MARY THE QUEEN COLLEGE, PAMPANGA, INC.

SAN MATIAS, GUAGUA, PAMPANGA

“Academic Excellence and Integral Formation”

I. COURSE NUMBER: ETHICS

II. COURSE TITLE: Ethics
III. TIME ALLOTMENT: 3 units for 18 weeks or 48 hours in a semester
IV. COURSE DESCRIPTION
Ethics deals with principles of ethical behaviors in modern society at the level of the person, society and in interaction with the environment and
other shared resources.
Morality pertains to the standards of the right or wrong that an individual originally picks up from the community. The course discusses the
context and principle of ethical behavior in modern society at the level of individual, society and in interaction with the environment and other
shared resources. The course also teaches students to make moral decisions by using dominant moral frameworks and by applying a seven-step
moral reasoning model to analyze and solve moral dilemmas.
The course is organized to 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 mandatory topic on taxation.
V. Learning Outcomes
At the end of the course, the student must be able to:
1. Differentiate between moral and non-moral problems
2. Describe what a moral experience is as it happens in different levels of human existence
3. Explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. Describe elements of moral development and moral experience
5. Use ethical frameworks or principles to analyze moral experience
6. Make sound ethical judgment based on principles, facts, and the stakeholders affected
7. Develop sensitivity to the common good
8. Understand and internalize the principle of ethical behavior in modern society at the level of the person, society, and in interaction with
the environment and other shared resources
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Reflect on the Recall rules they have Orientation to the Student Activity: Class See the importance of Homework that
importance of Ethics to follow. course discussion: What rules following the rules for requires students to
and Philosophy in their do you find the self and for other pay close attention to
chosen career. constricting? Why people school and community
Explain why they have rules? rules experience in
to follow rules. daily life. Evaluate
Mini Lecture: Why
these rules.
rules are important to
social beings? Class recitation after
mini-lecture on the
importance of rules for
teacher to find out if
students recall and
understand the nature
of rules and why they
are important.

Indicate whether an Differentiate moral Difference between Student activity: Class Give importance to Quiz#1 to test first and
experience is moral or and non-moral moral and non-moral discussion: When do moral experiences second topics.
non-moral. standards standards you say that it is a
Question/s: Cite two to
moral experience?
three difference
Lecture: Difference between moral and
between moral and non-moral standards,
non-moral standards. one of which should be
Categorical Imperative the most important.
vs. Hypothetical
Imperative
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
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Show cautiousness in Recognize and recall a What are moral Student Activity: Be critical on their Alternatively teachers
making moral moral experience. dilemmas? moral experiences could give two of these
decisions. For individual dilemmas (all personal
The three levels of dilemmas: Case
and age appropriate) in
moral dilemmas: discussion on students’ a –written exercise
Identify the three Individual; moral dilemmas. where students
levels of moral organizational (i.e.
dilemmas For organizational identify and write the
business, medical, and dilemmas. And then
dilemmas: Medical and
public sector); and discuss results with
structural (i.e. network business ethics case
e.g. pharmaceutical writers of the
of institutions and
industry case – Dr. X dilemmas.
operative theoretical
paradigm e.g. universal goes to the United
health care) States three times a
year for free.

For structural
dilemmas: Expensive
medicines in the
Philippines.

Lecture:

(a) What are moral

dilemmas? Mr. Heinz
dilemma.

(b) The three levels of

moral dilemmas.
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
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Demonstrate Explain why only Freedom as foundation Viewing of video clip Accept their freedom Class discussion to
responsibility in the human beings can be for moral acts demonstrating to make ethical bring out reactions and
outcomes of their ethical unlimited freedom or decisions as a gift insights on the video
moral decisions the absence of clip, zeroing in on why
freedom freedom is crucial to
the ethical experience.
Lecture: Freedom as
foundation of ethics Alternatively, teacher
can assign a reflection
Human Acts vs. Acts of paper on reactions and
Man insights on the movie.

Demonstrate how they Articulate what culture What is culture? Student Activity: Class Apply parental values Class discussion to
will use local values in means discussion: How do you as their immediate elicit students’
their professional work How does it define our think your community influence understanding of the
Attribute facets of moral behavior? influences your cultural embeddedness
personal behavior to
behavior? of their behavior.
culture
Lecture: What is
culture? How does it
define moral behavior?
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Design some Recognize differences Cultural relativism: Two Cases: Differences Respect cultural Quiz#2: Question/s:
interventions to in moral behavior of definition, advantages in practices. (i.e. differences Explain the position in
correct immoral different cultures. of recognizing the female circumcision in ethics called cultural
Be critical on the
practices differences, and the Africa) relativism. Discuss its
dangers of the position values of different strengths and
culture weaknesses.
Appreciate the Readings: Trying Out
differences One’s New Sword by Lecture: Why can’t all
cultural practices be
Mary Midgley
always correct?
Evaluate the strengths
and weakness of
cultural relativism

Demonstrate how they Analyze crucial The Filipino way Viewing of video clip Apply good Filipino At the end of this
will apply Filipino qualities of the Filipino on the Filipino way values like respect to section, students
values in their chosen moral identify in their elders in pagmamano submit an essay
profession own moral experience or saying po at opo. wherein they narrate a
Student Activity: Class personal experience,
discussion: Description analyze how problems
Evaluate elements that of highlights of the were rooted in Filipino
need to be changed Filipino culture qualities, and, from
hindsight, recommend
how they would have
done things differently.
Lecture: Strengths and
weaknesses of the
Filipino moral
character
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
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Explain and illustrate Identify universal Universal values Lecture: Why there are Respect human life Written exercise on
clearly the how each values universal values two scenarios
human possess dignity highlighting (a) respect
for human life, and (b)
Explain why universal truth-telling. Students
values are necessary discuss the possible
for human survival results of upholding or
not upholding the two
values.
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Demonstrate the Recall defining How is moral character Study Activity: At the Choose good people as At the end of the class,
inseparability of moral moments in their developed? start of the class their role models hold a group discussion
acts with moral moral formation discussion, bring out and presentations and
Be critical on idols or
character students’ analyzing the lives of
understanding of celebrities who can be Nelson Mandela and
contributory elements bad influences Adolf Hitler
Explain the
relationship between to their moral
individuals acts and character.
character

Use of Graphics:
Circularity of
relationship of
individual acts and
moral character

Lecture: Moral
character as
disposition; how it is
developed? Aristotle’s
Moral Exemplar
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Utilizes the theories in Identify and articulate Stages of moral Lecture: The six stages Appreciate the value of Quiz#3: Question/s:
psychology to each stage of moral development of moral development belongingness as their What are the six stages
determine their moral development (Lawrence Kohlberg) moral reason at their of moral development?
maturity age. Briefly explain each
Student Activity: Draw stage.
a chart of their life’s
Check their personal journey using Manila
growth and three paper or PowerPoint to
other cases, against Group presentation:
show incipient
the stages of moments in their lives Three cases/stories
development. and where they are featuring moral agents
now in their moral at different stages.
development. Groups identity the
stages of the agents in
Group discussion: each of the three cases
identifying stages in and justify their
chosen stories answer.
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Make rational and Recall immediate Reason and Illustrate feelings as Be careful and fair in Class comments and
impartial decision responses to moral impartiality as instinctive response via any judgment critiques on the
regarding moral dilemmas requirement for Ethics a case from the news. responses in the role-
dillemas playing activity.

Differentiate responses Student Activity:

based on reason and Students are given
those based on three situations – from
feelings medical ethics, end-of-
life involving a dying
parent; payment of
facilitation fee to a
custom officer by a
finance employee; and
from ethics in
government, the use of
an official car to bring
one’s daughter to
school every day – and
are asked to role-play
three moral
experiences.

Moral agents in these

three situations
respond emotionally
and/or rationally.
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS

Lecture: What is
reason? What is
impartiality?
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Analyze different Capture and analyze Feelings and reason: Class Discussion: Use their emotions Role play three cases
emotions that their feelings in Upsurge of feelings is Personal Experiences proactively to make a highlighting in one case
corresponds to a personal moral natural and what we and feelings attached fair and careful an emotional
certain moral experience do with them is what to these judgment response, and in other
experience makes us ethical or a rational response
unethical
Compare reasonable Lecture:
and emotional The class critiques the
responses The ethical (a) Feelings – behavior and
requirement of reason importance, origin, and responses of agents in
and impartiality disadvantages the three cases.
(b) reason and
impartiality

(c) Nel Noddings on

Empathy

Student Activity: Group

discussion: Stories
from news clips
highlighting emotional
and rational responses
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Utilize the 7-step moral Check real-life cases The 7-step moral Lecture: The 7-step Be prudent in making Group Case Analysis
reason in business and against the 7-step reasoning model model ethical decisions #1, using the 7-step
other professions model; a model that model on the business
uses reason and ethics case called the
impartiality Student Activity: Class star employee
discussion: Using the
model to solve a case

Reflect on the Differentiate knowing The difference Lecture: Reason and Realize that moral Individual reflection
instances they were and actually executing between reason and will behavior/deeds are the session in class on a
overcame by desires a good moral decision will key to a moral life most recent personal
Student Activity: Case dilemma: How did I
discussion highlighting decided and what did I
that a good rational actually do during my
Judge their own moral moral decision is not
behavior in terms of most important moral
always executed, and experience in the past
planning and execution
then analyze why year?
in important moral
experiences

Enumerate their sound Explain the role of Moral Theories and Lecture: Moral Use good or sound Reflection paper: What
moral principles mental frames in moral Mental frames and theories as frames of moral principles in life is the bigger context in
experience why they are moral experiences which I make my
important individual decisions?

Classify the dominant

mental frames
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Make a stand using the Articulate what virtue Aristotle and St. Lecture: Aspire to be a virtuous Group discussion using
Nicomacean and ethics is Thomas person or a god-loving the Aristotelian (means
Thomistic Ethics in (a) Aristotle man between two
current social (b) St. Thomas extremes) and
dilemmas Critique virtue ethics Thomistic perspective
on gay marriage

Class discussion on
Make use of virtue
ethics The Nicomacean Ethics
and St. Thomas and
the natural law

Student Activity:
Students will interview
parents and church
leaders about position
on contentious social
issues, e.g., gay
marriage, divorce,
abortion, artificial birth
control
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Make a stand using the Understand and Kant and rights Lecture: Respect human moral Quiz#4: Question/s:
Kantian Ethics in articulate the rights and legal rights What is the difference
current social theory (a) Kant and rights between the rights and
immoralities theorists virtues theories?
(b) What is Legal is not
Differentiate a legal always moral
from a moral right Analysis in class of a
case highlighting why
Critique virtue ethics option taken by agent
Student Activity:
Analysis of a case using may be legal but not
rights theory moral
Make use of the rights
theory

Make use of the Articulate what Utilitarianism Lecture: Utilitarianism Denounce selfishness Individual Case
utilitarian ethics in utilitarianism is Choose actions that Analysis#1: The
criticizing current are good for the many Marcopper and the
social moral dilemmas Student Activity: Case Boac River case
Critique utilitarianism analysis: Ford’s
problems with the
Pinto
Make use of
utilitarianism
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Make a reasonable Articulate what justice Justice and Fairness Lecture: Justice and Be just and fair in Group Case Analysis#2
criticism on the moral and fairness are Fairness making ethical using the Mayor
principles of the decisions. Duterte case: Whose
Student Activity:
current tax laws. Mandated Topic: interests?
Discussion and debate:
Critique justice and Taxation
fairness

Social housing: Who

should pay for the
Make use of justice cost?
and fairness

Who should carry the

burden of taxation?
Who should benefit
from taxes?

Application of
Nicomacean Ethics
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Design an intervention Identify different moral Globalization and its Viewing of video clip Involvement in the Identify the important
to answer the ethical challenges of ethical challenges on facets of ethical problems of moral challenges of
problems of globalization globalization: Ethical other cultures globalization
globalization challenges for business
that works is a
globalized world; and
what standards do
workers follow?

Class Discussion: the

Moral Challenges of
Globalization
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
INDICATORS ACTIVITIES METHODS
Identify and correct Compare responses to Millennials and Viewing of video clip Be critical on the Individual Case
some unethical moral shared moral filinnials: Ethical on filinnials current unethical Analysis #2: How do I
ideals of the dilemmas of baby challenges and ideals of millennials respond to the
millennials and boomers and responses challenges of
filinnials millennials Student Activity: Class globalization and the
Discussion differences of mindsets
caused by differing
State qualities of generational relations
filinnial to technology and
(a) What are the issues
social media?
that cause moral
friction between
Construct a plan for Millennials/ Filinnials
coping with the and their parents? Final Oral Exam
challenges of
globalization (b) How should we
resolve the friction?
Who is right?

Differentiate ethics
from religion

Appreciate the role of

religion in a globalized
world
PROGRAM OUTCOMES PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING VALUES ASSESSMENT
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Prepared by: Tich Almer T. Ramos (Instructor) Approved by: Dennis Joseph S. Raymundo(Coordinator)