factors –
 Aristotle believed that many including how we understand
things were needed for
optimal moral development,
but one of the most
important was a role model
or exemplar that one can
imitate, cultivating morally
appropriate habits that
become moral virtues over
time.
 For Aristotle, virtues are
settled dispositions – states
of character – that concern
belief, desire, feeling, and
action. Virtues are habitual
and excellent ways of being
and acting in the world.
 To become virtuous we
should acquire the right
sort of habits and desires
in childhood; but more
generally to become
virtuous, we must do
virtuous acts.
 For an action to be fully
virtuous, it is not just that
the act has
particular qualities, but also
that the agent who performs
the act does as well.

9 Factors Affecting Moral

Development
1. Age – impacts our moral
reasoning and decision
making abilities
2. Socioeconomic variables –
such as income, education,
and
working conditions
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ETHICS

and navigate our social fixed order and that moral

environment, affecting understanding is linked to
our ability to recognize cognitive development.
and interpret the
emotions of others LEVEL 1:
5. Theory of mind abilities – PRE-CONVENTIONAL
including how good we MORALITY
are at attributing External consequences shape
mental states (beliefs, moral reasoning. Rules imposed
desires, and intentions) by authority
to those around us
6. Empathy – such as
sharing and feeling
another person’s
emotional experiences
and taking their
perspective
7. Socio-moral reasoning –
including what we
perceive as social
injustice and inequality
8. Parental influences –
including their level of
education and moral
behavior
9. Emotional processing –
involving recognizing,
interpreting, and
managing our own and
others’ feelings

KOHLBERG’S STAGES OF
MORAL DEVELOPMENT

 Lawrence Kohlberg
formulated a theory
asserting that
individuals progress
through six distinct
stages of moral
reasoning from
infancy to adulthood.
 Kohlberg suggested
that people move
through stages in a
 Page 42 of 125
ETHICS

figures are conformed to in order approval or to maintain

to social order.
avoid punishment or receive
rewards. a. Stage 3 (Interpersonal
a. Stage 1 (Punishment Concordance or “Good Boy-
and Obedience Nice Girl” Orientation) –
Orientation) – behavior behavior is determined by social
is determined by approval; being moral is
consequences; what is determined by what pleases and
punishable determines helps other people – and
what’s right and wrong; as
such, being moral means
avoiding
punishment; the individual
will obey in order to avoid
punishment
b. Stage 2 (Instrumental
Relativist Orientation) –
behavior is determined
again by consequences;
what people want and are
rewarded for determines
right and wrong; other
people’s needs matter, but
only in a
reciprocal sense; the
individual focuses in
receiving rewards or
satisfying personal needs

LEVEL 2:
CONVENTIONAL MORALITY
Moral reasoning is influenced by
our strong need to adhere to
rules and authority. Conformity
to social rules remains important
to the individual, however the
emphasis shifts from self-
interest to relationships with
other people and social systems.
The
individual strives to support
rules that are set forth by others
such as parents, peers, and the
government in order to win their
 Page 43 of 125
ETHICS

ultimately what the determine behavior;

majority thinks; the while laws are
individual wants to established based on
maintain or win the mutual
affection and approval agreement, they can be
of others by being a changed democratically or,
“good person” at times, overridden; life is
b. Stage 4 more sacred than the legal
(Maintaining the principle; the
Social Order individual views laws and
Orientation) – social rules as flexible tools for
rules and laws improving human purposes,
determine behavior; it that is, given the right
is our duty to respect situation, there are
authority and maintain exceptions to rules
social b. Stage 6 (Universal
order; as such, this is more Ethical Principles
important than the Orientation) – the highest
needs of our family stage of functioning
and loved ones; the wherein, at this stage, the
individual believes
that rules and laws
maintain social order
that is worth
preserving

LEVEL 3:
POST-CONVENTIONAL
MORALITY
Moral reasoning is
determined by abstract
reasoning. Morality is
defined in terms of abstract
principles and values that
apply to all situations and
societies. The individual
attempts to take the
perspective of all
individuals.

a. Stage 5 (Social
Contract-
Legalistic
Orientation) –
individual rights
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ETHICS

appropriate action is creating a more just and

determined by one’s self- equitable world
chosen ethical principles of 5. Self-Reflection – take time to
conscience; as society’s reflect on your actions, values,
rules are arbitrary, and beliefs; consider the impact
our own conscience is the of your choices and seek
ultimate judge of what is right opportunities for growth and
and wrong; as such, they improvement
can be broken when they
conflict with “universal”
principles; this type of
reasoning involves taking
the perspective of every
person or group that could
potentially be affected by
the decision

Strategies of Developing
Moral Character:
1. Moral Reasoning – develop
critical thinking skills to
analyze ethical dilemmas,
weigh different perspectives,
and make informed moral
judgements
2. Empathy and
Compassion – cultivate
these by actively
listening to others,
understanding their
perspectives, and seeking to
alleviate suffering where
possible
3. Integrity and Honesty –
strive for consistency
between your actions and
values; be truthful,
reliable, and stand up for
what you believe in, even
when it’s
difficult
4. Social Responsibility –
engage in acts of service,
advocate for social justice,
and contribute to
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ETHICS

Lesson 10:
REASON,
IMPARTIAL
ITY,
FEELINGS, AND WILL
Learning Outcomes:
1. Recall immediate
responses to moral
dilemmas.
2. Differentiate responses
based on reason and those
based on feelings
3. Capture and analyze
their feelings in personal
moral experiences.
4. Compare reasonable
and emotional
responses.
5. Check real-life cases
against the 7-step model, a
model that uses reason
and impartiality.
6. Differentiate knowing
and actually executing
a good moral decision
7. Judge their own moral
behavior in terms of
planning and execution in
important moral
experiences.

Lectures:
1. What is reason? What is impartiality?
2. Feelings – importance,
origin, and
disadvantages
3. The 7-step model
4. Reason and will

REASON AND IMPARTIALITY

Reason and impartiality are two key

pillars of ethical decision-making.

Reason Impartiality
Definitio The ability Means
n to think treating
logically, everyone
analyze fairly and
information, without
and form bias
 Page 46 of 125
ETHICS

morally just
considering preferences,
different prejudices,
perspectives and self-
, and interest in
drawing order to
conclusions make
based on a judgments
ration based on
al objectiv
proces e
s criteria
Role in Helps us to Ensures that
Ethics identify our
the moral decisions
are not
principles influenced
that by
guide our favoritism,
actions; it discrimi-
allows us to nation, or
analyze personal
situations, gain; it helps
weigh us to treat
potential
consequences everyone
, with
and respect and
determine
How Reason and Impartiality Work
Together:
 Objective Assessment – reason
provides the tools to analyze
situations objectively, while
impartiality ensures that our
analysis is not skewed by
personal biases
 Fair Consideration of
Options – reason helps us to
identify and evaluate all
possible courses of action,
while impartiality ensures
that we consider each option
fairly, regardless of our
personal preferences
 Ethical Decision-Making –
by combining reason and
impartiality, we can make
ethical decisions that are
both logically sound and
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ETHICS

FEELINGS feelings allow us to

express ourselves,
Feelings are a fundamental connect with others, and
part of the human build relationships
experience, playing a vital c. Motivation – feelings like
role in our lives. They are joy, passion, and
not just fleeting emotions, excitement fuel our drive
but complex responses that and inspire us to pursue
shape our thoughts, actions, goals
and
relationships.

What are feelings:

 Feelings are personal
and unique to each
individual.
 Feelings involve both
physical changes in our
bodies and mental
states.
 Feelings are
constantly shifting and
changing, influenced
by countless factors
throughout our lives.

Some common feelings:

 Positive Feelings –
happiness, joy, love,
contentment,
excitement, gratitude
 Negative Feelings – sadness,
anger, fear, anxiety, guilt,
shame, disgust
 Neutral Feelings – calm.
boredom, confusion,
curiosity, indifference

Importance of Feelings:
a. Survival – feelings like
fear and pain signal
danger, prompting us to
take action for self-
preservation
b. Communication –
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ETHICS

d. Decision-Making – feelings judgment and lead to biased

provide valuable information decision-making
about what matters to us and c. Conflict – feelings can lead to
help us make decisions that conflict with others, especially if
align with our values they are not expressed or
e. Well-Being – experiencing understood effectively
a wide range of healthy
feelings contributes to
overall well-being and
happiness

Origin of Feelings:
a. Physiological – feelings are
triggered by physical
changes in the body, such as
changes in heart rate,
breathing, and hormone
levels
b. Cognitive – our thoughts
and interpretations of
events also
influence our feelings; how we
perceive a situation can
significantly impact how we feel
about it
c. Social – our interactions
with others, cultural
norms, and
societal expectations also shape
our feelings
d. Past Experiences – our past
experiences, both positive
and negative, leave lasting
impressions that influence
how we feel in the present

Disadvantages of Feelings:
a. Overwhelm – feelings
can sometimes be
overwhelming, leading
to difficulty thinking
clearly or making
rational decisions
b. Distortion – strong
emotions can cloud
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ETHICS

d. Mental Health –
unhealthy or extreme
feelings can contribute
to mental health issues
like anxiety or
depression

Managing Feelings:
a. Self-Awareness –
recognizing and
understanding our
own feeling is crucial
for managing them
effectively
b. Healthy Expression –
finding healthy ways
to express our
feelings, such as through
talking to someone we
trust, journaling, or
engaging in creative
activities, can help us
process and regulate
them
c. Cognitive Reappraisal
– challenging negative
thoughts and reframing
situations in a more
positive light can help
to regulate emotions
d. Seeking Support – if
we are struggling to
manage our feelings,
seeking professional
help from a therapist or
counselor can be very
beneficial

RESPONSES BASED ON
REASON AND FEELINGS

Reason Feelings
- -
Based Based
Foundation Logic, Emotions,
evidence, intuition
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ETHICS

objectivity s,
subjectiv
e
interpre-
tations
Approach Analytical, Intuitive,
problem- emotional,
solving value-
driven
Focus Facts, Personal
principles, feelings,
outcomes values,
gut
instincts
Decision- Based on logic Based on
Making and evidence emotion
al
response
 Page 40 of 65
ETHICS

and the problem?

personal iii. What are the
values potential solutions?
Potential Overly Biased, 3. Generate Solutions
Pitfalls detached, impulsive,
ignoring ignoring a. Brainstorm a range of
important logical potential solutions
emotional considera-
factors tions

Ideally, both reason and feelings

should inform our decisions.
Reason provides a structured
framework for analysis, while
feelings offer valuable insights
into our values and
motivations.

Remember, there is no single

“right” way to respond to a
situation. The best approach will
depend on the context, the
person involved, and the specific
situation.

THE 7-STEP PROBLEM-

SOLVING MODEL

1. Identify the Problem

a. Clearly define the
problem
b. State it in a way
that is specific,
measurable,
achievable, relevant,
and time-bound
(SMART)
2. Gather Information
a. Collect relevant data
and information
about the problem
b. Consider:
i. What are the
root causes?
ii. What factors
contribute to
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ETHICS

b. Be creative and address the root

explore different cause of the
approaches problem?
c. Consider: iii. Which solution
i. What are has the most
the pros potential for
and cons of positive impact?
each 6. Implement the Solution
solution? a. Put chosen solution
ii. How feasible into action
is each b. Develop a plan
solution? and timeline for
4. Analyze Solution implementation
a. Evaluate the c. Consider:
potential solutions i. What resources
based on criteria are needed?
like feasibility, cost,
impact, and time
frame
b. Consider:
i. Which
solutions are
most likely to
be successful?
ii. Which
solutions are
most cost
effective?
iii. Which
solutions are
most aligned
with your
goals?
5. Choose a Solution
a. Select the best
solution based
on your analysis
b. Consider:
i. Which
solution is
most
feasible and
practical?
ii. Which solution
is most likely to
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ETHICS

ii. What steps principles, urging usmotivations; it

need to be to make choices pushes us to act
taken? that are logical on what we want,
iii. Who is and what we believe
responsible for rational in, or
what we feel is right
each step? Helps us set goals, Empowers us to take
7. Evaluate the Results develop action, make
a. Monitor the impact of strategies, and choices, and shape
your solution and make plans to our own destiny
assess its effectiveness achieve our
objectives
b. Consider:
i. Did the solution
address the Key Differences:
Reason Will
problem? Focus Understanding Acting and
ii. What were and analyzing making
the results? choices
iii. What lessons Nature Cognitive and Volitional
were learned? objective and
subjectiv
e
Benefits of the 7-Step Model: Motivation Understanding Desire and
1. Structured Approach – and achieving purpose
provides a systematic goals
framework for addressing Role Provides Drives
challenges information action
and and
2. Collaborative – analysis commitmen
encourages teamwork t
and diverse
perspectives The Interplay:
3. Data-Driven – emphasizes  Reason informs Will –
evidence-based decision- reason provides the
making information and analysis
4. Iterative – allows for that helps us make
flexibility and adjustments informed choices; it helps us
throughout the process understand the potential
5. Continuous consequences of our actions
Improvement – and choose the most logical
promotes learning and path
improvement over time  Will motivates Reason –
will provides the motivation
REASON AND WILL and
drive to act on our decisions; it
Reason Will
fuels our commitment to our
Acts like the The force that
architect of our drives us to act; goals and helps us overcome
actions; it the energy that obstacles
analyzes motivates us to
information, weigh pursue our goals,
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ETHICS

The Conflict:
 The Conflict of
Desire – we might
have a strong desire
to do something
pleasurable or
exciting, but reason tells
us it might be unwise or
harmful
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ETHICS

 The Call to Action – reason Factors that Influence Execution:

might tell us that a certain a. Willpower – the strength of
course of action is the most your commitment to your
rational, but our will might values
be hesitant or b. Courage – the willingness to
unwilling to act face potential consequences
or
KNOWING VS. ACTUALLY discomfort
EXECUTING A GOOD MORAL c. Social Support – having
DECISION people who support your
moral stance
Knowing a Good Executing a d. Context – the specific
Moral Decision Good Moral
Decision
circumstances and pressures
Involves Involves taking a you face
recognizing and conscious and
understanding deliberate step to
ethical act according to
principles, your
values, and the moral
consequences of understandin
different actions g
Is often a It often requires
theoretical or overcoming
abstract process challenges, such
as
temptation,
fear, and
inertia
Doesn’t It shapes your
necessarily character,
require you to act influences others,
on it; it’s simple and can
an understanding contribute to a
of what is right or more just and
wrong compassiona
te world

Key Differences:
Knowing Executing
Focus Understandin Acting on
g ethical your
principles moral
and conviction
consequenc s
es
Process Cognitive Volitional
and and
analytical action-
oriented
 Page 44 of 125
ETHICS

Challenge Internal Overcomi

s conflict ng fear,
and discomfort
temptatio , and
n potential
conse-
quenc
es
Outcome Knowing Doing
what’s what’s
right right
 Page 45 of 125
ETHICS

PREFINALS
PERIOD
Moral Theories and Mental Frames
Aristotle and St. Thomas
Kant and Rights
 Page 46 of 125
ETHICS

Moral Theories:
Lesson 11: 1. Deontology (Immanuel Kant)
MORAL THEORIES AND a. Focus – emphasizes
following moral rules and
MENTAL FRAMES
Learning Outcomes:
1. Explain the role of mental frames in
moral experience.
2. Classify the dominant mental frames.

Lecture:
Moral theories as frames of moral
experiences

MORAL THEORIES AS
FRAMES OF MORAL
EXPERIENCES

Moral theories act as powerful

frames for understanding and
navigating our moral
experiences, and act like
different lenses through which
we view the world of ethics. Each
lens
highlights certain aspect and
shapes how we make sense of
moral
dilemmas.

Moral Theories as Frames:

 Moral theories provide a
structure for thinking
about ethical dilemmas,
which offer principles,
guidelines, and
frameworks to help us
navigate complex
situations and make moral
judgements.
 Moral theories help us
understand why we make
the moral judgement we do,
as well as provide a basis
for justifying our choices
and explaining our actions.
 Page 47 of 125
ETHICS

principles, regardless character traits and

of the consequences acting on accordance
b. Key Concepts – with those
duty, obligation, virtues; it focuses on the
universalizability, kind of person you want
categorical to be
imperative b. Key Concepts –
c. Framing virtues (honesty,
Experience – might courage, compassion),
see a situation in character
terms of right and development, role
wrong actions, models
focusing on c. Framing
whether they are Experience – might
fulfilling their duty or see a situation in
violating a moral
principle
2. Utilitarianism (John
Stuart Mill)
a. Focus – prioritizes
maximizing
happiness and well-
being for the greatest
number of people; it
judges actions based
on their
consequences
b. Key Concepts –
utility, happiness,
greatest good, cost-
benefit analysis
c. Framing Experience –
might asses a
situation by
considering the
potential outcomes
for all those
involved,
choosing the
action that leads
to the greatest
overall good
3. Virtue Ethics (Aristotle)
a. Focus – emphasizes
developing good
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ETHICS

terms of how their actions 6. Natural Law Theory (St.

reflect their character Thomas Aquinas)
and values; they would a. Focus – there are universal
strive to act in a way moral laws that can be
that is consistent with discovered through reason and
their ideals observation of the natural
4. Care Ethics (Carol Gilligan) world
a. Focus – emphasizes
the importance of
relationships, empathy,
and responsiveness to
the needs of others; it
prioritizes care and
compassion
b. Key Concepts –
care, compassion,
empathy,
interconnectedness
, vulnerability
c. Framing
Experience – might
see a situation in
terms of the
relationships involved
and the needs of those
affected; they would
prioritize care and
compassion in their
actions
5. Contractarianism
(Thomas Hobbes)
a. Focus – moral rules
are based on
agreements between
individuals in a
society
b. Key Concepts – social
contracts and
agreements
c. Framing Experience –
might argue that laws are
morally justified
because they are based
on agreements made
by members of society
 Page 49 of 125
ETHICS

b. Key Concepts motivations for acting

– moral ethically.
principles  Moral theories shape
inherent in how we judge the
nature actions of others.
c. Framing
Experience – Important Considerations:
might argue  No Single Right
that it’s Answer – different moral
morally theories offer
wrong to kill different perspectives on
because ethical issues, and there is
human life is no single “correct” theory
intrinsically valuable  Context Matters – the best
7. Existentialism moral framework for making
(Jean-Paul Sartre) decisions depends on the
a. Focus – specific context and the
individuals are values involved
free to create  Personal Values – our
their own values own personal values and
and meanings beliefs also
b. Key Concepts –
individual
freedom and
responsibility
c. Framing
Experience –
might argue
that we are
responsible for creating
our own morality and
making
choices that are
authentic to
ourselves

How Moral Theories

Shape our Experiences:
 Moral theories
shape how we
interpret and
understand our
own experiences.
 Moral theories can
influence our
 Page 410 of 125
ETHICS

play a role in shaping our mental frames and how they

moral judgments influence
our perceptions
ROLE OF MENTAL FRAMES  Challenge our assumptions and
IN MORAL EXPERIENCE actively seek out different
perspectives on issues
Mental Frames
 are like pre-existing patterns
of thought and assumptions
that we use to organize and
interpret
information, as well as
influence how we perceive,
understand, and respond to
ethical situations
 these are shaped by our
upbringing, culture,
education, personal
experiences, and even the
media we consume
 it filter the information we
receive and influence how
we interpret it

How Moral Frames Shape

Moral Experience:
a. Mental frames can
perpetuate bias and
prejudice, leading to
unfair judgments and
discriminatory actions
b. Mental frames can create
blind spots in our moral
reasoning, preventing us
from recognizing or
addressing ethical issues
c. Mental frames can be
used to rationalize
harmful behavior,
making it seem
acceptable or justified

Breaking Free from Limiting

Frames:
 Become aware of our own
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ETHICS

 Practice empathy and overlooking systemic inequalities

try to see the world  “Destiny” Frame –
from the perspectives emphasizes the idea of fate
of others or predestination,
 Be willing to adjust our suggesting that certain
frames as we learn outcomes are predetermined
new information and and that
gain new experiences individuals have little control
over their lives
DOMINANT MENTAL FRAMES  “Magical Thinking”
Frame – involves believing
Frames based on Social in
Identity and Group superstitions, supernatural
Affiliation: forces, or conspiracy
 “Us vs. Them” theories
Frame –
emphasizes group
loyalty and
can create a sense of “in-
group” and “out-
group” dynamics
 “Stereotype” Frame –
involves making
generalizations about
entire groups of people
based on limited or
inaccurate
information
 “Social Hierarchy”
Frame – reinforces
the idea that certain
social groups are
inherently superior or
inferior to others

Frames based on Worldview

and Beliefs:
 “Just World”
Frame – assumes
that the world is
fair and that people
get what they
deserve; can lead to
blaming victims of
injustice and
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ETHICS

Frames based on
Psychological Needs and
Motivations: Lesson 12:
 “Self-Serving Bias” ARISTOTLE AND
Frame – leads people to ST.
attribute their successes to
their own abilities and their
THOMAS
failures to external factors Learning Outcomes:
 “Confirmation Bias” 1. Articulate what virtue ethics is
Frame 2. Critique virtue ethics
– leads people to seek out 3. Make use of virtue ethics
information that confirms Lectures:
their existing beliefs and to 1. Aristotle
ignore or dismiss 2. St. Thomas and the natural law
information that challenges
those beliefs CHARATER: ARISTOTLE AND
 “Moral Licensing” VIRTUE ETHICS
Frame – suggests that
doing good deeds allows Aristotle
us to engage in morally  is considered the father of
questionable behavior virtue ethics
later  he argued that living a good
life involves cultivating
Frames based on Emotional virtues like courage,
Responses: wisdom, justice,
 “Fear” Frame – temperance, and generosity
emphasizes the perception
of danger and threat, which VIRTUE ETHICS
can lead to anxiety,  a philosophical approach to
avoidance behavior, and morality that emphasizes the
impulsive decisions development of good
 “Anger” Frame – focuses character traits known as
on feelings of frustration, virtues, rather
resentment, and hostility, than focusing solely on actions or
which can lead to consequences
aggression, conflict, and a  it asks: “What kind of person
lack of empathy should I be?” instead of
 “Hope” Frame – “What is the right thing to
emphasizes optimism, faith, do?”
and the belief in  its goal is to become a
a better future, which can virtuous person, someone
lead to resilience, who consistently acts in
perseverance, and a accordance with these good
willingness to take risks character traits
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ETHICS

Key Concepts of Virtue

Ethics:
 Virtue – a character
trait that is considered
morally good or
praiseworthy; are not
just habits, they are
deeply ingrained
 Page 414 of 125
ETHICS

dispositions to think, feel, and by these virtues

act in ways that promote
human flourishing Examples of Virtues in Action:
 Vices – a character trait  Courage – A person who acts
that is considered morally courageously might stand up for
bad or blameworthy; are
dispositions that lead to
harmful or destructive
behavior
 Eudaimonia – is
often translated as
“happiness.”
“flourishing,” or “well-being”;
the ultimate goal of human
life,
which is not simply a feeling
of pleasure, but a state of
living a fulfilling and
meaningful life by
exercising one’s virtues
 Phronesis (Practical
Wisdom) – refers to the
ability to make sound
judgments about what is
right and good in specific
situations; is not just about
knowing the rules, but
about applying those
rules in good judgment
and understanding

How Virtue Ethics Works:

1. Identify Virtues – begins
by identifying the virtues
that are essential for a good
and fulfilling life
2. Develop Virtues – to
cultivate and develop these
virtues through practice,
habit, and education
3. Act Virtuously – a
virtuous person will
naturally make good moral
choices because their
character has been shaped
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ETHICS

what they believe in, even different cultures and societies

when it’s difficult or have different ideas about
unpopular. what constitutes a virtue (ex.
 Honesty – A person A virtue like “honesty” might
who is honest will be valued differently in a
always strive to be culture that
truthful, even when emphasizes direct
it’s communication versus one that
inconvenient or uncomfortable. prioritizes social harmony)
 Compassion – A 2. Lack of Clear Action
person who is Guidance – argue that virtue
compassionate will ethics focuses on character
show empathy and development rather than
concern for the providing clear rules or
suffering of others.
 Justice – A person
who is just will strive
to act fairly and treat
everyone with
respect.

Benefits of Virtue Ethics:

a. Virtue ethics offers
a holistic approach
to morality,
considering both our
actions and our
character.
b. Virtue ethics
encourages us to
become better people,
not just to follow rules
or maximize happiness
c. Virtue ethics
recognizes the
importance of
internal
motivation and a genuine
desire to do good.

CRITICISMS OF VIRTUE ETHICS

1. Subjectivity and
Cultural
Relativism – argue
that
 Page 416 of 125
ETHICS

guidelines for specific NATURAL LAW

actions (ex. Virtue ethics
might say a murderer lacks St. Thomas Aquinas (1225-1274)
compassion and fairness,  was a prominent Catholic
but it doesn’t explicitly theologian and philosopher who
condemn murder as greatly influenced the
inherently wrong) understanding of natural law
3. Overemphasis on
Moral Development –
argue that
virtue ethics can place too
much emphasis on personal
growth and ignore the
consequences of actions (ex.
A person might
display courage by
intervening in a conflict, but
if their
intervention causes
unintended harm, a
consequentialist perspective
would criticize the action
despite the virtuous
motivation)
4. Difficulty Applying to
Modern Issues – argue
that virtue ethics, rooted
in ancient Greek
philosophy, may not be
well-suited to address
modern ethical issues,
such as those
involving technology, global
politics, or environmental
concerns
5. Overreliance on Role
Models – argue that virtue
ethics relies heavily on role
models, but these models
might be flawed or
inaccessible to
everyone

DO GOOD, AVOID EVIL: ST.

THOMAS AQUINAS AND THE
 Page 417 of 125
ETHICS

 he built upon the ideas eternal law, accessible to

of Aristotle and human beings through their
integrated them with reason; a set of universal
Christian theology moral principles that are
inherent in human nature
Key Ideas on Natural Law: and can be
 Aquinas believed that discovered through reason
natural law is a 3. Human Law – are derived
reflection of the from natural law and
eternal law, which is should be consistent with it
the divine reason 4. Divine Law – revealed
governing the universe. through Scripture and the
 The first precept of Church, complements
natural law, natural law and
according to Aquinas,
is to do good and
avoid evil.
 Aquinas emphasized
the role of reason in
discerning natural
law; he believed that
human beings,
through their rational
faculties, can discover
the principles of
natural law by
observing the natural
order and reflecting
on
our innate inclinations.
 Aquinas argued that
human laws are just
and valid only if they
conform to natural
law.

Four Types of Law, according

to Aquinas:
1. Eternal Law – governs the
universe, emanating
from God’s reason and
wisdom; the foundation
of all laws
2. Natural Law – a
participation in the
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ETHICS

provides guidance for Aquinas saw marriage as a natural

achieving eternal salvation institution ordained by God for
the procreation and education of
Aquinas’ Four Precepts of children
Natural Law:
1. Preservation of Life
– humans have a
natural
inclination to preserve their
own lives and the lives of
others
2. Procreation and
Education of Children –
the natural
inclination towards procreation
and the education of
offspring is essential for the
continuation of the human
race
3. Living in Society – humans
are naturally social
creatures and have a natural
inclination to live
in communities and cooperate
with others
4. Seeking Knowledge of
God – human beings have a
natural desire to know and
understand God, the
ultimate source of all truth
and goodness

Examples of Natural Law

Principles:
 The Prohibition of Murder –
Aquinas argued that the
natural law prohibits
murder because it violates
the fundamental right to life
 The Importance of Justice –
natural law emphasizes the
need for fairness and
equality in our
interactions with others
 The Value of Marriage –
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ETHICS

Natural Law: Aristotle vs.

Aquinas

Aristotle Aquinas
Source Grounded in Rooted in
human God’s
nature andeternal law
observation
First Natural Do good and
Precept inclination avoid evil
towards
virtue and
eudaimonia
Revelation Relies Incorporates
primarily on divine
reason revelation
and as a source
observatio of
n knowledge
for natural
law
Hierarchical More focused More
System on the hierarchical,
inherent placing
purpose of divine law
things as the
highest
law
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ETHICS

should become everyone

Lesson 13: a universal else act
law
KANT AND RIGHTS Formula Act in such a Emphasizes
of way that you the intrinsic
Learning Outcomes: Humanity treat value of all
1. Understand and articulate the humanity,
rights theory whether in rational
2. Differentiate a legal from a moral your
right own person or beings
3. Critique the rights theory in the person
4. Make use of the rights theory of
any other,
Lectures: always at the
1. Kant and Rights Theorists same time as
2. What is Legal is not always Moral an
end and never
UNIVERSAL MORAL LAW: merely as a
means
IMMANUEL KANT AND
Formula So act that Emphasizes
CATEGORICAL IMPERATIVE your
of will can the
Immanuel Kant (1724-1804) – is regard
Autonom itself at the importance
widely considered one of the most
influential philosophers of all time Why Categorical Imperative
who is known for his “critical Matters:
philosophy,” while revolutionized  The categorical imperative
metaphysics, epistemology, emphasizes acting out of
ethics, and aesthetics duty, rather than out of self-
interest or personal
Categorical Imperative inclination.
 a universal moral law,  Categorical imperative
meaning it applies to all treats all rational beings as
rational beings, regardless of ends in themselves,
their specific meaning that we should
desires or circumstances never treat them as mere
 states that we should act only means to our own goals.
according to maxims that we  Categorical imperative
could universalize, meaning provides a test for
that we should act in a way determining the morality of
that we would want an action by asking whether
everyone else to act it could be universalized
without contradiction.
Formulations of Categorical
Imperative: Examples of the Categorical
Imperative in Action:
Formul Act only We should  Lying – If we lie, we are
a of according act only in acting in a way that we
Univers to that ways that
would not want
al Law maxim we could
 Page 53 of 125
ETHICS

everyone else to act. If

everyone lied, trust
would be destroyed,
 Page 54 of 125
ETHICS

and communication would emotions and personal

become impossible. relationships.
 Helping Others – If we help
others in need, we are RIGHTS THEORY
acting in a way that we
would want everyone else to Rights Theory
act. If everyone helped  a branch of philosophy and law
others, society would be that explores the nature of rights
more just and and their implications for
compassionate. individuals and societies
 Respecting Others – The
second formulation of the
categorical
imperative emphasizes the
importance of treating
others as ends in
themselves, not merely as
means to our own ends. This
means that we should
respect their autonomy and
dignity.

Criticisms of the Categorical

Imperative:
 Critics argue that the
categorical imperative is
too rigid and
inflexible; it might not
always provide clear
guidance for complex ethical
dilemmas, especially when
there are conflicting moral
principles.
 The concept of
universalizability can be
difficult to apply in
practice, especially when
dealing with cultural
differences and
diverse moral values.
 The emphasis on duty
can sometimes lead to a
sense of
moral obligation that
ignores the importance of
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ETHICS

 it focuses on the rights that enable

principles that govern individuals to participate in
basic entitlements or the political life of their
claims that individuals society, such as the right to
have vote, the right to free
within the society speech, and the right to
assembly
Key Concepts in Rights
Theory: Commonly Recognized Rights:
 Natural Rights – are 1. Right to Life
rights that are inherent 2. Right to Liberty
to human beings by 3. Right to Equality
virtue of their 4. Right to Property
existence, not granted
by any external
authority (right to life,
liberty, and property)
 Legal Rights – are
rights that are created
and protected laws and
institutions, which are
often based on natural
rights but are codified
and enforced by the
state
 Human Rights – are
universal rights that
apply to all
individuals, regardless of
nationality or legal
jurisdiction, which are
often considered to be
based on natural rights
and are protected by
international law
 Civil Rights – are rights
that protect individuals’
freedoms and ensure
fair treatment within a
society, which is often
focused on preventing
discrimination based on
factors like race,
gender, or religion
 Political Rights – are
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ETHICS

5. Right to a Fair Trial who

6. Right to Freedom of Speech argued that rights are ultimately
7. Right to Freedom of justified by their contribution to
Religion overall happiness
8. Right to Privacy  John Rawls – his theory of
9. Right to Education justice as fairness emphasizes the
10. Right to Healthcare

Rights theorists are philosophers

and legal scholars who study
the nature of rights and their
implications for
individuals and societies.

They explore questions like:

 What are rights? Are they
inherent, natural, or created
by society?
 Who has rights? Do only
human have rights, or do
other beings like animals
or even ecosystems have
rights?
 What are the
justifications for rights?
Are rights based on reason,
morality, utility, or
something else?
 How do rights interact
with each other? What
happens
when rights conflict?
 What are the implications
of rights for law, politics,
and
social justice?

Key Rights Theorists:

 John Locke – a prominent
Enlightenment thinker
who argued for natural
rights to life, liberty, and
property
 Jeremy Bentham – a
utilitarian philosopher
 Page 57 of 125
ETHICS

importance of basic Approach – rights should

liberties and equal be understood in terms of
opportunities for all the capabilities and
 Martha Nussbaum – opportunities that individuals
a contemporary need to lead fulfilling lives
philosopher who
advocates for a CRITICISMS OF THE RIGHTS
“capabilities THEORY
approach” to human  Critics argue that rights are
rights, focusing on often stated at a high level
the ability of of
individuals to live abstraction, making it difficult
flourishing lives to apply them to specific
real-world situations.
Different Approaches to Rights:
 Natural Rights
Theory – rights are
inherent to human
beings by virtue of
their nature and are
not dependent on any
government or social
contract
 Positive Rights
Theory – rights
include not only
negative rights
(freedom from
interference) but also
positive rights (the
right to receive
assistance or
resources from the
state)
 Legal Rights Theory –
rights are created and
protected by laws and
institutions
 Cultural Relativism
Theory – rights are
culturally specific, and
what is considered a
right in one culture
may not be in another
 Capabilities
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ETHICS

 Different rights can innovation by focusing on legal

clash, creating entitlements rather than
dilemmas where exploring new solutions to social
upholding one right might problems.
violate another.  Critics suggest that rights can
 Critics argue that rights sometimes be used to maintain
theory can promote an the status quo and hinder
overly progressive movements for social
individualistic view of justice.
society, neglecting the
importance of
social responsibility,
community, and collective
good.
 Rights are often presented
as
universal and absolute,
without acknowledging the
complex,
social, economic, and
cultural factors that
influence their application.
 Critics question how rights
can be effectively enforced,
especially in situations
where powerful actors
might disregard them or
where resources are scarce.
 Some argue that relying
heavily on rights can lead
to an over- burdened state,
as it becomes responsible
for ensuring that
everyone’s rights are
protected.
 Critics argue that rights are
not universally applicable
and that what is considered
a right in one
culture might not be
considered a right in
another.
 Some argue that rights
discourse can stifle
creativity and
 Page 59 of 125
ETHICS

LAW VS. MORALITY condemned as immoral)

 Some actions might be
Law Morality legal but raise ethical
A set of rules and A system of beliefs concerns. (ex.
regulations and values that
Certain advertising practices
enforced by a guide an
governing body individual’s might be legal but exploit
conduct vulnerable groups)
It aims to maintain It often involves  Individuals and societies
order and protect personal have different moral
citizens’ rights principles of frameworks. What one
right and
person considers moral
wrong,
fairness, and might be considered
justice immoral by another.

Why the distinction matters:

 Laws are created by
humans and can reflect
societal biases,
outdated values, or
political agenda, which
may not always align
with universally
accepted moral
principles.
 Situations can arise
where legal actions are
morally questionable.
 Individuals often have
their own moral
compass that guides
their actions, even
when those actions are
legal.

Why Legal Doesn’t Always

Mean Moral:
 Laws can change over
time as societies
evolve. What was
once legal might
become morally
unacceptable later. (ex.
Slavery was once legal
in many countries but is
now universally
 Page 60 of 125
ETHICS

The statement “what is legal is

not always moral” reminds us
that laws are not always a perfect Lesson 14:
reflection of moral values. UTILITARIANISM
It’s important to consider both Learning Outcomes:
1. Articulate what utilitarianism is
legal and moral perspectives 2. Critique utilitarianism
when making decisions and to 3. Make use of utilitarianism
advocate for laws that align with
our shared moral principles. Lecture:
Utilitarianism

UTILITARIANISM – a moral
philosophy that holds that the best
action is the one that maximizes
utility

Utility – refers to happiness, well-

being, or pleasure

Utilitarians believe that the

goal of morality should be to
create the greatest amount of
happiness for the greatest
number of people

Key Principles of Utilitarianism:

a. Consequentialis
m–
utilitarianism is
a
consequentialist theory,
meaning that it judges the
morality of an action based
on its consequences; the
ends justify the means
b. Maximizing Happiness –
utilitarians aim to
maximize overall happiness
and minimize suffering
c. Equal Consideration –
every individual’s
happiness counts equally

Founders of Utilitarianism:
 Page 61 of 125
ETHICS

 Jeremy Bentham
(1748-1832) –
considered the
founder of
modern utilitarianism; he
believed that happiness
could be
 Page 62 of 125
ETHICS

measured and that the best difficult to measure happiness

actions were those that and compare the happiness of
produced the greatest different people.
amount of pleasure  Utilitarianism can
 John Stuart Mill (1806- sometimes lead to
1873) – expanded on decisions that violate
Bentham’s idea, arguing individual rights if those
that some pleasures are decisions benefit the majority.
qualitatively higher than
others; he believed that
actions should be judged
based on their tendency to
promote happiness, not just
pleasure

Applications of Utilitarianism:
 Social/Public Policy –
utilitarianism has been
used to justify policies that
promote the well-being of
the majority, such as
public healthcare,
education, and social
safety nets; the goal would
be to choose policies that
benefit the most people
 Business Ethics –
utilitarianism is often used
in business to make
decisions that benefit the
company and its
stakeholders; the focus
would be on
maximizing profits while
minimizing harm to
consumers and employees
 Personal Ethics –
utilitarianism can help
individuals make
decisions that promote
happiness for themselves
and others

Criticisms of Utilitarianism:
 Critics argue that it’s
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ETHICS

 Utilitarianism focuses
solely on consequences,
neglecting the
importance of intentions
and moral character
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ETHICS

FINALS PERIOD
Justice and Fairness
Globalization and its Ethical
Challenges
Millennials and Fillennials: Ethical
Challenges and Responses
The Role of Religion in Ethics
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ETHICS

a. Distributive Justice – concerns

Lesson 15: the fair allocation of resources,
JUSTICE AND opportunities, and burdens
within a society
FAIRNESS b. Procedural Justice – focuses on
the fairness of the processes
Learning Outcomes:
1. Articulate what justice and fairness
used
are
2. Critique justice and fairness
3. Make use of justice and fairness

Lecture:
Justice and Fairness

JUSTICE
 refers to the upholding of
what is right and fair, often
in accordance with
established law, principles,
or moral standards
 it focuses on the impartial
and equitable distribution of
benefits and burdens, as well
as the
punishment of wrongdoing

Key Elements of Justice:

 Impartiality – justice
requires that all individuals
be treated equally and
fairly, regardless of their
social status, background,
or personal characteristics
 Proportionality – justice
demands that punishment
and rewards are
proportionate to the offense
or merit involved
 Due Process – justice
requires that individuals
have the right to a fair and
impartial hearing before
being deprived of their
rights or liberties

Types of Justice:
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ETHICS

to make decisions requires that individuals are

and resolve disputes treated with
c. Retributive Justice – dignity and respect, even
addresses the when there are disagreements
punishment of
wrongdoing and the Relationship Between Justice and
restoration of balance Fairness:
d. Restorative Justice –  Justice and fairness are closely
focuses on repairing intertwined, where a just
harm and restoring system must be fair, and a
relationships, often fair system must be
through grounded in justice.
dialogue and  Justice provides the
collaboration between overarching framework,
victims and offenders while fairness

FAIRNESS
 refers to the quality of
being just and
impartial, treating all
individuals with
equity and
consideration
 it emphasizes the
absence of bias and the
creation of a level
playing field

Key Elements of Fairness:

 Equity – fairness
recognizes that
individuals may
have
different needs and
circumstances and
requires adjustments to
ensure equal outcomes
 Transparency –
fairness demands
that decisions and
processes are clear
and
understandable to all
involved
 Respect – fairness
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ETHICS

ensures the equitable c. Be Willing to Challenge the

application of those Status Quo
principles.
CRITICISMS OF JUSTICE AND
KEY APPROACHES IN FAIRNESS
ACHIEVING JUSTICE AND
FAIRNESS Criticisms of Justice:
1. Addressing Systemic a. Justice as Revenge – it focuses
Inequality on punishment rather than
a. Combatting rehabilitation or reconciliation,
Discrimination failing to address
b. Reducing Poverty
and Inequality
c. Promote Economic
Justice
2. Strengthening
Democratic
Institutions
a. Promoting
Transparency and
Accountability
b. Expanding
Access to Justice
c. Empower Citizens
3. Cultivating Empathy
and Understanding
a. Promoting Dialogue
and Understanding
b. Educating for Justice
c. Support
Grassroots
Organizations
4. Fostering Global
Cooperation
a. Addressing
Global
Inequality
b. Promoting Human
Rights
5. Continuous Improvement
a. Embracing a
Growth Mindset
b. Holding
Ourselves
Accountable
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ETHICS

the root causes of crime or Limitation – focusing

other true redemption solely on fairness can stifle
b. Justice as Minimal innovation, creativity, and
– justice sets a progress; a rigid focus on
minimum standard of equal outcomes can
behavior, defining discourage
what is individuals from striving for
unacceptable but not excellence or taking risks
necessarily what is ideal d. Fairness as a Political
c. Justice as Utilitarian Tool – the term “fairness” is
– critics argue that often used by politician to
justice, at its core, is mask complex
utilitarian, aiming to policy choices or to appeal to a
maximize overall well- broad range of voters with
being but potentially differing values
sacrificing individual
needs for the greater
good
d. Justice as a
Vengeful God – some
view justice as a
harsh, Calvinistic
virtue, reflecting a
rigid and unforgiving
worldview

Criticisms of Fairness:
a. Fairness as
Subjective – what is
considered “fair” is
subjective and can
vary greatly between
individuals and cultures
b. Fairness as a Luxury
– some argue that
fairness is a luxury
that those who are
privileged can afford
to prioritize; those
struggling to survive
may
prioritize immediate needs
over abstract notions of
fairness
c. Fairness as a
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ETHICS

to environmental degradation,
Lesson 16: as businesses seek to minimize
GLOBALIZATION AND costs by exploiting natural
resources and polluting the
ITS ETHICAL environment; this includes
CHALLENGES
Learning Outcome:
1. Identify the important moral
challenges of globalization
2. Construct a plan for coping
with the challenges of
globalization

Lecture:
The Moral Challenges of Globalization

Globalization – the
interconnectedness of nations
through trade, technology, and
cultural
exchange

THE MORAL CHALLENGES OF

GLOBALIZATION:
1. Job Displacement – while
globalization creates jobs in
some sectors, it can also
lead to job losses in others,
particularly in developed
countries, which can result
in economic hardship and
social unrest

2. Exploitation of Labor –
globalization can lead to
the exploitation of
workers in developing
countries, where wages
are low, working
conditions are poor, and
labor law are often weak

3. Environmental
Degradation –
globalization can contribute
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ETHICS

deforestation, pollution, Standards –

and climate change enforcing
international labor
4. Cultural standards can help
Homogenization – prevent exploitation and
globalization can lead ensure decent working
to the homogenization conditions for all
of cultures, as Western c. Corporate Social
values and products Responsibility –
become dominant, businesses can adopt
which can erode ethical sourcing
cultural diversity and practices, ensuring their
traditional ways of life supply chains are free
from exploitation and
5. Inequality – environmental damage
globalization can
exacerbate inequality,
both
within and between
countries; the benefits
of globalization often
accrue to a small elite,
while the poor and
marginalized are left
behind

Potential Solutions to the

Moral Challenges of
Globalization:

1. Promoting Fair
Labor Practices
a. Fair Trade
Initiatives –
supporting fair
trade
organizations
ensures
producers in
developing
countries receive
fair wages and work
in safe conditions
b. International
Labor
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ETHICS

2. Protecting the sense of global

Environment citizenship
a. Sustainable Business 4. Addressing Inequality
Practice – a. Progressive Taxation –
multinational implementing
corporations can progressive taxation
reduce systems can help
greenhouse gas redistribute wealth and
emissions, promote reduce income
renewable energy inequality
sources, and b. Investment in
implement efficient Education and
waste management Healthcare – investing
systems in public education and
b. International healthcare systems can
Environment provide opportunities
al for
Agreements – global
agreements can help
coordinate
international efforts to
address
environmental
challenges
3. Preserving
Cultural Diversity
a. Support for Local
Cultures –
governments and
communities can
support local artisans,
traditional
practices, and
indigenous knowledge
to preserve cultural
diversity
b. Cultural Exchange
Programs –
facilitating cultural
exchange programs
can promote
understanding and
appreciation of
diverse
cultures, fostering a
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ETHICS

all, regardless of their

background
c. International
Development Aid –
developed countries
can provide financial
assistance to
developing countries to
help them
improve their living
standards and reduce
poverty
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ETHICS

shifts, and social changes

Lesson 17:
MILLENIALS Baby Boomers
 are the generation born during
AND the post-World War II baby
FILLENIALS: ETHICAL boom, generally considered to be
CHALLENGES AND from 1946 to 1964
RESPONSES
Learning Outcome:
1. Compare responses to shared
moral dilemmas of baby
boomers and millennials
2. State qualities of the filinnial

Millennials
 also known as Generation Y
or Gen Y, are the
demographic cohort born
between the early 1980s and
the late 1990s
 are often called “digital
natives” because they grew
up with the
internet, mobile devices, and
social media

Fillennials
 is likely a combination of
“Filipino” and
“Millennials”
 refers to individuals from the
Philippines who belong to
the Millennial generation,
typically defined as those
born between the early
1980s and the mid-
1990s
 highlights the unique
experiences and
perspectives of Filipino
Millennials who grew up
during a significant
technological
advancements, economic
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ETHICS

SHARED MORAL concern for both boomers

DILEMMAS OF BABY and millennials
BOOMERS AND
MILLENNIALS Generational Differences in
Responses:
a. Environmenta
l Boomers Millennials
Often prioritize Tend to be more
Sustainability
tradition, duty, progressive,
– both and a strong valuing
generations grapple with work ethic inclusivity, social
the urgency of climate justice, and a
change and its impact on global perspective
the planet; while They may They may be
approach more likely to
boomers may have
contributed to environmental
degradation,
millennials are facing
its consequences more
directly
b. Social Justice –
issues like income
inequality, racial
injustice, and LGBTQ+
rights are shared
concerns; boomers may
have witnessed the rise of
these movements, while
millennials are actively
engaged in advocating
for change
c. Technology and
Privacy – the rapid
advancement of
technology raises
ethical questions about
data privacy, online
security, and the impact
of social media on
mental health
d. Work-Life Balance – the
blurring work and
personal life, driven by
technology and
changing workplace
expectations, is a
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ETHICS

responsibility and advocate for with

and adherence systemic change technology, having grown up
to with the internet and social
established norms media; they are adept at
navigating online platforms
Examples: and using digital tools
Baby Millennials
Boomers
Climat Might favor May
e gradual, advocate
Chang incremental for more
e changes to radical
address solutions and
climate a faster
change transition
to
renewable
energy
Socia Might be Might be
l more more
Medi cautious comfortable
a about with the
sharing trade- off
personal between
information privacy and
online convenience

Bridging the Gap

 Encouraging communication
and understanding between
generations.
 Identifying common values,
such as a commitment to a
sustainable future or social
justice.
 Boomers can share their
experience and knowledge
with millennials, while
millennials can offer fresh
perspectives and
innovative solutions.

POTENTIAL QUALITIES OF
FILLENNIALS

 Digital Proficiency –
are highly comfortable
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ETHICS

 Entrepreneurial Spirit –
may share the
entrepreneurial drive and
ambition of Millennials,
being open to innovative
ideas and seeking
opportunities for personal
and professional growth
 Social Awareness – may
have strong sense of
social responsibility and a
desire to contribute to
making the world a
better place
 Work-Life Balance – may
prioritize work-life balance
and seek employers who
offer
flexibility and
opportunities for personal
fulfillment
 Global Perspectives –
fillennials have likely
grown up in a more
interconnected world,
and may have a broader
global perspective than
previous
generations; may be more
open to diverse cultures
and experiences
 Pragmatism – might
exhibit a blend of
Millennial idealism and
Gen Z pragmatism; may
be both optimistic about
the future and realistic
about the challenges
they face
 Adaptability – are
incredibly adaptable and
comfortable with
change; are quick
learners and embrace
new technologies
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ETHICS

Focus Human Spiritual

welfare fulfillment,
Lesson 18: , divine will
THE ROLE OF RELIGION fairnes
s,
IN ETHICS justice
Universality Aims for Moral codes
Learning Outcome: universaloften
1. Differentiate ethics from religion principles
specific to
2. Appreciate the role of a religion
religion in a globalized world Enforcemen Societa Divine
t l laws, judgment,
ETHICS AND RELIGION person community
al reinforceme
conscience nt
Ethics Religion
A branch of A system of ROLE OF RELIGION IN A GLOBALIZED
philosophy that beliefs and
WORLD
deals with moral practices that
principles and often includes a
values that guide belief in a higher Religion as a UNIFYING FORCE
human behavior power or  Religion has always
supernatural transcended national
entity
It focuses on It typically
boundaries, creating global
what is right and involves rituals, networks of believers,
wrong, good and ceremonies, and which can foster
bad, and how we a set of moral understanding and
should live guidelines for cooperation between people
our lives believers from different cultures.
It seeks to Religious morals
establish are often derived
 Religion can provide a moral
universal from framework for individuals
principles that sacred and communities which
apply to all texts, offers a sense of purpose
individuals, teachings and meaning, guiding people
regardless of their of to live ethically and
beliefs prophets or
religious leaders,
contribute to the common
and divine good.
revelation  Religious organizations
often provide essential
Key Differences: social services, such as
healthcare, education, and
Ethics Religion humanitarian aid,
Source Human Divine
reasoning, revelation, particularly in marginalized
logic, sacred texts, communities.
critical tradition
thinking Religion as a SOURCE OF
CONFLICT
 Globalization can amplify
 Page 68 of 125
ETHICS

t n to justify
h violence, intolerance,
e and oppression.

i
n
f
l
u
e
n
c
e

o
f
e
x
t
r
e
m
i
s
t
g
r
o
u
p
s
w
h
o

u
s
e

r
e
l
i
g
i
o
 Page 69 of 125
ETHICS

 Globalization can lead to

clashes between traditional
religious values and
modern, secular
values.
 The spread of religious
ideas through globalization
can lead to tensions over
proselytization and
conversion, particularly in
areas where different faiths
coexists.

Navigating the Challenges:

 Promoting dialogue and
understanding between
different religious traditions
is crucial to fostering
peaceful coexistence in a
globalized world.
 Respecting religious
diversity and promoting
tolerance are essential
for creating a more
inclusive and harmonious
global society.
 Religious leaders and
organizations can play a
vital role in addressing
social injustices and
promoting equality, which
can help mitigate
potential conflicts
fueled by religious
differences.