ETHICS: FLOURISHING LIFE

INTRODUCTION

KEY CONCEPTS (6 hours)

This part addresses the following questions:

 How important are rules and why do we follow rules?
 What are moral standards, and how do they differ from
other rules of lives?
 What is a moral dilemma?
 Why is freedom crucial in our ability to make moral
questions?
 What is the advantage of owning moral standards
(morality and ethics) over abiding by moral standards?

1. BASIC CONCEPTS

A. RULES AND THE RELEVANCE OF FOLLOWING RULES

B. MORAL VS. NON-MORAL STANDARDS

AND MORAL EXPERIENCE

C. WHAT MORAL DILEMMAS ARE

D. THREE LEVEL OF MORAL DILEMMAS

(INDIVIDUAL, ORGANIZATIONAL, STRUCTURAL)

E. FOUNDATION OF MORALITY:
FREEDOM-RESPONSIBILITY FOR ONE’S ACT
AND TO OTHERS

F. MINIMUM REQUIREMENT FOR MORALITY:

REASON AND IMPARTIALITY

1
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

1.A

RULES AND RELEVANCE

OF FOLLOWING RULES

LEARNING OUTCOMES
a. Recall the rules you have to follow.
b. Explain why you have to follow the rules.
c. Recognize the functions of rules in a society.

2
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
TYPES OF RULES
Rules as Effective
LAWS are systematized rules that are created and adopted
Tools by a country, community, or organization to govern the
actions of people.
Rules are POLICIES are flexible temporary rules or courses of action
obvious parts of life and determined by a government, organization, or individual to
respond to real situations.
world order. They can
PRINCIPLES are absolute, fundamentally applicable, and
be in the forms of laws, often open-ended official guidelines that are used to form
norms, policies. laws, regulations, and other rules.
regulations, guidelines, MORAL OR ETHICAL PRINCIPLES [ethics (Greek: ethos)
custom, requirements, or morals (Greek: mores)] are universal codes of conduct
based on ethical theories that guide people to do good or
formal rules, principles, right and avoid bad or wrong.
promulgated rules, NORMS are expected, controlled, or traditional behaviors
requirements, unwritten through social processes by a society or cultural group from
rules, codes of conduct, its members for control.
etiquette, ethics, or REGULATIONS are rules that are created based on the laws
and adjusted on a flexible basis by government departments
morals. They may be to have effects on the laws.
unacceptable to some REQUIREMENTS are needed to be accomplished temporary
because they constrict rules set by an authority, institution, or organization.
or tighten people’s lives. CODES OF CONDUCT is a set of rules that summarizes
They also seem to norms, religious rules, proper actions, and responsibilities.
restrict or limit peoples’ GUIDELINES are rules based on situations or circumstances
that are open to significant and flexible interpretations.
`opportunities and
FORMAL RULES are documented and communicated rules,
capabilities.’ But rules
e.g., laws, so that there is no excuse such as the ignorance
actually make people of the law; once laws are formalized it is the responsibility of
human. People create the citizen to strictly follow them.
rules that they follow to PROMULGATED RULES are well-communicated written
rules to those to whom they will be applied. Laws,
preserve their values, regulations, and contracts should first be sufficiently
regulate interactions, promulgated.
and perform relevant UNWRITTEN RULES are informal or undocumented rules
activities. Rules make but could be orally communicated.
them more human. As UNSPOKEN RULES are “silent” or informal rules that are
understood without being written and communicated.
they follow rules, they
CUSTOMS are widely accepted or regular ways of behaving
realize their own
specific to a particular society, place, and time.
3
 ETHICS: FLOURISHING LIFE
limitations as well as possibilities. It is the rules that guide actions so
that others’ dignity and rights may be upheld. Unlike animals,
humans can create and modify the rules. Rules are the most practical
product and closest reflection of human reason. This is because rules
are necessary tools in everyday human life and could either rationally
limit or enable things to happen.

Only human beings can decipher unwritten or unspoken rules

embedded in the natural world. They can verbalize them, write them
down, impose upon themselves, and communicate to or for everyone
to follow. Rules are meant and enacted to be followed. They have
realized that rules are the most effective tools to unify actions, settle
conflicts, improve situations, avoid disasters and harmoniously live
with other living and non-living things.

Rules as geared towards Happiness

Without rules, the world can be a mess, unjust, and in great
disorder. Rules are people’s only option to avoid the many chaos,
suffering, and untoward incidents of life brought about by
unorganized actions. Rules essentially bring the greatest happiness as
an end or reward for the majority but sorrow especially to the few
individuals who violate or do not follow rules.
There are four most important types of rules about being a
good citizen or happy member of an institution. The first is law. In
the Philippines, for example, a law is a systematized rule created to
govern the actions of all Filipinos and foreigners living in the country.
This is a formal and promulgated rule that excuses no one from not
following because it entails the welfare and security of the whole
nation.
The second is policy, a flexible rule officially determined by
any government or private organization to respond to critical
situations. This is a special rule to fully implement or support every
law and principle in the current situations. As it is in itself, a policy is
not a law. It carries with it however the possibility of becoming law.

4
 ETHICS: FLOURISHING LIFE
The third is principle, a basic rule from which laws, policies,
and other rules are developed. It restricts unaccepted rules or actions
and should be followed while policy merely guides and is not strictly
implemented. So, a principle is greater than the law because the law
is just the application of a principle.
The fourth is an ethical or moral principle, a moral code of
conduct based on ethical theories. It is choosins good or right
decisions and actions from bad or wrong decisions and actions.

Rules as Standards
An ethical or moral principle or rule is often neglected
because it is considered as a personal standard or level of quality. But
this is the most urgent and current standard demanded by all
institutions and organizations from its members. Essentially and
historically, it is what compels every human person to do good and
avoid doing wrong; as a principle, it is the highest standard.
Without ethics, a person ceases to take part in the process of
being human and perfection of societies because he/she will not have
the capacity to recognize what is good or right, from what is bad or
wrong. This should become a personal challenge to let rules be there
as life’s standards. Firstly, it is a social and universal value. This is the
aspiration of this Ethics course and every institution — that all its
members should imbibe and follow its ethics and morals as the
highest standards. For even if its members act legally but not morally
or unethically, there will always be something lacking in the quest for
perfection and happiness since threats of incivility, destruction of
human values, environmental degradation, or human extinction will
continuously stand against the achievement of human perfection and
happiness. Hence, the rules are there as standards.
In a democratic country, Christian senators, congressmen,
provincial and municipal board members, and barangay councilors
are voted upon to enact rules. But these various important rules did
not make the Philippines as the greatest or even the most
progressive country in the region. In a report to the Forbes website,

5
 ETHICS: FLOURISHING LIFE
Panos Mourdoukoutas (2017) claimed: “Revolutions come and go in
the Philippines, but the old villains — corruption and political
oppression — remain intact, preventing Filipinos from making the
great leap forwards from poverty to riches.” They did not even make
the Filipinos as the ‘most disciplined or successful people in the
world.’ Laws had just been ignored or may have been sacrificed.
Corruption, poverty, and the disregard for laws blatantly continue.
Ironically, even if there are laws or rules promulgated, there
are so many violations done and violators apprehended or
imprisoned. And as shown on the news, there is a fast-growing
number of inmates that are continuously overcrowding the jails
throughout the country. The formality or promulgation of rules does
not guarantee compliance.
Many even complained that the Philippines as the only
Catholic country or populated mostly by Christians in Asia has the
most crimes committed and a number of corrupt politicians. Conde,
(2007) reported that Director Bobby Tuazon said: "’Political families
are the same families who belong to the country's economic elite,
some of them acting as rule makers or patrons of politicians who
conspire together to amass greater economic power. This could
mean that many crooked politicians create laws for their vested
interests with exception to their families and business partners.”
Such observation somehow points to the fact that there is
indeed no problem with the rules. Christian teachings and being
Christian does not necessarily make one follow rules. Many non-
Christian and atheistic counties like Japan are applauded for having
the most disciplined and law-abiding citizens. Some Christian do not
practice their beliefs and teachings precisely because they follow
other unwritten or unspoken rules which could be considered as their
preferred moral principles or values.
Is this problem not the effect of the gradual becoming
irrelevant of religion and education as sources of moral standards?
Does this mean that the government failed to lead people live
happier life? Or, have the people lost already respect for their

6
 ETHICS: FLOURISHING LIFE
government? Or, is this a problem about poor application of rules
especially from both leaders and followers.
Could it be that people are slowly losing their sound
reasoning? Could they not find the good or right reason to follow
rules? If they still have good reasons to follow rules but still violate
them, then could there be a prevailing culture or situation that is
actually beyond their control? What could that be?

Nature and Benefits of R-U-L-E-S:

Focusing on the growing number of people who are not
following rules as supported by the daily crime record and
overcrowding of prisons, let us start going back to the importance of
following rules. Rules as referring to all its types, have basic
characteristics and practical benefits represented by R.U.L.E.S:
R-egulate, U-nfold, L-ove, E-xercise, S-tandards. They are explained
as follows:

a. Rules REGULATE behaviors

Rules are the dos and don’ts actions. They draw the line of
limitations on behaviors because they restrict a person not to do
other actions and constrict the “sphere” of possible or future
actions. Rules as laws are promulgated with corresponding
punishment to violations committed against them. This is because
rules are created for good reasons or positive results.
A good reason could be — people will learn that if they
violate rules, it can bring negative results to both themselves and
others. If they follow as this is what they really ought to do as
humans, then they also earn positive results for themselves and
others.

7
 ETHICS: FLOURISHING LIFE
Rules as regulators are necessary for groups of people or
societies because they remind us that one’s existence is always a
co-existence with others. One’s actions limited by rules do not
compromise the lives and rights of others. Rather, the more they
become humans and social beings. When rule regulates one not
to murder, it allows others to live in peace, explore their
possibilities, change their ways, and be the best of themselves
through others. Every regulation unfolds freedom.

b. Rules UNFOLD freedom

Aside from limiting behavior, rules also unfold freedom that
entails many possibilities and capabilities of humans. This means
that rules could also erase other lines of limitations for more and
other actions to happen. As rules regulate some actions, they
allow other possible actions to happen. Prisoners who cannot do
certain actions can do in prison some things not being able to do
by non-prisoners.
Rules compose the backbone of freedom and society. All
nations are practically guided by the constitution, which is a set of
rules or principles that guarantees freedom or clarifies the extent
of such freedom. Rules ensure the freedom that is responsible.
Since rules are usually social contracts or are agreed upon by
the majority, everybody should be responsible for supporting the
government in its mandate to implement only some rules so as
not to suppress individual freedom and other personal, unwritten,
or unspoken rules.

c. Rules as LOVE for Justice

Rules are the symbols of intelligent human beings who love
justice. They are actually about people who passionately seek,
love, and live justice. A rule is a concrete manifestation of love for
justice that keeps the strong from dominating and exploiting the
weak.

8
 ETHICS: FLOURISHING LIFE
Without rules, those who are strong can easily develop
systems to exploit the weak. So, love for justice should always
prevail as it is truly the nature of rules. Likewise, rules are products
of the promulgators’ love for humanity which is solely capable of
justice. Once they are stabilized as systems, the strong, rich and
powerful are hindered to go beyond their limits and guaranteed
appropriate sanctions and liability for any possible mistreatments.
Abusers are thwarted while the abused are given special
privileges.
Rules seek the good of or justice for the others just like love.
Rules are indeed born out of love essentially for justice because
they are created for the greater
good and just society.

d. Rules as EXERCISE of Authority

Rules are the best expressions
of authority. When people gather
to create rules, they unite their
powers that become a single
authority. This authority as
power of the many, and rules as the exercise of such authority
become intertwined. This is precisely why there is a
misconception that a military person is authoritarian. But military
people as vanguards of implementing rules are highly respected
for being very disciplined. They only exercise their authority to
accomplish their missions even they may seem authoritarian.
That is part of their discipline. They have to live a life of absolute
obedience to the rules such as laws and moral principles.
In the Philippine Military Academy, every cadet ought to be
honest. Rules for them come from a hierarchy with different levels
of authority and so must be respected absolutely. In business
also, if there are no rules to exercise the authority that monitors
the centralization of power such as monopolies, then there will be
no fair competition or justice.

9
 ETHICS: FLOURISHING LIFE
Rules ensure the safety and quality of both products and
workers. Rules on copyright and patents protect the inventor’s
intellectual property and punish their exploits. Rules as the
exercise of authority emphasize that nobody should be above
rules in terms of benefits and punishments. Everyone who follows
rules is only upholding the common welfare or greatest good.

e. Rules as STANDARDS of Values

Rules are the criteria or models which legislators value or and
are expected from followers of rules. They are the right and good
things to value for a particular situation. Every organization has
its priority level of quality or set of values, which it expects every
member to live. It is these values, from which the rules are
anchored to ensure that all members follow standardized rules.
Standards of values are meant to be followed at all costs by all.
Rules can be the values themselves
that are made as standards. If the
members live their organizational rules
also as their standard values more than
their values, then organizational harmony
and success are most likely possible. But
this can somehow compromise also some
important individual values which could
be equally valuable and of higher
standards. Thus, there is a need to
continually reevaluate the rules and to
scrutinize the standardized values from
which they are drawn from.
Some rules that could be legal but not moral. This is because
values are very personal that to impose other objective values,
things become complicated and challenging. But this is the
challenge of following rules. Rules as objective values can
sacrifice personal and religious values if they are meant for the
greater welfare of the majority.

10
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1.A: CONSTRICTING RULES

a. Individual Work: Write an essay discussing what rules you find

constricting (tightening) and why rules are constricting.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Group Discussion: This is done by sharing in threes per group.

b. Individual Work: Recall the most important rules you always

follow. List down at least five (5). Explain why you have to follow
these rules.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
11
 ETHICS: FLOURISHING LIFE
MY EXPLANATION WHY I FOLLOW RULES
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Group: Divide the class in five. Each student shares her output to
her own group.

STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.

Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

12
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1A.1: BENEFITS OF RULES

a. Individual Work: Discuss briefly the benefits of rules to you.

Consider the essay rubrics in the next page.

Rules REGULATE behaviors

__________________________________________________________
__________________________________________________________
Rules UNFOLD freedom
__________________________________________________________
__________________________________________________________
Rules as LOVE for Justice
__________________________________________________________
__________________________________________________________
__________________________________________________________
Rules as EXERCISE of Authority
__________________________________________________________
__________________________________________________________
__________________________________________________________
Rules as STANDARDS of Values
__________________________________________________________
__________________________________________________________
__________________________________________________________

13
 ETHICS: FLOURISHING LIFE
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1A.2: EVALUATING RULES

a. Individual Work: Pay close attention to the school and

community rules you experience everyday. Evaluate these rules
and give at least five positive and negative effects to you and
another five positive and negative effects to others.

POSITIVE EFFECTS TO ME NEGATIVE EFFECTS TO ME

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
POSITIVE EFFECTS NEGATIVE EFFECTS
TO OTHERS TO OTHERS
6. 6.
7. 7.
8. 8.

9. 9.

10. 10.

CONTRAST TABLE RUBRICS: 10 PTS

CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All characteristics are correct The characteristics are correct The characteristics are incorrect
COMPLETENESS and complete. but incomplete. and incomplete.
The differences made are very The differences made are The differences made are
CONTRAST accurate. accurate. inaccurate.
The similarities are stated very The similarities are stated The similarities are not stated
CLARITY clearly. clearly. clearly.
The presentation is very well- The presentation is well- The presentation is slightly
PRESENTATION organized. organized. organized.

T O T A L
14
 ETHICS: FLOURISHING LIFE
b. Having identified the positive and negative effects of rules, write a
persuasive essay giving importance to the function/s of rules for
the society’s survival.

ESSAY RUBRICS: 10 PTS

CRITERIA EXCELLENT (2) GOOD (1.5) FAIR (1) SCORE
All statements are focused on Most statements are focused on Few statements are focused
FOCUS the topic. the topic. on the topic.
COHERENCE All arguments are coherent. Most arguments are coherent. Few arguments are coherent.

ACCURACY All information are correct. Most information are correct. Few information are correct.

CLARITY All arguments are very clear. Some arguments are clear. Few argument are clear.
The presentation is very The presentation is persuasive. The presentation is slightly
PERSUASION persuasive. persuasive.

T O T A L
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
15
 ETHICS: FLOURISHING LIFE
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1A.3: IMPORTANCE OF RULES

a. Individual Work: Sketch an image of a community without rules.

Use graphics, lines, shapes, signs and symbols only (no words.)

CREATIVE WORK RUBRICS: 10 PTS

CRITERIA EXCELLENT (2) GOOD (1.5) FAIR (1) SCORE
The message is very significant The message is significant The message is slightly significant.
MESSAGE and correct. and correct.
The graphics are very The graphics are appropriate. The graphics are slightly
STYLE appropriate. appropriate.
CREATIVITY The work is done very creatively. The work is done creatively. The work is slightly done creatively.

CLARITY The image is very clear. The image is clear. The image is not clear.

CORRECTNESS The image is very correct. The image is correct. The image is incorrect.

T O T A L

Group Discussion: Choose a partner. Each one takes turn in

explaining his work and then listening to the sharer.
16
 ETHICS: FLOURISHING LIFE
b. Class Recitation: Why are rules very important?

RECITATION RUBRICS: 5 PTS

CRITERIA EXCELLENT (5) GOOD (3.5) FAIR (2) SCORE
The answer is very clear The answer is clear The answer is slightly
CLARITY and significant. and significant.. clear and significant.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

How do the rules in basketball make a good game?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
17
 ETHICS: FLOURISHING LIFE

How do rules help people make a good environment?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How do rules help people become good?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How do rules make people behave well?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

18
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

1.B

MORAL VS. NON-MORAL

STANDARDS,
AND MORAL EXPERIENCE

LEARNING OUTCOMES
a. Differentiate between moral and non-moral standards.
b. Explain how important moral standards are.
c. Discuss the basic characteristics of a moral standard.

19
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
Moral or Ethical Experience
Human persons are
daily confronted with The “moral” and “ethical” are
different situations where synonymous with root words
their courage and respectively from the Latin mores
commitment to obey the which means custom, norm, or
rules are greatly tested. They behaviors acceptable to a group, and
even place the different types Greek ethikos, which refers to custom,
of rules in a hierarchy to character, or expected behaviors.
know which comes first and
which comes last.
It is inevitable to choose between what is good or right and
what is bad or wrong. As dictated by the persons’ values and
standards, some may choose the bad and some, the good. It is not
always choosing the good and right.
There are difficult times when one has to choose what is
wrong because it follows a rule but to make everything right in the
end. Some continuously do the right or good even if it often brings
misfortune and suffering. This kind of experience is often called a
moral experience. As the words suggest, moral experience is the
experience of the moral or good.
A moral experience is choosing the most preferred or higher
good, values, principles, rules, standards over other goods, values,
rules, and standards. Sometimes it is choosing something for the sake
of a greater rule, principle, or value.
There are times when higher quality rules such as principles
are prioritized more than policies, guidelines, and laws. Others also
choose to follow rules with lower quality or value to preserve the
higher quality or value such as the common good. There could be
other reasons behind a choice which could be a rule or value that are
either explicit or implicit and intermediate or ultimate.

20
 ETHICS: FLOURISHING LIFE
Moral Principles or Values as Moral Standards
Not all situations of choosing between rules are moral
experiences. Requirements, fashion standards, and etiquettes that
may bring difficult experiences are examples of rules that are not
considered components of moral experiences. Choosing between
rules of games is not also considered a moral experience because
such rules do not have a higher quality or relevance to the whole
goodness of life unlike moral or ethical rules or principles.
Deciding on what moral principles to prioritize over others is
the essence of moral experience. It is choosing the highest moral
standard over other moral
standards. It is no longer the simple
experience of the good, but the
difficult choice of the better or
greatest good. It can also be
choosing the societal standard over
personal standard or vice versa
because of greater values.
The ethical rules or moral principles, which are also called
moral or ethical values are often called moral standards precisely
because they are most valuable or with the highest quality of rules.
Rules can be standards but not all rules are standards. So, the rules
that are not moral principles are non-moral standards. This is why
there are laws that are not necessarily moral. To easily differentiate
moral standards from non-moral standards, some of their
characteristics are discussed.
Moral/Ethical vs. Non-Moral/Non-Ethical Standards
1. Moral Standards are oriented towards well-being.
Moral standards are good-oriented. They are used to measure
the importance or gravity of the effect of behaviors to human
welfare or happiness. They determine if behaviors benefit human
persons. If behaviors are not beneficial, then they do not pass the
moral standards and should be rendered bad or wrong.

21
 ETHICS: FLOURISHING LIFE
However, rules or standards in games do not have so much
impact on the well-being of people. They are of a lower level
because they do not deal with serious matters about the good
and well-being of people. Violation or following any standards of
a game does not affect the good life of a person.

2. Moral standards are practical.

Moral standards are
workable and not impossible
to achieve. They render
behaviors as either moral or
immoral, good or bad, and
right or wrong. They deal
with seriously immoral
behaviors that bring extreme
negative effects to people. So that if behaviors are seriously
immoral, it only means that they do not pass the moral standards
and should be rendered immoral.
Whereas, violations of the rules or standards of games could
not be considered seriously immoral or bad. They are just part of
the game, and thus do not have a practical effect on the integrity
of the player or team. They are taken lightly as just part of sports.
3. Moral standards are binding.
Moral standards are binding because they are the most
favored values over other values and apply to those who value
them. People ought to do them given the necessary
considerations. They are given the most priority in particular
situations because they are the right or most appropriate things
to do. They are not also self-serving. So that if one chooses a
moral standard, which is his most preferred value, then he has to
do it even if it is against other important standards or non-moral
standards and self-interests. Besides, it is the most appropriate
thing to do proportionately to the situation and everyone.

22
 ETHICS: FLOURISHING LIFE
In choosing a moral standard over others, all things are to be
considered or one ought to be prudent. To be prudent also as a
moral standard is basically to know which standard is best to use
and how to use it proportionately in a particular situation. Moral
standards are not always good for all situations or “one that fits
one does not fit all.”
For instance, there is a moral standard that people have the
moral obligation to follow the law; however, when the law
becomes seriously immoral, the moral standard that is most
preferred is to either disobey the law or simply change it. Moral
standards, which people value most may change over but they
remain highly binding. Unlike the standards of tennis that are
preferred only by those who love this game, they are not that
binding for well-being or in life.

4. Moral standards are universalizable.

Moral standards as universalizable can be accepted and
supported as applicable to everyone or worldwide. For one to be
univerzalizable, it means that “one that fits one fits all.” So moral
standards as universalizable should be very important to all who
are relevantly in a similar situation.
If a moral standard is to speak the truth absolutely and for
this to be universalizable then it must apply to everyone. If Mr.
Bato speaks the truth absolutely and so does Miss Bata of the
Philippines, Mrs. Boba of Alaska, Mr. Bote of India, Stg. Bobot of
Minadano, Eng. Bebot of America, Bobot of Africa, Bobon of
Australia, then “speaking the truth absolutely” is a moral standard
or universalizable. Moral standard as universalizable is related to
being consistent. A moral standard possible to one or some
should consistently be possible to all. Whereas, standards of
chess or any game cannot be universalized for all the other
games.

23
 ETHICS: FLOURISHING LIFE
5. Moral standards are autonomous.
Moral standards are formed or founded
by the autonomy of good reason and not
by its being endorsed by persons or leaders
of authority. Good reason means sound or
logical so that the moral standards it
independently establishes should be
backed by adequate and sound reasoning.
For rules to be moral standards, it should
not be because an authority figure validates
it so but because they are beyond question.
An authority figure can be powerful or
dominant because of position, influence,
money, information, connections, or friends
but it does not suffice.
Good reason with good support or justification is enough
authority for a rule to be considered as a moral standard. The
moral standard that says: “Do not do unto others what you do not
want others do unto you” is a moral standard for the sound
reason that if indeed one does not do bad or wrong to others,
then one will surely benefit from not being done bad, or harmed
by others too. It neither needs to be declared and supported by
religious groups nor Pope Francis for it to be a moral standard.
Any sane person is capable to extract moral standards from
his reason. It is part of human nature. But in football, the experts
on this are the only authorities who can set its standards. Even the
audience who may have good reasons or suggestions for
improvements cannot do so.

6. Moral standards are impartial.

Moral standards as established by good reason hold impartial
considerations. They should not be based on any personal or
group concerns but on something reasonable or universal and
neutral to its recipients. It goes beyond the subject and his

24
 ETHICS: FLOURISHING LIFE
personal biases in which each person’s interests are
disinterestedly counted. Not being favored may be hurting
emotions but that is impartiality that does disregard emotions.
The characteristic of reason as impartial means that moral
standards deal with experiences objectively or detached from any
personal connections and prejudgments. For instance, “Love one
another” does not only apply to family members but goes beyond
family ties, race, sexuality, culture, and religion. Love goes beyond
categories because it is unbiased and unconditional.
Therefore, a man can love not only his parents. He can also
love other strangers, men, women or homosexuals, foreigners,
non-Christians, etcetera. But in basketball, the standards are
favorable to the winners and detrimental to losers.
7. Moral standards are connected with emotions.
Moral standards do not necessarily
disregard emotions. Emotions have a
special role to play with moral
standards in moral experience.
Emotions are often misunderstood as
impediments and are detrimental to a
moral life. Indeed, high emotions are
normally seen as the source of wrong
moral decisions or immoral life. Many
thinkers would consider emotion as
the moral compass.
However, most moral issues are driven and powered by
negative emotions. Karl Marx on the workers’ negative feeling of
being alienated and violated of their moral principles started and
fueled meaningful discussions or debates. Some emotions
brought people together to fight abuses and better their lives.
For instance, anger may arise when employers constantly violate
the moral standards of their workers.

25
 ETHICS: FLOURISHING LIFE
The moral value of emotions is it empowers moral standards
in promoting the well-being of others more than the self. In some
circumstances, the feeling of loneliness may be felt by the rich
even if they have so many material things but this leads to the
process of acquiring another feeling of excitement as they decide
to reach out to the poor. Some behaviorists reported that positive
emotions usually increase dispositions toward helping. Truly,
helping other people unconditionally often brings happiness.

8. Moral standards are prescriptive.

Moral standards as products of good reason are authoritative rule
statements on what to do and avoid. They come as a practical
guide, directive, demand, command, or proscription, e.g. “Love
your neighbor as yourself,” “Treat people as ends,” “Do not kill.”
They are not just abstract principles; they are also doable. They
have a meaningful impact on people’s behavior and well-being.
As commands, they act as advice, influence to action, guide, and
evaluating tools that may produce different emotions such as
sadness or happiness, satisfaction or guilt, positive or negative,
pride or shame. If a person kills another, thereby violating the
moral standard “Do not kill,” he may feel bad, sad, guilt and
regret. He then submits himself to the authority, asks forgiveness
from the aggrieved party, and wholeheartedly accepts his
punishment. Unlike the standards of a game which can always be
violated because they are not strictly considered as commands.

A mnemonic device WEPAPIBU that represents well-being

oriented, emotion-connected, practical, autonomous, prescriptive,
impartial, binding, and universalizable can help to familiarize the
characteristics of moral standards. So the more these characteristics
are eminent in rules, then the more likely the rules are moral
standards. So, the fewer characteristics found in certain rules, then
the more these rules are moral standards.

26
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAMES: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________

INTRO 1.B: MORAL AND NON-MORAL STANDARDS

a. Group Discussion: Divide the class in four. Each group discusses:

“When do you say it is a moral experience? How relevant a rule is
in a moral experience? How are the rules related to standards?
How are moral standards different from other standards? What
are the basic characteristics of a moral standard?”
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.
Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

27
 ETHICS: FLOURISHING LIFE
NAMES: ________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________
b. Pair Work: Analyze the given items and differentiate them
whether they belong to moral standards or non-moral standards.
Arrange them by placing the letter of your answers into their
most appropriate column.

a. They are practical. m. They are universalizable.

b. They are binding. n. They are manual
c. "Do not harm other people.“ of operations.
d. They are rules of games. o. They are impartial.
e. They are autonomous. p. They are standards of sports.
f. They are good or bad table q. They are directional signs.
manners, etiquette. r. They are test instructions.
g. "Do not steal what belongs s. They are prescriptive.
to other people." t. “Take one tablet of Aspirin
h. They are connected with three times a day.”
emotions. u. “Do to others what you
i. “Do not talk when your want others do unto you.”
mouth is full.“ v. They are oriented towards
j. “Be good soldiers to be able well-being
to do what is right.” w. They are product TV
k. "Do not lie.“ commercials.
l. "Do not wear socks x. They are criteria
that don't match.” in singing contest.

MORAL STANDARDS NON-MORAL STANDARDS

1. 8. 15. 22.
2. 9. 16. 23.
3. 10. 17. 24.
4. 11. 18.
5. 12. 19.
6. 13. 20.
7. 14. 21

28
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1B.1: RULES AND MORAL/ETHICAL STANDARDS

a. Contrast and Compare: Cite the difference between rules and

moral standards by identifying at least three of their unique
characteristics separately. Then, cite their similarities together.

CONTRAST
Rules Moral/Ethical Standards

COMPARE

COMPARE AND CONTRAST TABLE RUBRICS: 10 PTS

CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All characteristics are correct The characteristics are correct The characteristics are incorrect
COMPLETENESS and complete. but incomplete. and incomplete.
The differences made are very The differences made are The differences made are
CONTRAST accurate. accurate. inaccurate.
The similarities are stated very The similarities are stated The similarities are not stated
COMPARISON clearly. clearly. clearly.
The presentation is very well- The presentation is well- The presentation is slightly
PRESENTATION organized. organized. organized.

T O T A L
29
 ETHICS: FLOURISHING LIFE
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1B.2: MORAL AND NON-MORAL STANDARDS

a. Contrast: Cite five differences between moral and non-moral

standards from the most to the least important.

CONTRAST
Moral Standards Non-Moral Standards

CONTRAST TABLE RUBRICS: 10 PTS

CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All characteristics are correct The characteristics are correct The characteristics are incorrect
COMPLETENESS and complete. but incomplete. and incomplete.
The differences made are very The differences made are The differences made are
CONTRAST accurate. accurate. inaccurate.
The similarities are stated very The similarities are stated The similarities are not stated
CLARITY clearly. clearly. clearly.
The presentation is very well- The presentation is well- The presentation is slightly
PRESENTATION organized. organized. organized.

T O T A L
30
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

1.C

WHAT MORAL DILEMMAS ARE

LEARNING OUTCOMES
a. Recognize a moral experience.
b. Explain what a moral dilemma is.
c. Recall a moral experience with its dilemma.

31
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
Morality
Morality in its minimum conception, “is the effort to guide
one’s conduct by reason—that is, to do what there are the best
reasons for doing—while giving equal weight to the interests of each
individual who will be affected by what one does” (Rachel, 1993).
Morality happens in situations, which are called moral or
ethical dilemmas. It studies moral dilemmas in which moral
experience occurs, moral standards are prioritized or chosen, and
moral arguments are developed to support a decision.
Moral/Ethical Dilemmas
Dilemmas (from Greek words di – ‘having two of’ and lemma –
‘premise, proposition’) are difficult situations in which one could not
clearly or easily make choices or answers. Traveling from Quezon City
to Pasay on a storm day, one may experience being in a dilemma of
whether to ride a bus or the Metro Rail Transit (MRT). It may take
time to decide because one has to study both options first. Riding a
bus may take a longer time with a danger of flooding as well as MRT
could malfunction on the way as it has been happening lately.
Just like standards compared to moral standards, dilemmas
are not necessarily moral or ethical dilemmas. Moral/ethical
dilemmas are complex or contradictory situations that often involve
conflicts of moral standards, principles, or values.
A simple moral dilemma is a situation of choosing between
right/good and the wrong/bad options. Right and wrong may refer
to behaviors or the moral standards the behaviors follow. But the
good and bad may refer not only to behaviors but also persons,
things, and events that embody or symbolize certain moral standards.
It may seem easy by just always choosing what is right or good but
some possible consequences of this could be undesirable and
sometimes situations dictate that the wrong or bad is the best
decision because it may bring desirable ends.
32
 ETHICS: FLOURISHING LIFE
The tougher moral dilemma is considering two or more
moral/ethical standards such that to obey one moral standard will
result in disobeying other moral standard/s or to bad or wrong
effects.
These four crucial features of moral dilemmas are:
1. One is required to do each of two (or more) behaviors;
2. The two (or more) behaviors are based on moral
standards;
3. One can do each of the two (or more) behaviors but one
cannot do both (or all) simultaneously;
4. One seems condemned to choose even the wrong/bad or
fail for doing what one ought to do.

Moral Dilemma Sample

A Father's Agonizing Choice (friesian.com)
You are an inmate in a concentration camp. A sadistic guard is
about to hang your son who tried to escape and wants you to pull
the chair from underneath him.
The Ethical Dilemma: He says that if you do not, he will not only
kill your son but some other innocent inmate as well. You don't
have any doubt that he means what he says. What should you do?

4 Crucial Features A Father's Agonizing Choice

To pull the chair that will kill his son or not
1. Two (or more)
to pull but will make the guard kills his son
behaviors
and other inmates
2. Based on moral Protect every human life
standards Preserve human lives
3. Can do each I can protect human life as well as preserve
behavior but human lives. But I cannot simultaneously
cannot do both do them because I have to choose either to
simultaneously preserve only one life or many lives.

33
 ETHICS: FLOURISHING LIFE
4. Condemned to
I am condemned to either pull the chair
choose even the
that will kill my son or not pull it though it
wrong/bad or
will make the guard kill my son and other
fail for doing
inmates. If I will kill my son, I am still
what ought to
bound to fail if the guard still kill us all.
be done

Nevertheless, even if there are moral dilemmas with complete

information it is not a guarantee of good decision making or easy
choice. There are types of moral dilemmas with incomplete
information. Some are even open-ended that do not demand a
decision. So it is very important to at least know what level they are.
Are they individual, organizational, or structural?

Components of Human Act

Moral dilemmas always involve human acts so that it is very
important to consider the four components: Intention, Means,
Circumstance, and End (MICE).
Intention pertains to the motive, purpose, goal, or “end of the
agent” for which an action is done. The “end of the agent” is
different from the “end of the object.” Means are the instruments,
methods, or actions by which the intention is carried out. It may also
include or be under the circumstance. Circumstance consists of the
important conditions of the agent such as the time, place, process,
situation, and other persons involved. This usually answers the what,
when, where, who and how. The end is the act’s form, substance,
basis, direction, or object about which the action is made. It is the
“end of the object,” consequence, outcome, actual conclusion, or
result.
Using each of these components separately may spouse
different perspectives on what is good or right. There can also be
ethical principles for each such as: “the end justifies the means;” “the
end determines the morality (rightness/wrongness) of an action;” and
“the circumstance mitigates the means.”
34
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAMES: ________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________

INTRO 1.C: MORAL DILEMMA

a. Group Discussion: Divide the class in six. Group mates discuss

what moral dilemma is and give at least two examples. Every
member shares his/her moral experience.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Group Reporting: Each group is given a maximum of three
minutes to report the output.

STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.

Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

35
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1C.1: MORAL DILEMMA

a. Individual Work: Recall and narrate a moral experience with its

moral dilemma. Determine the “four crucial features” of the moral
dilemma in the moral experience and write them properly on the
boxes accordingly.
_____________________________________
TITLE:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
36
 ETHICS: FLOURISHING LIFE

4 Crucial Features

1. Two (or more)

behaviors

2. Based on
moral
standards

3. Can do each
behavior but
cannot do
both
simultaneously

4. Condemned
to choose
even the
wrong/bad or
fail for doing
what ought to
be done

CONTRAST TABLE RUBRICS: 10 PTS

CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All four crucial features are The crucial features are correct The crucial features are incorrect
COMPLETENESS correct and complete. but incomplete. and incomplete.
The moral dilemma is very The moral dilemma is accurate. The moral dilemma is inaccurate.
ACCURACY accurate.
The moral experience is The moral experience is The moral experience is not
CLARITY narrated very clearly. narrated clearly. clearly narrated.
The presentation is very well- The presentation is well- The presentation is slightly
PRESENTATION organized. organized. organized.

T O T A L
37
 ETHICS: FLOURISHING LIFE
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1C.2: MORAL DILEMMA STORY

a. Individual Work: Write a story of moral dilemma that

incorporates the three levels. Give also the solutions.
_____________________________________
TITLE:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
STORY WRITING RUBRICS: 10 PTS
CRITERIA EXCELLENT (2) GOOD (1.5) FAIR (1) SCORE
All statements are focused on Most statements are focused Few statements are focused on
FOCUS the moral dilemma/s. on the moral dilemma/s. moral dilemma/s/
COHERENCE All dilemmas are coherent. Most dilemmas are coherent. Few dilemmas are coherent.

ORGANIZATION The story is well organized. The story is organized. The story is unorganized.

ORIGINALITY The story is very unique. The story is unique. The story is not unique.
The solutions are very The solution are persuasive. The solutions are slightly
SOLUTIONS persuasive. persuasive.

T O T A L

38
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

b.
1.D

THREE LEVELS
OF MORAL DILEMMAS:
INDIVIDUAL,
ORGANIZATIONAL,
AND STRUCTURAL

LEARNING OUTCOMES
a. Detect a moral dilemma.
b. Identify the three levels of moral dilemmas.
c. Create an example of a moral dilemma.

39
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
Individual, Organizational and Structural Levels of Moral
Dilemma
Knowing the three levels can help one to consider the extent,
relevance, and recipient/s of the decision.

1. Individual Dilemma. This is a personal moral problem, dealt with

and solved by the same single person. Most
INDIVIDUAL
moral decisions are based on individual
MORAL DILEMMA
dilemmas because every human person has his
own everyday moral experience and moral
standards to either follow or disobey. The individual moral
dilemma has the most significant impact on the individual so that
he alone must make the best decision most likely for himself but
could also be for others.

SAMPLE: Personal Relationships

Noel had Charlie and Dennis as his special friends. Noel was
dating Liza, a beautiful lady he met at school. He often brought
Liza to Haven Hotel. But one afternoon in the hotel, Liza
together with another man whom Noel later recognized as
Charlie were held hostage by Dennis. He just learned that
Dennis just got out of prison for drug use after a failed
marriage. Dennis is carrying a bomb and threatening to kill his
hostages.
What does Noel do? Who should he save first? The people
involved are all special to him. Even if he either saves Liza or
Charlie, he is going to end up hurting or even killing Dennis, if
not both hostages. If he does not do anything immediately,
other policemen would come and even worsen the situation.
But if he does nothing, Dennis could get worse and the
situation escalates putting more innocent people in danger.

40
 ETHICS: FLOURISHING LIFE
There is a conflict between two standards: 1) Be good to your
friends; and, 2) Protect your love ones. Noel wants to be good to
both friends and to protect her girlfriend. But being good to
either of his friends could put the life of his girlfriend in danger. If
she protects her girlfriend, he could still end up hurting both
friends and other people. The decision on this individual dilemma
is purely personal as the decision depends on him alone. In this
situation, he suffers in whatever decision he makes.

2. Organizational Dilemma. This is a common managerial ethical

problem that exists and is solved within an
institution or organization. Moral dilemmas
in business, medical, public, and private
organizations or smaller organizations
within these are solved in consideration of
the organization’s moral standards found in
the philosophy, professional ethics, vision-
mission, core values, and objectives of each
organization.

SAMPLE: Nepotism

Leon is the president of Parengas University. He ordered

Cristy, the Human Resources Officer to hire a teacher for the
College of Teacher Education. Cristy processed many applicants
of which she had found a perfect candidate, Mrs. Ester. She
already forwarded the necessary documents for a final
interview with the President. However, Leon called Cristy to
suspend the final interview and instead put another candidate,
Ms. Lamento who was ranked number 3. Ms. Lamento is the
daughter of Leon’s family friend who has been instrumental in
his becoming the president.
What will Cristy do? If she disobeys Leon for following the
right process, he could be fired from work. Even if she obeys
him, her integrity could be questioned later also.

41
 ETHICS: FLOURISHING LIFE
At this level, the opposing organizational ethical standards are 1)
Be fair in job hiring or No to Nepotism; and, 2) Obey superiors. As
an HR Officer, Cristy wants to follow both standards but she can
only choose either a fair job hiring that could end up to losing her
job or obey her president that also could compromise the
organization’s ethical standards of excellence and “no to
nepotism.” The level of decision-making in this moral dilemma is
within the role of a Cristy, thereby, not personal. This may affect
personal moral standards or values but the manager has to
consider the prerogative of the president, which is a general
practice elsewhere be it in public or private organizations.
There are cases when one has to decide within the boundary of
overlapping individual and organizational dilemmas. These have
been the most challenging situations which anyone can deal with
precisely because one cannot dissolve one’s individuality in the
organization as well as the organizational standards are
sometimes unfavorable to the individual when it comes to survival
and the good of the organization. These are still organizational
even though individual moral standards are greatly affected or
compromised.
3. Structural Dilemma: This is a moral case on a macro level where
networks of institutions and operative
theoretical paradigms are massively
involved. It is a “national” or “global”
problem on the systematic interconnection
or web of multi-sectoral organizations and
institutions that demands a managerial
moral solution. This can be the double,
triple, or multiple of the organizational
dilemma as shown by the illustration at the
left. It is more complicated and vast that to
make a simple and immediate decision is
not that easy, not that fast. There are a lot
of considerations or more conflicting moral
standards to study.
42
 ETHICS: FLOURISHING LIFE

SAMPLE: Universal Health Care (UHC)

In the newly signed implementation of the universal health

care (UHC) law or Republic Act 11223, all Filipinos are
automatically enrolled in the National Health Insurance. This
could give continuous health services and protection from
enduring financial burdens. But the problem lies where to take
the fund.
If the solution is giving more direct contribution of
members to get more benefits, then this would only cause
more suffering to the poor. How could the political leaders and
business managers address the expensive continuous research,
high competition in medicine, and lax implementation of rules?
Besides, the government can provide the fund but it may lead
to the cutting down of other allocations for other sectors or
agencies.
Almost all institutions are involved in the implementation of
the law so that it would take time for leaders or managers to
resolve problems together. While there is always a good intent
of the law, there are many crooks who find ways to drain the
fund just like the Philippine Health Insurance whose top-level
managers are accused of corruption and in cohort with legal
hospitals to fraudulently claim benefits. But no matter how
more difficult the structural moral dilemmas are, they should be
done properly as some could be sacrificed especially the
individual or organizational welfare.
If you are the one in-charged, what will you do?

At this level, the opposing organizational ethical standards could

be: 1) provide universal health services; 2) do not impose a very
high tax or contribution; 3) maintain fair business competition;
4) continue research; 5) provide an equal share to all sectors of
society; 6) fully implement laws.

43
 ETHICS: FLOURISHING LIFE
As a manager, you may want to follow all the identified standards
but definitely, you have to prioritize one or some over the others.
The decision on this structural dilemma is very complex as the
decision depends on how one studies the connections of the
organization and how their ethical standards interplay with each
other. This is not easily done as it will demand so much inter-
discourse and careful study of people, systems, organizations, and
interconnections.

44
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAMES: ________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________

INTRO 1.D: THREE LEVELS OF MORAL DILEMMA

a. Group Discussion: Divide the class in six. Each group discusses

to develop one organizational dilemma and one structural
dilemma. In organizational dilemma: under medical-business, the
pharmaceutical industry owner Dr. Wacocac goes to the United
States three time a year for free. In structural dilemma: under
medical-politics, the expensiveness of medicines in the
Philippines is decided upon by politicians. Be able clearly to state
the moral dilemmas, moral standards in conflict, and write your
own moral resolutions.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.
Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

45
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1D.1: 3 LEVELS OF MORAL DILEMMA

a. Identification: Read and analyze each of the given case. After

each case, determine the level of each of the moral dilemmas.
Choose one dilemma and discuss your solution if you are to
decide on it. Use another sheet of paper.

1. You are a lawyer, and you have been assigned a client by the
court. You are supposed to represent your client to the best
of your ability, regardless of what he or she has done, even if
you know they are guilty of a crime. But the crime is the rape
and murder of a child. And you have children of your own. Do
you still defend this person to the best of your ability, or don’t
you? (quora.com)

Level: ______________________________________________

2. The World Health Organization Commission on the Social

Determinants of Health showed how an individual’s health is
influenced by the circumstances in which they grow, live, work
and age, and the systems put in place to deal with illness. The
Commission also highlighted how health and longevity in
both rich, middle-income and poor countries follow the
socioeconomic gradient, and how inequalities in health within
and across countries are increasing. Political leaders face
difficult decisions about where to invest resources along the
causal chain of disease. They must care for those already ill
but also tackle the underlying causes of the diseases.
(cam.ac.uk)

Level: ______________________________________________
46
 ETHICS: FLOURISHING LIFE
3. Governments must balance the needs of their own citizens
with their obligations to provide aid to other countries. There
is a glaring global inequality in the burden of NCDs and in the
domestic resources available to address them. This raises the
basic question of the obligations of rich countries to help
poor countries to deal with these diseases. (cam.ac.uk)

Level: ______________________________________________
4. Suppose you are a visitor in a nation ruled by some kind of
military dictatorship. You are walking through the streets,
when you are pulled aside by a soldier who has ten people
lined up against a wall. They tell you that if you personally kill
one of the people, the others will go free, but if not, the
soldier will kill them all. (faculty.tru.ca)

Level: ______________________________________________
5. You are sent back in time to 1900, but the time machine can
only keep you in the past for 10 seconds. You end up in a
child's room and you have a gun, and you discover that the
child is 11-year old Adolf Hitler. Would you kill him?
(faculty.tru.ca)

Level: ______________________________________________

6. You are the therapist/counselor under the oath

of confidentiality. On one session, your client divulges that he
murdered someone. He is saying the truth. Will you
break Confidentiality and tell the police? (faculty.tru.ca)

Level: ______________________________________________

7. You are shopping and notice a woman stuffing a pair of

stockings into her purse. Do you report her? Why?
(faculty.tru.ca)

Level: ______________________________________________
47
 ETHICS: FLOURISHING LIFE
8. You are a priest. A person confessed about his
planned suicide. Will you break confidentiality and tell her
family? To prevent suicide. On one hand, she has a right to
privacy and confidentiality; on another hand, you must protect
her from herself.

Level: ______________________________________________

9. It is 1923 and the sheriff in a Central Florida town is protecting

a suspect of a violent crime against an angry mob who wish to
capture him. If the mob is frustrated, many buildings may be
destroyed and people may be killed in the ensuing riot.
Should the sheriff deliver the individual to the mob? (Please
note, this is based on actual events in Rosewood Florida,
January 1st, 1923). (faculty.tru.ca)

Level: ______________________________________________

10. You are waiting with a few other people to board a bus. The
bus pulls up and before you can board the driver gets out and
goes into the convenience store to get a coffee. You are the
last to get on the bus. Do you pay your fare? (faculty.tru.ca)

Level: ______________________________________________

11. You discover Bill Gate's wallet lying on the street. It contains
$1000.00 Do you send it back to him? (faculty.tru.ca)

Level: ______________________________________________

12. It is 3 a.m. and you are late getting home. As you approach
the intersection you notice that no one is around. Do you
drive through the red light? (faculty.tru.ca)

Level: ______________________________________________

Note: Use the essay rubrics in the previous assessment.

48
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

1.E
5
FOUNDATION OF MORALITY:
FREEDOM-RESPONSIBILITY
FOR ONE’S ACT AND TO OTHERS

LEARNING OUTCOMES
a. Explain why only human beings can be ethical.
b. Discuss freedom-responsibility as human.
c. Show how one should do freedom-responsibility
to one’s act and to others.

49
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
Freedom as Responsibility
Traditionalists often argue that what makes the human person
a human person is her reason. So by having a reason is the sole basis
of being human. But, not all persons who are with reason are free.
Many persons have been enslaved by their material possessions, by
other people, by organization or structures, and even by their desires
and emotions. The real reason can only be possible with a freedom
that allows it to choose what is good and right.
Freedom is the human person’s power to determine her
actions according to her judgment or reason after having compared
options or alternatives. She cannot have all the choices. She must
only choose one or more but not all. Freedom is not absolutely
everything. It is having everything or only some things one at a time.
For other thinkers, freedom is structured, situated, or
conditioned. This means that it is not simply what one wants to do.
Freedom is essentially a responsibility. Every freedom has its
limitation because free actions are done in spaces or situations.
If the human person acts freely, then she is also not acting on
other possible actions. Her free choice of doing an action is
simultaneously dropping other actions or choices. Her choosing, her
action, is a responsibility to take all the possible consequences of the
action as well as the possible negative or positive things that may
happen in the process of and after doing so.
Soren Kierkegaard believed that the human person exists
being a certain kind of individual. It is freedom which is active
participation or engagement with the world and one’s own life. The
human person is caught up in a web of existence where freedom
abundantly teases an individual to strive, to consider alternatives, to
choose among options, to decide concretely, and to make
commitments. Such actions are all called abilities to respond. This
“ability to respond” is aptly called freedom. Humans should be able

50
 ETHICS: FLOURISHING LIFE
to respond (not just react) to every situation. Thus, they are both free
and responsible or are responsibly free in all their actions.
Ethical or moral standards necessarily express how people
should be responsible in interacting with others. These show how
much one cares about other people. They inform them to be
responsible with their choices in consideration with the others.
Martin Heidegger further talked about this in his “being-in-
the-world,” which could also be “being-in-freedom” or “being-in-
responsibility.” Like the human person who is practically thrown into
the world as indicated by the “in-the-world,” she is “in-freedom,”
surrounded by freedom, and exists with or within the bounds of
freedom.
Freedom is all around her and within her. Whatever move she
does is her “responsibility” whereby as long as her actions are “in-
freedom” or within the “bounds” of freedom, she must be
responsible. While she is “in-freedom, she cannot escape being “in-
responsibility” not only to herself but also to anything “in-the-world.”
So one should be able to respond for being-in-freedom is by
being both free and responsible no matter what. One should ensure
that all of one’s free actions are real manifestations or full
embodiment of responsibility. One should be responsible for her
actions and others. This can be possible by following ethical
standards. Putting ethical standards into action is a response to
enable the ethical standards to influence lives for the better.

Freedom as Foundation of Morality

All persons are born to be free, to be ethical. As they are born to
breathe, to cry, to hear, to see, to smile, to stand, to walk, to laugh, and to think,
they discover their freedom.

But as they meet other people, they begin to realize how often their
freedom gets in conflict with others’. There is a limit to their freedom so that
they should be responsible for making the good or right choices.

51
 ETHICS: FLOURISHING LIFE
Freedom as an innate quality of the human person determines
morality or Ethics. Humans are born with the freedom that enables them to
reach their potential of becoming moral or ethical beings.

Morality as a choice
between good/right and
bad/wrong is founded on
freedom. Practically,
morality is about choosing
ethical standards from other
standards or moral values
from many values. It is
about choosing the good
choices instead of the evil
ones. Morality is
fundamentally a choice,
freedom.

It is impossible that one has freedom if one cannot even make

a simple choice. Choices are requirements of morality. If one is to
make a choice that comes from a good reason but may not be good
for others, then that is the beauty of freedom.
Freedom that offers differences, alternatives, variances,
modifications, and changes only exemplifies the essential diversity of
the human person.
As a human person who is confronted with daily choices, she
cannot avoid but classify them as either good or bad and right or
wrong. She finds deep within herself, a unity, beauty and good that
always make her attracted to prioritizing the good, and beautiful.
So whatever moral standards or values, which are left from
choosing, classifying and prioritizing are all gathered together to
define one’s morality. And if one’s morality is dictated upon by
anyone or group, it ceases to exist simply because one’s morality is
fundamentally free. If one chooses to be bad, then that is still his
choice, an act of freedom.

52
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAMES: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________

INTRO 1.E: FREEDOM AS FOUNDATION OF MORALITY

a. Group Viewing: Divide the class in two. The first group research
a video clip demonstrating unlimited freedom while the other
group, on the absence of freedom. Watch and list down the
negative effects.
__________
Group
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

53
 ETHICS: FLOURISHING LIFE
b. Group Discussion: Explain why animals and robots, no matter
how “smart” and beneficial they are, cannot be truly responsible
and ethical? Support your answer with good arguments and
proofs.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.
Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

54
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1E.1: FREEDOM AS FOUNDATION OF MORALITY

a. Individual Work. Discuss the following:

1. Why only human being can be ethical?

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2. Why am I freely responsible both to myself and to others?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

ESSAY RUBRICS: 10 PTS

CRITERIA EXCELLENT (2) GOOD (1.5) FAIR (1) SCORE
All statements are focused on Most statements are focused on Few statements are focused
FOCUS the topic. the topic. on the topic.
COHERENCE All arguments are coherent. Most arguments are coherent. Few arguments are coherent.

ACCURACY All information are correct. Most information are correct. Few information are correct.

CLARITY All arguments are very clear. Some arguments are clear. Few argument are clear.
The presentation is very The presentation is persuasive. The presentation is slightly
PERSUASION persuasive. persuasive.

T O T A L
55
 ETHICS: FLOURISHING LIFE
3. Why is freedom the foundation of morality?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
4. How can one be truly both free and responsible?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

5. If you are to be given unlimited freedom, what would you do

to be good? Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
56
 ETHICS: FLOURISHING LIFE

BASIC CONCEPTS

1.F

MINIMUM REQUIREMENT
FOR MORALITY:
REASON AND IMPARTIALITY

LEARNING OUTCOMES
a. Recall immediate responses to moral dilemmas.
b. Differentiate responses based on reason and those
based on feelings.
c. Discuss reason and impartiality as the minimum
requirement for morality.

57
 ETHICS: FLOURISHING LIFE

LECTURE CONTENTS
Minimum Requirement for Morality
Morality as a fundamental choice
between good and bad requires reason and
impartiality. Thus, for one to be able to
choose especially the good or right, one
must follow moral standards which are only
attributed as products of reason and exhibit
impartiality.
A moral person who is conscientious
or who uses reason is concerned impartially
with the common interests affected by what
one does. So a person of the reason is
willing to listen, scrutinize, revise and
undergo deliberations.
The reason is capable alone of moral judgment that is backed
by logical reasoning. It has a causal structure wherein one can expect
rational processes or actions to be judged as good or bad. It holds
one answerable for the norms or moral standards. It also holds one
answerable for one’s emotions.

Reason and Impartiality as Minimum Requirement for Morality

Emotions would cause a lot of suffering without the aid of
reason. Reason’s intellectual deliberations in societies correct the
problems on emotions. These allow intellectual objections to be
expressed and become incorporated in the moral evaluative system.
As reason is involved in determining moral behavior it
somehow distinguishes people from non-human animals. But it may
not be best to refer to the capacity or reason alone. The reason is just
a minimum requirement of morality just as other thinkers may
consider intuition, virtue, or end as those which dictate moral
behaviors.

58
 ETHICS: FLOURISHING LIFE
Being impartial (not
partial) is being holistic,
inclusive, and complete. In
morality, one must be fair,
objective, disinterested,
unbiased — reasonable.
Impartiality is the essential
character of reason. It is
the quality of reason that
distinguishes it from
subjectivity, partiality, and uncertainty of emotion. Rachels (2003)
calls this “a proscription against arbitrariness in dealing with people.”
Setting a standard of impartial decision-making, John C. W.
Touchie (2001) suggested: “Impartiality can be assessed by the
replicability of decision, commonality of criteria of validity and
similarity of rank-order over such criteria.”
The Editorial Policies of the Australian Broadcasting
Corporation (2007) also advocated elements of impartiality which are
as follows:

 truth  independence
 rigor  self-awareness
 context  even-handedness
 distance  range of perspectives
 fairness  good editorial reasons’
 balance  without preconceptions
 accuracy  absence of prejudgment
 neutrality  inclusion of alternative view
 objectivity  not expressing personal views
 transparency  not promoting particular views
 completeness  decision-making on news values only
 absence of the effects of conflicts of interest

59
 ETHICS: FLOURISHING LIFE
With the rules of reason such as the moral standards, people
are forbidden to treat others differently (discrimination) or to treat
some differently from others with special favor or for personal
feeling.
Every treatment and application of the law differently from
others should be done with good reason so that the principle of
discrimination is applied correctly like in law enforcement wherein the
police or the military discriminates the criminal from the civilians. If
these are done differently with bad reason, it is unacceptable and
should be rendered a just penalty.
Rachels (2003) gave a good illustration:

“There is a white racist who holds that it is right for the best
jobs in society to be reserved of white people. He is happy
with a situation in which the major corporation executives,
government officials, and so on are white, while blacks are
limited mostly to menial jobs; and he supports the social
arrangements by which this situation is maintained. Now we
can ask for reasons; we can ask why this is thought to be right.
Is there something about white people that makes them
better fitted for the highest-paying and most prestigious? Do
they care more about themselves and their families? Are they
capable of benefiting more from the availability of such
positions? In each case, the answer seems to be no; and if
there is no good reason for treating people differently,
discrimination is unacceptably arbitrary.” (p.15)

Impartiality as fairness requires evidence or good reason to

support behaviors or decisions for everyone especially when few or
some are left unaffected by such behaviors. Everybody is equally
important and should be considered in making any moral decision or
behavior. A principle related to this is the legal principle “presumption
of innocence” in which everyone should be treated justly or treated
innocent until proven guilty. Impartiality is synonymous with justice.
This will be discussed later in John Rawls’ “justice as fairness.”

60
 ETHICS: FLOURISHING LIFE

ACTIVITIES
NAMES: ________________________________________________________________
__________________________________________________________________________
Course/Year: ____________ Schedule: _____________ Date: _____________

INTRO 1.F: REASON AND IMPARTIALITY

— MINIMUM REQUIREMENT OF MORALITY

a. Group Activity: Divide the class in fives. Each group illustrates

feelings as instinctive response via a case from the news.

Case: _____________________________________________________
_____________________________________________________

ILLUSTRATION OF FEELINGS AS INSTINCTIVE RESPONSE

61
 ETHICS: FLOURISHING LIFE
b. Group Activity: Divide the class into three. They are distributed
in three situations— 1) from media ethics, end-of-life involving a
dying parent; 2) payment of facilitation fee to a customs officer by
a finance employee; and 3) 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. As moral agents,
the groupmates role play how people respond emotionally
and/or rationally to their given situations.

Class comments and critiques on the emotional and rational

responses in the role-playing activity.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
ROLE PLAY RUBRICS: 10 PTS
CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All information are very accurate All information are accurate All information are inaccurate and
ACCURACY and complete. and complete. incomplete.
The play show well the The play show the relevance of The play does not show the
RELEVANCE relevance of reason/emotion. reason/emotion. relevance of reason/emotion.
All role players speak and act All role players speak and act Few role players speak and act
CLARITY very clearly. clearly. clearly.
All events maintains audience’s Some events maintains All events do not maintain
INTEREST interest. audience’s interest. audience’s interest.

T O T A L
STATE 1 PRINCIPLE. EXPLAIN, AND ELABORATE THRU APPLICATION.
Principle Explanation Application
(In a sentence) (Its significance to you) (In your situation or life)

62
 ETHICS: FLOURISHING LIFE

>>>>>>>> A S S E S S M E N T <<<<<<<<
NAME: _____________________________________ Date: _____________________
Course/Year: ________________________ Schedule: _____________________

INTRO 1.F.1: REASON AND IMPARTIALITY

— MINIMUM REQUIREMENT OF MORALITY

a. Individual Work. Recall responses to moral dilemmas and

differentiate (10) responses based on reason and feelings.
Moral Dilemmas:________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
RESPONSES TO MORAL DILEMMAS
No. Based on Reason Based on Feelings
1

63
 ETHICS: FLOURISHING LIFE
RESPONSES TO MORAL DILEMMAS
No. Based on Reason Based on Feelings
4

10

CONTRAST TABLE RUBRICS: 10 PTS

CRITERIA EXCELLENT (2.5) GOOD (2) FAIR (1.5) SCORE
All four crucial features are The crucial features are The crucial features are incorrect
COMPLETENESS correct and complete. correct but incomplete. and incomplete.
The moral dilemma is very The moral dilemma is The moral dilemma is inaccurate.
ACCURACY accurate. accurate.
The moral experience is The moral experience is The moral experience is not
CLARITY narrated very clearly. narrated clearly. clearly narrated.
The presentation is very well- The presentation is well- The presentation is slightly
PRESENTATION organized. organized. organized.

T O T A L
64
 ETHICS: FLOURISHING LIFE
b. Discuss reason and impartiality as the minimum requirement for
morality
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
ESSAY RUBRICS: 10 PTS
CRITERIA EXCELLENT (2) GOOD (1.5) FAIR (1) SCORE
All statements are focused on Most statements are focused on Few statements are focused
FOCUS the topic. the topic. on the topic.
COHERENCE All arguments are coherent. Most arguments are coherent. Few arguments are coherent.

ACCURACY All information are correct. Most information are correct. Few information are correct.

CLARITY All arguments are very clear. Some arguments are clear. Few argument are clear.
The presentation is very The presentation is persuasive. The presentation is slightly
PERSUASION persuasive. persuasive.

T O T A L

65
 ETHICS: FLOURISHING LIFE
ENHANCEMENT

Principle Based Living. (2018). The importance of Principles. https://www.

youtube. com/watch?v=NnwGw3UZn6Q
Lisa Cottrell-Bentley. (2012). Rules vs. Principles. https://www.youtube. com/
watch?v=4aEhhZS2ekA
The Ethics Centre. (2020) Purpose, Values, Principles - An Ethics Framework.
https://www.youtube.com/watch?v=KLvWM oFUboo
DrWilliamCraigVideos. (2012). On Moral Experience. https://www. youtube.
com/watch?v=xabhkgo1N_4
PHILO-notes. (2018). Moral Standards vs Non-Moral Standards-General
Ethics-PHILO-notes Whiteboard Edition. https://www. youtube.com/
watch?v=SVYcETMuJg8 (8.45”)
PHILO-notes. (2018). What Are Moral Dilemmas?-General Ethics-PHILO-
notes Whiteboard Edition. https://www.youtube.com/ watch?v=
jwOQ7ZqDWN4
PHILO-notes. (2018). What Is Morality? Introductory Concept in Ethics -
PHILO-notes Whiteboard Edition. https://www.youtube.com/
watch?v=p9A4UHYeBcE
Arete Ateneo (2020). Magisterial Lectures | Antonette Palma-Angeles PhD -
Tools for Ethical Decision Making. https://tinyurl.com/y3wkj7zd
LS1ClassPrsnttns. (2017). Ethical dilemmas: Situations with students.
https://www.youtube.com/watch?v=sQS6jKianYQ
LS1ClassPrsnttns. (2017). Ethical dilemmas: Situations involving bullying.
https://www.youtube.com/watch?v=zm-FjtUklPI
TED-Ed. (2017). Would you sacrifice one person to save five? - Eleanor
Nelsen. https://www.youtube.com/watch? v=yg16u_bzjPE
Five Things. (2019). Biggest Moral Dilemmas In Science.
https://www.youtube.com/watch?v=N2UPui-zCRQ

66