Beruflich Dokumente
Kultur Dokumente
Tuguegarao City
Ethics deals with the principles of ethical behaviour in modern society at the level of the person, society, and in interaction with the environment and other shared
resources (CMO 20 s 2013).
Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course discusses the context and principles of
ethical behaviour in modern society at the level of individual, society, and in interaction with the environment and other shared resources. The course also teaches
students to make moral decisions by using dominant moral frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas.
The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context – cultural, communal, and environmental;
(b) the act; and (c) reason or framework (for the act).
Ethics 2
ETHICS COURSE MAP
Ethics 3
COURSE CONTENT:
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Recall rules they have Orientation to the Course Brainstorming: Week 1 Student Oral recitation
to follow. What rules do you find Handbook on the necessity
constricting? Why rules? of laws in society
and rules and
Explain why they INTRODUCTION to Mini-Lecture: Meaning of regulations in
have to follow rules. ETHICS Why rules are important Ethics school.
to human being? Babor, E. (1999),
Ethics: The Groupwork
Compare and Contrast: Philosophical Activity:
Ethics versus Morality Discipline of Cite rules that are
Action. Rex closely
Bookstore, Inc., associated with
pp.5-9 the Core Values
of USL (5 Rules
in each Core
values)
Ethics 4
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 1: Differentiate Differentiate between Part I. The Moral Agent Socratic Method of Week 2 MORAL Compare and
between moral and non- moral and non-moral Class Discussion: STANDARD Contrast:
moral problems; standards. A. Moral vs. Non-moral When do you say it is a S VS. NON- Cite two to three
Standards moral experience? MORAL differences
Recognize and recall STANDARD between moral
CLO 2:Describe what a a moral experience. B. Moral Dilemmas Multimedia presentation S and non-moral
moral experience is as it (Lecture): https://www.youtu standards
happens in different Detect a moral C. Three Levels of Moral Difference between moral be.com/watch?
levels of human existence dilemma. Dilemmas and non-moral standards v=SVYcETMuJg8 Alternative-
1. Individual Response on
Identify the three 2. Organizational Group activity: Moral Dilemmas Ethical Dilemmas
levels of moral 3. Systemic or Students identify 5 https://www.youtu (LMS)
dilemmas. Structural dilemmas of the society be.com/watch?
and give explanation to v=jwOQ7ZqDWN Reporting: Case
each dilemma. 4 presentation of
Ethical Dilemmas
by group.
Ethics 5
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 2: Describe what a Explain why only D. Foundation of Morality: Video Clips Viewing - Week 3 Unlimited: The Reflective
moral experience is as it human beings can be Freedom and Demonstrating unlimited challenge of Essay:
happens in different moral or ethical. Responsibility for One's freedom or the absence Human Freedom 1. Is freedom
levels of human existence Act and to Others of freedom https://www.youtu possible without
Assess why freedom be.com/watch? responsibility?
CLO 4: Illustrate the is crucial in our ability Lecture / Presentation: v=Lo8vZU_p2aY 2. Freedom is
elements of moral to make moral To bring out reactions and doing whatever I
development and moral decisions. insights on the video Panesa, Yanni want in my life. Is
experience clips, zeroing in on why (2015). Jean-Paul it true or not?
Justify the advantage freedom is crucial to the Sartre: Freedom Why?
of owning moral ethical experience and
standards over Responsibility. Multiple-Choice
merely abiding by Group/Individual work Youtube.com. on Freedom and
Ethics 6
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Ethics 7
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 1: Differentiate Recall and share F. The Moral Agent: Socratic Method Week 4-5 Video Clips: Presentation of
between moral and non- defining moments in Developing Virtue as a (Classroom Discussion): Character studies Reflections on
moral problems their moral formation. Habit Moral character as of Nelson the video clips
Ethics 8
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Ethics 9
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Ethics 10
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
http://www.qcc.cu
ny.edu/SocialScie
nces/ppecorino/M
EDICAL_ETHICS
_TEXT/Chapter_
2_Ethical_Traditio
ns/Reading-
Barger-on-
Kohlberg.htm
Preliminary Examination
CLO 1: Differentiate Capture and analyze Part II. The Act Role Play Week 7 Unconscious Recitation
between moral and non- their feelings in Brainstorming Emotional
moral problems personal moral A. Feelings and Moral In small groups, students Influences on Graded Role
experiences. Decision Making plan to present role plays Decision Making The teacher will
CLO 2: Describe what a of situations highlighting https://www.youtu critique the
moral experience is as it Compare reasonable in one case an emotional be.com/watch? behavior and
happens in different and emotional response, and in the v=9hvsqaCWJcU responses of
levels of human existence responses in given other a rational response agents in the
situations. 1. JIEWEN cases presented
Ethics 11
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 1: Differentiate Recall immediate B. Reason and Illustrate feelings as Week 8 Porter, Bruce: Individual
Ethics 12
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
between moral and non- responses to moral Impartiality as instinctive response via a Steps to Ethical comments and
moral problems dilemmas. Minimum case from the news. Decision Making critiques on the
Requirements for https://www.youtu agent's
CLO 2: Describe what a Differentiate Morality Group Dynamics: be.com/watch? responses in the
moral experience is as it responses to moral 1. Reason and Students are given three v=LzD1R4XrrTs role-playing
happens in different issues based on Impartiality situations - from medical activity
levels of human existence reason and those Defined ethics, end of life
based on feelings 2. The 7-Step Moral involving a dying parent; Group case
CLO 4: Illustrate the Reasoning Model payment of facilitation fee analysis using
elements of moral Check real life cases * Gather the facts. to a customs officer by a the 7-step model
development and moral against the 7-step * Determine the finance employee; and (on any cases in
experience model that uses Ethical issues. from Ethics in Ethics to be
reason and * What principles government, the use of provided by the
CLO 5: Use ethical impartiality have a bearing on an official car to bring teacher)
frameworks or principles the case? one's daughter to school
to analyze moral * List the every day - and are asked Stem-option on
experiences alternatives. to role-play three moral Ethics Decision
* Compare experiences. Making
CLO 6: Make sound alternatives with
ethical judgments based principles.
Ethics 13
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Ethics 14
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
response
(Divergence/
Hunger Games)
CLO 5: Use ethical Explain the role of Part III. Frameworks and Lecture: Week 10 Greek Ethics: Multiple Choice
frameworks or principles mental frames in Principles Behind our Moral theories as frames Socrates, Plato, on Virtue ethics of
to analyze moral moral experience. Moral Disposition of moral experiences and Aristotle Aristotle
experiences Frameworks Babor, E. (1999),
Classify the dominant Reading Session: Ethics: The (LMS-
CLO 6: Make sound mental frames. A. Virtue Ethics Virtue Ethics of Aristotle Philosophical Homework)
ethical judgments based 1. Aristotle: Telos or the Nicomachean Discipline of Reflective Essay
Ethics 15
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
on principles, facts, and Articulate what virtue 2. Virtue as Habit Ethics Action. Rex on an old adage:
the stakeholders affected ethics is according to 3. Happiness as Bookstore, Inc., “Eat, drink and be
Aristotle. Virtue pp.25-35. merry, for
Online Source: tomorrow we
https://doi.org/10. die?” What is the
1080/10611967.2 moral implication
016.1293436. of the old adage
Guseynov, A. A. in relation to the
(2016). notion of Aristotle
Nicomachean on moderation?
Ethics: Text and
Doctrine. Russian Constructive-
Studies in Response:
Philosophy, “We are what we
54(6), 486-500. repeatedly do.
Excellence, then,
Austin, Michael is not an act, but
(2014). The a habit.” Explain.
Habit Model of
Moral
Ethics 16
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Development:
Aristotle's view of
Character
Formation.
Psychology
Today. Retrieved
April 8, 2019 from
https://www.psyc
hologytoday.com/
blog/ethics-
everyone/201411/
the-habit-model-
moral-
development
CLO 5: Use ethical Critique virtue ethics 2. St. Thomas Interview and Report: Week 11 Christian Ethics: Recitation on
frameworks or principles in the words of St. Aquinas: Natural Students will interview Thomas Aquinas virtues necessary
to analyze moral Thomas Aquinas. Law Theology teachers or Babor, E. (1999), for achieving
experiences * The Natural and priests about their Ethics: The happiness.
Make use of virtue Its Tenets positions on contentious Philosophical
CLO 6: Make sound ethics in evaluating * Happiness as moral issues, e.g. gay Discipline of Reporting on
ethical judgments based
Ethics 17
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
on principles, facts, and moral issues in the Constitutive of marriage, divorce, etc. Action. Rex moral issues be
the stakeholders affected country. Moral and Cardinal Report to the class their Bookstore, Inc., graded as a
Virtues ethical frameworks. p. 48. group
Online Source:
2. Hošek, P.
(2016). The
Christian Claim
for Universal
Human Rights in
Relation to the
Ethics 18
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Natural Moral
Law. Evangelical
Review of
Theology, 40(1),
44–57. Retrieved
from
http://search.ebsc
ohost.com/login.a
spx?
direct=true&db=a
ph&AN=1137912
46&site=ehost-
live
3.
Midterm Examination
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
CLO 5: Use ethical Understand and B. Kant and Rights Multimedia presentation Week 12 Kants/ Constructive-
frameworks or principles articulate the rights Theorists Kant and Rights Theories Metaphysical of response:
Ethics 19
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Ethics 20
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 5: Use ethical Differentiate a legal 2. Different Kinds of Think-Pair-Share: Week 13 Utilitarianism Written dyad
frameworks or principles from a moral right. Rights Justify why not all legal is Braybrooke, D. case analysis
to analyze moral * Legal always moral. (2003). The Output of “what is
experiences Define what * Moral Relation of legal is always
utilitarianism is. Timeline Lecture: Utilitarianism moral”
CLO 6: Make sound C. Utilitarianism Philosopher - proponents
to Natural Law
ethical judgments based Critique utilitarianism 1. Origins and of utilitarianism: What do Group case
Theory[1]. Goo
on principles, facts, and using different case Nature of Theory they say on utilitarianism? analysis and oral
the stakeholders affected. studies 2. Business's d Society presentation
Fascination with Post It Journal, 12(3), defense (To be
CLO 7: Manifest a Utilitarianism Thoughts on Duterte's 43–49. feared rather than
develop sensitivity to the kind of Government - Is it https://doi.org/ to be loved-
common good good on utilitarianism? 10.1353/gso.20 Machiavellianism)
04.0016
Ethics 21
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 5: Use ethical Articulate what justice D. Justice and Fairness: Socratic Method of Week 14 Sevilla, Aldrich: Constructive
frameworks or principles and fairness are. Promoting the Class Discussion: Justice and Response:
to analyze moral Common Good On justice and fairness Fairness by John 1. “What is Fair is
experiences Explain how justice 1. The Nature of the Rawls Just and What is
and fairness promote Theory Debate: https://www.youtu just is fair.” What
the common good. 2. Distributive Federalism vs. be.com/watch? is your personal
CLO 6: Make sound Justice Parliamentary kind of v=wfumE83oIQg reaction on this
ethical judgments based Critique the tenets of a. Egalitarian Government in the regard? Are they
on principles, facts, and distributive justice. b. Capitalist Philippines Rawls (1996) "A the same or not?
the stakeholders affected. c. Socialist Theory of Justice"
Participate actively on Simulation: in Reason at 2. When is
Ethics 22
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 7: Manifest a the given issue for The class divided in three Work: distributive justice
develop sensitivity to the debate. groups to present Introductory applicable?
common good simulation on distributive Readings in
justice in the Philippines. Philosophy 4. Distinguish
equality from
CLO 8: Apply the equity.
principles of ethical
behavior in modern
society at the level of the True or False:
person, society, and On Justice and
interaction with the Fairness
environment and other
shared resources.
Ethics 23
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
CLO 5: Use ethical Identify who should E. Taxation (mandated Guest's Talk: Week 15-16 General Small Group's
frameworks or principles carry the burden of topic by CHED) Invite a lecturer expert on Principles and Output - How to
to analyze moral taxation or who taxation for a 20-30 Concepts of ethically
experiences should benefit from it. minutes talk in class Taxation appropriate taxes
F. The Challenges of https://www.youtube paid by the
Determine the Pluralism and Video Clips .com/watch? Filipino people?
CLO 6: Make sound important moral Fundamentalism: The Presentation: v=boRXVpPxKf4
ethical judgments based challenges of Search for Universal On facets of globalization Group oral
on principles, facts, and globalization. Values - Ethical challenges for Modernism, presentation of
the stakeholders affected. 1. Globalization and business that works in a Secularism, plans for coping
State the qualities of Pluralism: New globalized world; and Pluralism, with the
CLO 7: Manifest a the fillinials Challenges to what standards do Fundamentalism challenges of
develop sensitivity to the Ethics workers follow? and globalization
common good Compare responses 2. Challenges of Brainstorming: Traditionalism
to shared moral Fillenials (Filipino The moral challenges of https://www.youtu Stem-Option:
dilemmas of baby Millenials) globalization be.com/watch? Taxation
CLO 8: Apply the boomers and v=tZkhTbnCSiw
principles of ethical millenials.
behavior in modern CNN
society at the level of the Construct a plan for PHILIPPINE
Ethics 24
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Aguilar, Belindo
(2012). Strengths
and Weaknesses
of the Filipino
Character.
https://www.slides
hare.net/BelindoA
guilar/strengths-
and-weaknesses-
of-the-filipino-
Ethics 25
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
character
CLO 5: Use ethical Differentiate Ethics G. The Religious Discussion: Week 17 The Aikenhead: Essay Writing: Is
frameworks or principles from religion. Response Difference between Do we need Christian Ethics
to analyze moral 1. The Role of Ethics and religion and Religion to create the best norm for
experiences Discuss the role of Religion in Ethics role of religion in a a moral society? morality? Why?
religion in a 2. Christian Ethics - globalized world https://www.youtu or Why not?
CLO 7: Manifest a globalized world. God and the be.com/watch? (justifying one's
develop sensitivity to the Commandments Voice It Out: v=UisxYorDNr4 own cherished
common good Describe Christian as Ultimate Norm Students identify which framework in
Ethics. for Morality (?) ethical framework suits making moral
CLO 8: Apply the their own being in making decisions)
principles of ethical Identify one's own moral or ethical decisions
behavior in modern cherished framework Service
Ethics 26
COURSE LEARNING INTENDED LEARNING TEACHING AND
OUTCOMES OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Explain the history, General Orientation Experiential Learning Week 1 USL Student Reflection: Letter
vision and mission of A. USL Students describe their Handbook of Commitment
the University and 1. History experiences in the school as a student to
relate to the course, 2. Vision – Mission for the past year as USL MOPG on the institution
Ethics. 3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
Participate actively in of the School
attending all religious Use of Power point
activities of the Presentation on the
university. Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
COURSE PROJECTS: Compilation of Essay Writings on reflections in Ethics in a long sliding folder (encoded)/ Service Learning Program focusing on the Role of Ethics
in Religion (targeting Senior High School students) including lectures on the Ethical responsibility of students through social media.
a. PRELIM:
Quizzes, Recitation, Seatworks, Assignments, Powerpoint Presentations, Case Studies, Reflections
Ethics 27
b. MIDTERM AND FINALS:
Quizzes, Recitation, Seatworks, Assignments, Powerpoint Presentations, Case Studies, Reflections, Movie and Video Clips Review, Debates, SLP
GRADING SYSTEM:
Ethics 28
RUBRICS:
Ethics 29
4 3 2 1
Determined by current Determined by past research Determined by making a Community needs
research conducted or discovered by students with guess at what community secondary to what a project
Meets actual needs (5) discovered by students with teacher assistance where needs may be (3) teacher wants to do; project
teacher assistance where appropriate (4) considers only student
appropriate (5) needs or desires (2)
Active, direct collaboration Community members act as Community members are Community members are
Coordinated w/ community (5) with community by the consultants in the project informed of the project directly coincidentally informed or
teacher and/or student (5) development (4) (3) not knowledgeable at all (2)
Service-learning as Service-learning as a teaching Service-learning part of Service-learning
instructional strategy with technique with content/service curriculum but sketchy supplemental to curriculum,
Integrated academically (10)
content/service components components concurrent (8) connections, with emphasis in essence just a service
integrated (10) on service (6) project or good deed (4)
Students think, share, Students think, share, Students share with no Ran out of time for a true
produce reflective products produce group reflection only individual reflective projects reflection; just provided a
Facilitates reflection (10)
individually and as group (8) (6) summary of events (4)
members (10)
All students have direct All students have some active Some students more involved Skill knowledge used mostly
application of new skill or application of new skill or than others or little community in the classroom; no active
Uses academics in real world
knowledge in community knowledge (4) service involvement (3) community service
(5)
service (5) experience (2)
Reflections show affective Reflections show generic Reflections restricted to pros Reflections limited to self-
growth regarding self in growth regarding the and cons of particular service centered pros and cons of
Develops caring (5)
community and the importance of community project regarding the the service project (2)
importance of service (5) service (4) community (3)
Facilitate change or insight; Changes enhance an already Changes mainly decorative, Changes mainly decorative,
help alleviate a suffering; good community situation (4) but new and unique benefits but limited community
Improves quality of life (5)
solve a problem; meet a need realized in community (3) benefit, or are not new and
or address an issue (5) unique (2)
Total: 45 points
Source: https://www.uen.org/rubric/previewRubric.html?id=359
BOOKS
Ethics 30
COURSE PRIMARY REFERENCE:
Babor, E. (1999), Ethics: The Philosophical Discipline of Action. Rex Bookstore, Inc.
Babor, E. (2006), Ethics: The Philosophical Discipline of Action, Updated Edition. Rex Bookstore, Inc.
OTHER REFERENCES:
Aquinas, T (1966). On Law, Eternal Law, and Natural Law. Summa Theologiae, vol. 28. Blackfriars in conjunction with McGraw-Hill Book Company, New York.
Aristotle (1983). Book I-II. Nicomachean Ethics. Trans. Martin Oswald. Indianapolis: Bobbs-Memil Educational Publishing
Licuanan, P. et. Al. (1994) "A Moral recovery Program Building a People - Building Nation" in Values in Philipine Culture and Education: Philippine Philosophical Studies.
Edited by Manuel B. Dy Jr. Washington D.C.: The Council for Research in Values and Philosophy
ONLINE REFERENCES:
Aguilar, Belindo (2012). Strengths and Weaknesses of the Filipino Character. Retrieved on August 15, 2019 from https://www.slideshare.net/BelindoAguilar/strengths-and-
weaknesses-of-the-filipino-character
Austin, Michael (2014). The Habit Model of Moral Development: Aristotle's view of Character Formation. Psychology Today. Retrieved August 15, 2019 from
https://www.psychologytoday.com/blog/ethics-everyone/201411/the-habit-model-moral-development
Panesa, Yanni (2015). Jean-Paul Sartre: Freedom and Responsibility. Youtube.com. Retrieved August 15, 2019 from https://www.youtube.com/watch?v=P54omjM8T6A.
Barger, Robert (2000). A Summary of Lawrence Kohlberg's Stages of Moral Development. Notre Dame, Indiana: University of Notre Dame. Retrieved August 15, 2019
from http://www.qcc.cuny.edu/SocialSciences/ppecorino/MEDICAL_ETHICS_TEXT/Chapter_2_Ethical_Traditions/Reading-Barger-on-Kohlberg.htm
Ethics 31
The Rational Channel (2017). Unconscious Emotional Influences on Decision Making. Retrieved on August 15, 2019 from https://www.youtube.com/watch?
v=9hvsqaCWJcU
The Audiopedia (2017). Cultural Relativism. Retrieved on August 15, 2019 from https://www.youtube.com/watch?v=i43hSPP3qnI&t=448s
De Anza (n.d.). Cultural Relativism in PDF format. Retrieved on August 15, 2019 from https://www.deanza.edu/faculty/ramireztono/phil-02/culturalrelativism.pdf
Pekarsky, Daniel (1998). The Role of Culture in Moral Development. Retrieved on August 15, 2019 from http://parenthood.library.wisc.edu/Pekarsky/Pekarsky.html
CNN Philippines (2018), CNN Philippines: Meet the Millennials. Retrieved on August 15, 2019 from https://www.youtube.com/watch?v=ngoG6HxwCRs
Porter, Bruce (2017). Steps to Ethical Decision Making. Retrieved on August 15, 2019 from https://www.youtube.com/watch?v=LzD1R4XrrTs
The Audiopedia (2018). Moral Courage. Retrieved on August, 2019 from https://www.youtube.com/watch?v=Hde8IHusgJ8
Sevilla, Aldrich (2016). Justice and Fairness by John Rawls. Retrieved on August 15, 2019 from https://www.youtube.com/watch?v=wfumE83oIQg
Reeves, Timothy (2018). Modernism, Secularism, Pluralism, Fundamentalism and Traditionalism. Retrieved on August 15, 2019 from https://www.youtube.com/watch?
v=tZkhTbnCSiw
Millan, Sharon (2018). General Principles and Concepts of Taxation Retrieved on August 15, 2019 from https://www.youtube.com/watch?v=boRXVpPxKf4
Ethics 32
Revision History
MR. NESTOR M. CABRIDO JR. MR. WILSON J. TEMPORAL, MST MR. HAYDEN B. GONZALES
Syllabus Endorsed by
Recommended by:
Approved by:
Ethics 33