1UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS, SCIENCES & HEALTH

Social Science Department
S.Y. 2018-2019

Course Information and Syllabus in Ethics

DESCRIPTIVE TITLE : Ethics

CREDIT UNITS : 3 units (54 hours)
PRE-REQUISITE : None
COURSE DESCRIPTION:

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).

This course includes the mandatory topic on the morality of taxation.

COURSE LEARNING OUTCOMES AND GENERAL EDUCATION LEARNING OUTCOMES:

COURSE LEARNING OUTCOMES GENERAL EDUCATION LEARNING OUTCOMES

After completion of the course, the students should K K K K K V V V V V V V V V V V S S S S S S S
be able to: 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7
CLO 1: differentiate between moral and non-moral
problems;
CLO 2: describe what a moral experience is as it
happens in different levels of human existence;
CLO 3: explain the influence of Filipino culture on the way
students look at moral experiences and solve
moral dilemmas ;
CLO 4: illustrate the elements of moral development and
moral experience;
CLO 5: use ethical frameworks or principles to analyze
moral experiences;
CLO 6: make sound ethical judgments based on
principles, facts, and the stakeholders affected;
CLO 7: manifest a develop sensitivity to the common
good; and
CLO 8: apply the principles of ethical behavior in modern
society at the level of the person, society, and
interaction with the environment and other shared
resources.

I – Introduce E – Enabling D –Demonstrate

K - Knowledge V - Values S - Skills

Ethics 2
ETHICS COURSE MAP

GE Learning Outcomes Ethics

Knowledge (Intellectual competencies)
1. Analyze "texts" (written, visual, oral, etc.) critically I
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies) D
3. Use basic concepts across the domains of knowledge E
4. Demonstrate critical, analytical, and creative thinking E
5. Apply different analytical models in problem solving E
Values (Personal and Civic Responsibilities)
1. Appreciate the complexity of the human condition I
2. Interpret the human experience from various perspectives I
3. Examine the contemporary world from both Philippines and global perspectives I
4. Take responsibility for knowing and being Filipino E
5. Reflect critically on shared concerns I
6. Generate innovative practices and solutions guided by ethical standards E
7. Makes decisions based on moral norms and imperatives E
8. Appreciate various arts forms D
9. Contribute to aesthetics D
10. Advocate respect for human rights I
11. Contribute personally and meaningfully to the country's development I
Skills (Practical Skills)
1. Work effectively in a group E
2. Apply computing tools to process information effectively D
3. Use current technology to assist and facilitate learning and research D
4. Negotiate the world of technology responsibly D
5. Create solutions to problems in various fields E
6. Manage one's knowledge, skills, and values for responsible and productive living I
7. Organize one's self for lifelong learning I

Ethics 3
COURSE CONTENT:

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.

 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
OUTCOMES OUTCOMES
 Explain the history, General Orientation
vision and mission of A. USL
the University and
relate to the course,
Ethics.
 Participate actively in
attending all religious
activities of the
university.
CLO 2: Describe what a  Explain why only D. Foundation of Morality:
moral experience is as it human beings can be
happens in different moral or ethical.
levels of human existence
 Assess why freedom
CLO 4: Illustrate the is crucial in our ability
elements of moral to make moral
development and moral decisions.
experience
 Justify the advantage
of owning moral
standards over
merely abiding by
TEACHING AND
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
Experiential Learning Week 1 USL Student Reflection: Letter
Students describe their Handbook of Commitment
1. History experiences in the school as a student to
2. Vision – Mission for the past year as USL MOPG on the institution
3. Patron Saint springboard in the Campus Ministry
4. Religious Culture discussion (Recitation)
of the School
Use of Power point
Presentation on the
Religious culture of the
University
Christian life Orientation
of the Religious Activities
of the school.
Video Clips Viewing - Week 3 Unlimited: The Reflective
Freedom and Demonstrating unlimited challenge of Essay:
Responsibility for One's freedom or the absence Human Freedom 1. Is freedom
Act and to Others of freedom https://www.youtu possible without
be.com/watch? responsibility?
Lecture / Presentation: v=Lo8vZU_p2aY 2. Freedom is
To bring out reactions and doing whatever I
insights on the video Panesa, Yanni want in my life. Is
clips, zeroing in on why (2015). Jean-Paul it true or not?
freedom is crucial to the Sartre: Freedom Why?
ethical experience and
Responsibility. Multiple-Choice
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.

moral standards. and Dynamics: Retrieved April 8, Responsibility

Owned moral standards 2019 from
vs. merely abiding by https://www.youtu
moral standards be.com/watch?
v=P54omjM8T6A
.

 Articulate what culture

CLO 2:Describe what a means. E. Culture in moral Multimedia Presentation Week 4 Cultural Recitation on the
moral experience is as it Behaviour Cultural Relativism Relativism influences of your
happens in different  Attribute facets of 1. Culture and Its https://www.youtu community/
levels of human existence moral behavior to Roles in Moral Brainstorming: be.com/watch? culture to your
culture. Behaviour How do you think your v=i43hSPP3qnI&t behavior
CLO 3: Explain the 2. Cultural community influences =448s
influence of Filipino  Point out the Relativism: Not your behavior? Group
culture on the way differences in moral Tenable in Ethics De Anza (n.d.). Presentation of
students look at moral behavior of different 3. The Filipino Brainstorming Cultural Cultural Practices
experiences and solve cultures. Understanding of Why can't all cultural Relativism in PDF in relation to
moral dilemmas Moral Behaviour: practices be always format. Retrieved Ethics
 Evaluate the Strengths and correct? on April 8, 2019

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 7: Manifest a strengths and Weaknesses? from Essay

develop sensitivity to the weaknesses of Editorial Cartooning: https://www.dean Explain the
common good cultural relativism. Strengths and za.edu/faculty/ra position in Ethics
 Analyze crucial weaknesses of the mireztono/phil- called cultural
qualities of the Filipino moral character 02/culturalrelativi relativism.
Filipino moral identity sm.pdf Discuss its
in their own moral Group Sharing strengths and
experiences. Each group will share Strengths and weaknesses
cultural practices that Weaknesses of
have something to do the Filipino Homework
with Ethical and moral Character (LMS)
obligation. https://www.youtu Filipino Moral
be.com/watch? Character
v=6OUlacoQgxw

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.

1. The disposition; how is it Mandela watched about

CLO 2: Describe what a  Explain the Development of developed. https://www.youtu Nelson Mandela
moral experience is as it relationship between Moral Character be.com/watch?
happens in different individual acts and 2. The Circular v=xN8-k0Uc4SQ Written exercise
levels of human existence character. Relation of Acts on two scenarios
that Build Powerpoint highlighting (a)
CLO 4: Illustrate the  Identify and articulate Character and Presentation: Aristotle and respect for
elements of moral each stage of moral Acts that A chart of the students' Virtue Theory human life, and
development and moral development. Emanate from life's journey showing https://www.youtu (b) truth-telling.
experience Character incipient moments in their be.com/watch? Students discuss
 Identify universal 3. The Stages of lives and where they are v=PrvtOWEXDIQ the possible
CLO 6: Make sound values. Moral now in their moral results of
ethical judgments based Development development. upholding or not
on principles, facts, and  Explain why universal 4. How to Get the upholding the two
the stakeholders affected values are necessary Highest Level, values.
for human survival. Conscience-
CLO 7: Manifest a based Moral
develop sensitivity to the Decisions Learning Management Online Source: Video Analysis
common good System (Reading Collin, Bryan. through
Assignment) on Lawrence Constructive-
Kohlberg’s

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.

CLO 8: Apply the Lawrence Kohlberg’s Theory of Moral Response: Heinz

principles of ethical Theory of Moral development: Dilemma:
behavior in modern development by Brian G. https://www.youtu Watch carefully
society at the level of the Collin be.com/watch? the scenario.
person, society, and v=sBop4yfH4pg There are three
interaction with the questions given
environment and other Barger, Robert and shown in the
shared resources. Reading Assignment: (2000). A clip at the last
Five Steps to Better Summary of part. Choose one
Ethical Decision Making Lawrence and justify your
by Arthur Dobrin (LMS- Kohlberg's position.
based) Stages of Moral
Development.
Notre Dame,
Indiana:
University of
Notre Dame.
Retrieved
February 05,
2018 from

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 6: Make sound HONG, & through role play

ethical judgments based Song Analysis: CHANG, H. H. Constructive-
on principles, facts, and "Feelings" (2015). “I” Follow Response:
the stakeholders affected My Heart and Do you usually
“We” Rely on follow your heart
Reasons: The or rely on Reason
Impact of Self- in making
Construal on decisions?
Reliance on
Feelings versus
Reasons in
Decision
Making. Journal
of Consumer
Research, 41(6),
1392–1411.
https://doi.org/10.
1086/680082

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-
moral problems
CLO 2: Describe what a  Differentiate
moral experience is as it
happens in different
levels of human existence
CLO 4: Illustrate the
elements of moral  Check real life cases
development and moral
experience
CLO 5: Use ethical
frameworks or principles
to analyze moral
experiences
CLO 6: Make sound
ethical judgments based
responses to moral Impartiality as instinctive response via a Steps to Ethical comments and
dilemmas. Minimum case from the news. Decision Making critiques on the
Requirements for https://www.youtu agent's
Morality Group Dynamics: be.com/watch? responses in the
responses to moral 1. Reason and Students are given three v=LzD1R4XrrTs role-playing
issues based on Impartiality situations - from medical activity
reason and those Defined ethics, end of life
based on feelings 2. The 7-Step Moral involving a dying parent; Group case
Reasoning Model payment of facilitation fee analysis using
* Gather the facts. to a customs officer by a the 7-step model
against the 7-step * Determine the finance employee; and (on any cases in
model that uses Ethical issues. from Ethics in Ethics to be
reason and * What principles government, the use of provided by the
impartiality have a bearing on an official car to bring teacher)
the case? one's daughter to school
* List the every day - and are asked Stem-option on
alternatives. to role-play three moral Ethics Decision
* Compare experiences. Making
alternatives with
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.

on principles, facts, and * Assess the

the stakeholders affected Consequences. Lecture - Class
* Make a decision. Interactive Discussion:
Using the 7-Step model to
solve a case
CLO 2: Describe what a  Differentiate knowing C. Moral Courage Film Viewing - Review: Week 9 The Audiopedia Individual
moral experience is as it from actually 1. Why the Will is Divergence or Hunger (2018) on Moral reflection writing
happens in different executing a good as Important as Games Courage on a most recent
levels of human existence moral decision. Reason? https://www.youtu personal
2. Developing the Case Study: be.com/watch? dilemma: How did
CLO 4: Illustrate the  Judge their own moral Will Reasons why a good v=Hde8IHusgJ8 I decide and what
elements of moral behavior in terms of rational moral decision is did I actually do
development and moral planning and not always executed during my most
experience execution in important important moral
moral experiences. experience in the
CLO 6: Make sound past year?
ethical judgments based
on principles, facts, and Movie Analysis
the stakeholders affected through
constructive

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
OUTCOMES
 Explain the history,
 Participate actively in
on principles, facts, and  Articulate what virtue
the stakeholders affected
INTENDED LEARNING TEACHING AND
OUTCOMES
TOPICS LEARNING ACTIVITIES
TIME FRAME RESOURCES ASSESSMENT
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)
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.
2. Virtue as Habit Ethics Action. Rex on an old adage:
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

Saint Thomas Stem-Option

Aquinas: On Thomas
Montemayor, F. Aquinas and the
(1994), Ethics: Natural Law
The Philosophy
of Life. National
Bookstore.
pp.209-216.

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.

to analyze moral theories. 1. Immanuel Kant Morals: 1. What is meant

experiences * Good Will Montemayor, F. by Kant's
 Describe good will in * Hypothetical vs. Case Analysis (1994), Ethics: Deontological
CLO 6: Make sound the words of Categorical Analysis of cases using The Philosophy approach to
ethical judgments based Immanuel Kant. Imperative rights theories (Rights of Life. National ethical decision
on principles, facts, and Ethics and Liberty, Rights Bookstore. making?
the stakeholders affected.  Differentiate Ethics and Welfare) pp.217-222.
hypothetical from 2. What is the
CLO 7: Manifest a difference
categorical Debate: Immanuel Kant’s
develop sensitivity to the between a
imperative. Hypothetical Imperative Categorical
common good Categorical and
vs. Categorical Imperative Imperative:
Schulzke, M. Hypothetical
CLO 8: Apply the
Class Interactive (2012). Kant’s Imperative?
principles of ethical
discussion Categorical
behavior in modern Alternative
Cases on Rights (ex. Imperative, the
society at the level of the Response:
Right of the dying vs. right Value of Respect,
person, society, and Categorical
of the family; the teacher and the
interaction with the Imperative and
can provide cases) Treatment of
environment and other Hypothetical
Women. Journal
shared resources.
of Military

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.

Ethics, 11(1), 26–

41.
https://doi.org/10.
1080/15027570.2
012.674241

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
OUTCOMES
CLO 8: Apply the
principles of ethical
behavior in modern
society at the level of the
person, society, and
interaction with the
environment and other
shared resources.
CLO 5: Use ethical
frameworks or principles
to analyze moral
experiences
CLO 6: Make sound
ethical judgments based
on principles, facts, and
the stakeholders affected.
INTENDED LEARNING TEACHING AND
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.
Utilitarian Ethics Seatwork:
Babor, E. (1999), Explain the
Ethics: The distinction
Philosophical between
Discipline of Bentham and Mill
Action. Rex with respect to
Bookstore, Inc., the principle of
p. 64. Utility.
 Articulate what justice D. Justice and Fairness: Socratic Method of Week 14 Sevilla, Aldrich: Constructive
and fairness are. Promoting the Class Discussion: Justice and Response:
Common Good On justice and fairness Fairness by John 1. “What is Fair is
 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
Justice Parliamentary kind of v=wfumE83oIQg reaction on this
 Critique the tenets of a. Egalitarian Government in the regard? Are they
distributive justice. b. Capitalist Philippines Rawls (1996) "A the same or not?
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.

person, society, and coping with the S

interaction with the challenges of PRESENTS:
environment and other globalization. MEET THE
shared resources. MILLENNIA
LS
https://www.youtu
be.com/watch?
v=ngoG6HxwCR
s

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.

society at the level of the in making moral Learning

person, society, and decisions. Program: The
interaction with the Role of Ethics in
environment and other Religion
shared resources.
Final Examination

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.

ASSESSMENT PER TERM:

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:

Criteria in Grading Prelim Midterm Finals

Class Standing = 50%

Quizzes 20 % 20 % 15 %
Class Activities (Case Studies and Assignments) 20 % 15 % 15 %
Recitation / Debates 10 % 10 % 5%
Movie and Video Clips Review 5% 5%
Course Project/SLP 10 %
Major Exam = 50% 50 % 50 % 50 %
TOTAL 100 100 100

Ethics 28
RUBRICS:
Rubrics for Essay Writing:
Content
Answer is appropriate to the
question. Content is factually
4 correct.
Answer is appropriate to the
question. Content may have
3 one or two factual errors.
Content relates peripherally to
the question; contains
2 significant factual errors.
Content unrelated to question.
1 Repetitious, incoherent,
SERVICE LEARNING RUBRIC (Final Term)
Organization
Clear sense of order. Begins with a
thesis or topic sentence. Supporting
points are presented in a logical
progression.
May lack a thesis sentence, but
points are presented in a logical
progression.
Logic of argument is
minimally perceivable.
Points presented in a
seemingly random fashion, but all
support argument.
Lacks clear organizational
plan. Reader is confused.
Development
Develops each point with may specific
details. Answers question completely.
Each point supported with some details
and evidence. All important points
included.
Sparse details or evidence. Question only
partially answered.
Statements are unsupported by any detail
or explanation.
illogical development.
Use of Language
Uses technical or scientific terminology
appropriately and correctly. No major
grammatical or spelling errors.
Accurate word choice. No more than 2
major errors and a few minor errors.
Ordinary word choice; use of scientific
terminology avoided. Some serious errors
(but they don’t impair communication).
Limited vocabulary;
errors impair communication.
Ethics 29

Meets actual needs (5)
Coordinated w/ community (5)
Integrated academically (10)
Facilitates reflection (10)
Uses academics in real world
(5)
Develops caring (5)
Improves quality of life (5)
Total: 45 points
Source: https://www.uen.org/rubric/previewRubric.html?id=359
4 3
Determined by current
research conducted or
discovered by students with
teacher assistance where
appropriate (5)
Active, direct collaboration
with community by the
teacher and/or student (5)
Service-learning as
instructional strategy with
content/service components
integrated (10)
Students think, share,
produce reflective products
individually and as group
members (10)
All students have direct
application of new skill or
knowledge in community
service (5)
Reflections show affective
growth regarding self in
community and the
importance of service (5)
Facilitate change or insight;
help alleviate a suffering;
solve a problem; meet a need
or address an issue (5)
Determined by past research
discovered by students with
teacher assistance where
appropriate (4)
Community members act as
consultants in the project
development (4)
Service-learning as a teaching
technique with content/service
components concurrent (8)
Students think, share,
produce group reflection only
(8)
All students have some active
application of new skill or
knowledge (4)
Reflections show generic
growth regarding the
importance of community
service (4)
Changes enhance an already
good community situation (4)
BOOKS
2 1
Determined by making a
guess at what community
needs may be (3)
Community members are
informed of the project directly
(3)
Service-learning part of
curriculum but sketchy
connections, with emphasis
on service (6)
Students share with no
individual reflective projects
(6)
Some students more involved
than others or little community
service involvement (3)
Reflections restricted to pros
and cons of particular service
project regarding the
community (3)
Changes mainly decorative,
but new and unique benefits
realized in community (3)
Community needs
secondary to what a project
teacher wants to do; project
considers only student
needs or desires (2)
Community members are
coincidentally informed or
not knowledgeable at all (2)
Service-learning
supplemental to curriculum,
in essence just a service
project or good deed (4)
Ran out of time for a true
reflection; just provided a
summary of events (4)
Skill knowledge used mostly
in the classroom; no active
community service
experience (2)
Reflections limited to self-
centered pros and cons of
the service project (2)
Changes mainly decorative,
but limited community
benefit, or are not new and
unique (2)
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.

Ethics/Professional Ethics Books:

Montemayor, F. (1994), Ethics: The Philosophy of Life. National Bookstore.
Chan, G. (edited) (2016), Ethics and Social Responsibility: Asian and Western perspectives. Singapore: McGraw-Hill Education (Asia).
Gordon, J.S. (2014), Global Ethics and moral responsibility: Hans Jonas and his critics, Burlington: Ashgate Publising
Gualdo, R. (2005), Professional Ethics with Introduction and General Ethics. Anahaw Enterprises.

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

EBSCO Online references:

1. Guseynov, A. A. (2016). Nicomachean Ethics: Text and Doctrine. Russian Studies in Philosophy, 54(6), 486-500. Retrieved on April 8, 2019 from
https://doi.org/10.1080/10611967.2016.1293436.
2. Schulzke, M. (2012). Kant’s Categorical Imperative, the Value of Respect, and the Treatment of Women. Journal of Military Ethics, 11(1), 26–41.
https://doi.org/10.1080/15027570.2012.674241
3. Braybrooke, D. (2003). The Relation of Utilitarianism to Natural Law Theory[1]. Good Society Journal, 12(3), 43–49.
https://doi.org/10.1353/gso.2004.0016
4. Hošek, P. (2016). The Christian Claim for Universal Human Rights in Relation to the Natural Moral Law. Evangelical Review of Theology, 40(1), 44–57. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=113791246&site=ehost-live
5. JIEWEN HONG, & CHANG, H. H. (2015). “I” Follow My Heart and “We” Rely on Reasons: The Impact of Self-Construal on Reliance on Feelings versus Reasons in
Decision Making. Journal of Consumer Research, 41(6), 1392–1411. https://doi.org/10.1086/680082

Ethics 32
Revision History

Date of Revision Revised by: Nature of Revision

April 8, 2019 Mr. Nestor M. Cabrido Jr. Revised teaching and learning activities
Added Resources and Assessment
Removed other unnecessary sources
Added Online materials and references (EBSCO and OPAC based)
Updated Online Resources
Added Online Materials on Youtube for videoclips presentation and assignment
SLP inclusion
Added primary reference

Syllabus prepared by:

MR. NESTOR M. CABRIDO JR. MR. WILSON J. TEMPORAL, MST MR. HAYDEN B. GONZALES

Syllabus Endorsed by

SEVERO L. WASHINGTON, MARS

Department Head
Department of Philosophy and Religious Instruction

Recommended by:

DR. LIZA M. EMPEDRAD

OIC-Academic Dean
School of Education, Arts and Sciences

Approved by:

REV. FR. THIAGO O.SILVADR. EMMANUEL JAMES P. PATTAGUAN

Vice-President for Mission and identity Vice-President for Academics

Ethics 33