GEN006: Applied Ethics

Module #4 Student Activity Sheet

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: ______________

Learning Unit: Ethical Frameworks: Deontology (Immanuel Kant) Learning Materials:

Student Activity Sheets (PEN Modules)
Learning Objectives:
At the end of the module, the student should be able to: Learning Resources:
1. Characterize rational moral duties as categorical Copp, D. (2006). The Oxford Handbook of Ethical
imperatives. Theory. Oxford University Press, Inc.
Debeljuh, P. (2006). Ethics: Learning to Live. Focus
Publishers Ltd.
2. Compare a hypothetical duty to a rational duty.
Shafer-Landau, R. (2013). Ethical Theory: An
Anthology (2nd Edition). John Wiley & Sons, Ltd.

A. LESSON PREVIEW/REVIEW

INTRODUCTION (5 MINS)
Recall of Previous Lesson:
VIRTUE ETHICS (ARISTOTLE)
Major Points Limitations
− Human action is directed towards the pursuit of − There is no definite answer to the right course of

the concept of Eudaimonia (supreme happiness) action in a moral dilemma for some virtues are not
which could be achieved through Phronesis concerned with distinguishing right and wrong only
(practical wisdom) or Arête (virtue). what characteristics one ought to possess.
− Virtues of Character: (1) Generosity and (2) − Virtues are susceptible to change.

Temperance − There is no definitive purpose as to what and where

− Virtues of Thought: (1) Wisdom, (2) Intelligence, the end will be and a reason why virtues are being
and (3) Comprehension developed.
− Doctrine of the Mean/Golden Mean. Moral
behavior is the balance between the vices of
virtues (deficiency and excess), between pleasure
(excess) and pain (deficiency).
− Virtue is a state of character concerned with
choice, determined by a rational principle which
means that anybody who aspires to live a happy
life must endeavor to live a life of contemplation,
reflection, and search for balance

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 In this lesson, we will be focusing on another ethical framework, Deontology, to broaden our understanding of
what is appropriate and inappropriate behavior/action. We will be determining the importance of legal and
moral duties to justify the rightness and wrongness of our actions.

Instructions: Answer the following question/s and write your answers in 2-3 sentences only.
1. What are the duties of human beings? Why should they accomplish these duties?
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B. MAIN LESSON

LESSON PRESENTATION/CONTENT NOTES (15 MINS)

Instructions: Take your time to read and understand all the important information you need to know about the
lesson. Also, please do not forget to highlight important information to help you remember.

DEONTOLOGY (DUTY ETHICS)

− Concerned with the adherence to certain rules or duties which means that the morality of an action should
be based on whether that action is right or wrong under a series of rules. It is more concerned with what
people do (intent), not with the consequences of their actions.
● IMMANUEL KANT’S DUTY-BASED ETHICS
− Believed that ethical actions follow universal moral laws (e.g., Don’t cheat. Don’t lie. Don’t steal) which
all human beings must honor and be obligated to do for it is their duty as moral agents.
− Believed that there was a supreme principle of morality referred to as ‘Categorical Imperative’ which
determines what moral duties are.
− Categorical Imperatives. Commands that are intended to be the basis of all other rules which you
should be doing regardless of your interest and/or desire (e.g., Even if you want to cheat on your taxes so
you have more money, you are able to do so).
1. The Universalizability Principle. Always act in such a way that the maxim of your action should
become a universal law (e.g., ‘Do not break promises’ implies a universal judgement for anybody in
the identical situation should have not broken their promises).
2. The Formula of Humanity. Act so that you treat humanity, both in your own person and in that of
another, always as an end and never merely as a means. People should not be tricked, manipulated,
or bullied into doing things. (e.g., ‘Lying to your friend about their birthday party so it would be a
surprise’ is considered morally wrong).
− Fundamental Duties. Specific principles (maxims and moral laws) that emphasize morality requires the
fulfillment of moral duties and not on self-seeking desires.

1. Perfect Duties. These are duties that do not allow exceptions and are universal which means that
they apply to all rational beings despite the consequences of the actions (e.g., ‘Lying’ is considered
universally wrong for communication with be difficult if everyone would lie, it would be difficult to
determine sincere and deceitful statements).

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 2. Imperfect Duties. There are duties that do not always need to be followed in one way or all the time
for this is dependent on the rationality and autonomy of an individual. People have their own sense
of duty towards themselves and others (e.g., ‘giving to charity’ is a duty dependent on the rational
nature and personal expression of an individual’s sense of duty; of what the individual sees as the
right thing to do).

SKILL-BUILDING ACTIVITY: EXPOSITORY ESSAY (30 MINS)

Instructions: Read and analyze the following situations below. Identify what is the appropriate action to do if you
are in that situation by relating it to Immanuel Kant’s Duty-Based Ethics (Categorical Imperative). Justify and
elaborate your answer. You may use the space provided to write your answers.

1. One of your colleagues was fired by your supervisor whom you despise and dislike. You were informed that
the fired colleague was a psychotic and wanted to kill your supervisor. In a meeting, the supervisor
confronted you about this gossip/information, and asked if you know something about it. If you were in this
situation, what would you do? Would you inform your supervisor, or would you lie since you dislike him/her
anyway?
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2. You were tasked by your teacher to collect the fees of your classmates for the upcoming field demonstration.
The money will be used to buy the props and other materials that your class needs for your
presentation/performance. The teacher informed you of the exact amount of the fee to be collected but did
not inform the class. If you were in this situation, what would you do? Would you collect the exact amount,
or would you add a few pesos because you are also in need of the money?
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CHECK YOUR UNDERSTANDING: TRUE/FALSE (5 MINS)

Instructions: Write T if the statement is true and F if otherwise.
_____________1. Deontology is more concerned with the consequences of actions, not the actions itself.
_____________2. Categorical Imperatives are the supreme principle of morality.
_____________3. According to the Universalizability Principle, we act so that you treat humanity, both in your
own person and in that of another, always as an end and never merely as a means.
_____________4. According to the Formula of Humanity, people should not be tricked, manipulated, or bullied
into doing things.
_____________5. Lying is morally right as long as you are not hurting other people.

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C. LESSON WRAP-UP

THINKING ABOUT LEARNING (5 MINS)

Think About Your learning. Take a few minutes to reflect on the quality of your work and effort.
1. How would you summarize Immanuel Kant’s Duty-based Ethics? It could be a metaphor or characterization.
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2. Caselet
In your classroom, you found an envelope with 10,000 pesos inside. That amount is enough for your
dues this block if you take the money for your own use. You do not need to file a promissory note to the
finance department of your school. Applying the moral theory of Kant, what should you do?
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FREQUENTLY ASKED QUESTIONS (FAQs)

1. How can we determine if an action is morally good using Immanuel Kant’s Duty-Based Ethics?
- The action must be motivated solely by the moral duty of the person and in accordance with the rules
present in society or in the situation. Also, you can ask yourselves these questions, (1) “Can I rationally
will everyone to act as I propose them to act?” or (2) “Does my action respect the goals of human beings
rather than merely using them for my own purposes?”. If the answer is no for either of the questions,
the action is morally wrong and must not be performed.
2. What are the limitations of Immanuel Kant’s Duty-Based Ethics?
− An act that is not morally good can lead to something good. Categorical Imperatives tell what one
cannot, but it does not give a positive account of ethics.
− There are maxims or moral laws that are relative and, therefore, cannot be universalized.
− There are conflicting duties that can clash. There are no guidelines as to which duty to prioritize.
Imperfect Duties are not clear and definitive as to when such duties must be performed.

KEYS TO CORRECTION
CHECK YOUR UNDERSTANDING: TRUE/FALSE
1. F
2. T
3. F
4. T
5. F
RUBRICS
ESSAYS
Content is comprehensive, Content is somewhat Content is incomplete and
accurate, and credible. It comprehensive but appears inappropriate. It demonstrates a
Content demonstrates an in-depth disorganized. It demonstrates a lack of reflection and analysis of
reflection and analysis of the general analysis and minimal the lesson. (1)
lesson. (3) reflection of the lesson. (2)
There are no/few spelling and/or There are some spelling or There are significant spelling and
Mechanics
punctuation errors. (2) punctuation errors. (1) punctuation errors. (0)

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 GEN006: Applied Ethics
Module #5 Student Activity Sheet

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: ______________

Learning Unit: Ethical Frameworks: Consequentialism (Jeremy Learning Materials:

Bentham and John Stuart Mill) Student Activity Sheets (PEN Modules)

Learning Objectives: Learning Resources:

At the end of the module, the student should be able to: Copp, D. (2006). The Oxford Handbook of Ethical
Theory. Oxford University Press, Inc.
1. Compare Mill’s utilitarianism to Bentham’s. Debeljuh, P. (2006). Ethics: Learning to Live. Focus
Publishers Ltd.
2. Apply consequentialist ethics. Shafer-Landau, R. (2013). Ethical Theory: An
Anthology (2nd Edition). John Wiley & Sons, Ltd.

A. LESSON PREVIEW/REVIEW

INTRODUCTION (5 MINS)
Recall of Previous Lesson:
DEONTOLOGY (IMMANUEL KANT)
Major Points Limitations
− Concerned with the adherence to certain rules or − An act that is not morally good can lead to
duties. something good. Categorical Imperatives tell what
− Morality of an action should be based on whether one cannot, but it does not give a positive account
that action is right or wrong under a series of of ethics.
rules. − There are maxims or moral laws that are relative
− Moral agents must honor human rights and meet and, therefore, cannot be universalized.
moral obligations (moral laws) even at the cost of − There are conflicting duties that can clash. There
an optimal outcome. are no guidelines as to which duty to prioritize.
− Categorical Imperative is the supreme principle of Imperfect Duties are not clear and definitive as to
morality (Universalizability Principle and Formula when such duties must be performed.
or Humanity).
− A good person is someone who always does their
duty because it is their duty. It is fine if they enjoy
doing it, but it must be the case that they would
do it even if they did not enjoy it. The overall
theme is that to be a good person you must be
good for goodness’s sake.

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 In this lesson, you are to learn the nature of Utilitarianism by looking into the ideas of John Stuart Mill and
Jeremy Bentham regarding the different measures of happiness, and to determine the importance of these
measures in understanding the rightness and wrongness of our actions.

Instructions: Draw or doodle your answer to the question/s below. Use the space provided.
1. What is your highest and lowest form of pleasure? Make sure to label your drawings.
Example: Highest = Rest and Relaxation (Vacation); Lowest = Eating

B. MAIN LESSON

LESSON PRESENTATION/CONTENT NOTES (15 MINS)

Instructions: Take your time to read and understand all the important information you need to know about the
lesson. Also, please do not forget to highlight important information to help you remember.

TELEOLOGICAL ETHICS (CONSEQUENTIALISM)

− Derives moral obligation from what is good or desirable as an end to be achieved. Morality of an action is
contingent on the action’s outcome which means that the rightness or wrongness of an action depends on
outcomes/consequence, if it brings a good end or intrinsic value.
− Ethical Egoism. Moral duty is exclusive for the self which means that one ought to do/pursue whatever is in
one’s own best interest (e.g., developing a career).
− Utilitarianism. Consequences of actions are more favorable than unfavorable to everyone which means that
one ought to perform actions which tend to produce the greatest overall happiness for the greatest number
of people (e.g., promoting social justice).
● JEREMY BENTHAM’S PRINCIPLE OF UTILITY
− Believes that human actions and social institutions should be judged right or wrong depending upon
their tendency to promote the greatest amount of pleasure or least amount of pain. We should
commend an action if it produces pleasure or prevents pain and condemn an action if it does the

opposite.

− Main Principles. (1) Recognizes the fundamental role of pain and pleasure in human life, (2) Approves or
disapproves of an action based on the amount of pain or pleasure brought about by the consequences of
the action, (3) Equates good with pleasure and evil with pain, and (4) Asserts that pleasure and pain are
capable of quantification, hence, measurable.
− Act Utilitarianism. The right act is defined as the one which brings about the best results or the least
amount of bad results (e.g., charity work).

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 − Utilitarian Calculus. A way to measure pleasure and pain using different factors/criteria in an action.

CRITERIA FOR A SPECIFIC TYPE CRITERIA FOR ACTIONS THAT

CRITERIA FOR A SINGLE ACTION
OF ACTION AFFECTS A GROUP
− Intensity − Fecundity − Extent
− Duration − Purity

− Certainty
− Propinquity

● JOHN STUART MILL’S GREATEST HAPPINESS PRINCIPLE

− It is not the quantity of pleasure but the quality of happiness that is central to utilitarianism. An action
should be judged right or wrong if it has the tendency to achieve happiness for the greatest number of
people.

− Rule Utilitarianism. We ought to live by rules which lead to the greatest good in general. Avoid
short-time utility, instead focus on achieving long-term utility (e.g., equality for women).

SKILL-BUILDING ACTIVITY: VENN DIAGRAM (30 MINS)

Instructions: Make a Venn Diagram or any graphic organizer to illustrate the similarities and differences of
Jeremy Bentham’s Principle of Utility and John Stuart Mill’s Greatest Happiness Principle. Make sure to provide
examples and a brief explanation for your claims. You can use online editing applications such as Canva and PPT,
then, paste it in the space below. If you don’t have access to these applications, you can draw or doodle your
graphic organizer.

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 CHECK YOUR UNDERSTANDING: TRUE/FALSE (5 MINS)
Instructions: Write T if the statement is true and F if otherwise.
_____________1. According to Mill, intellectual pleasures are the highest form of pleasure.
_____________2. Ethical Egoism means that one ought to do/pursue whatever is in one’s own best interest.
_____________3. Utilitarianism is concerned with the adherence to certain rules or duties.
_____________4. According to Bentham, good equates to pleasure and evil equates to pain.
_____________5. The Utilitarian Calculus is a way to measure pleasure and pain in an action.

C. LESSON WRAP-UP

THINKING ABOUT LEARNING (5 MINS)

Think About Your learning. Take a few minutes to reflect on the quality of your work and effort.
1. In your opinion, which theory of utilitarianism is better for making laws and policies? Explain your answer.
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2. Caselet
“Matthew Donnelly was a physicist who had worked with X-rays for 30 years. Perhaps as a result of too
much exposure, he contracted cancer and lost part of his jaw, his upper lip, his nose, and his left hand, as
well as two fingers from his right hand. He was also left blind. Mr. Donnelly’s physicians told him that he
had about a year to live, but he decided that he did not want to go on living in such a state. He was in
constant pain. One writer said that “at its worst, he could be seen lying in bed with teeth clenched and
beads of perspiration standing out on his forehead.” Knowing that he was going to die eventually
anyway, and wanting to escape this misery, Mr. Donnelly begged his three brothers to kill him. Two
refused, but one did not. The youngest brother, 36-year-old Harold Donnelly, carried a .30-caliber pistol
into the hospital and shot Matthew to death." If you were Harold Donnelly, applying consequentialist
ethics, what would you do?
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FREQUENTLY ASKED QUESTIONS (FAQs)

1. What is the importance of utilitarianism?
− It is helpful in formulating public policy since it requires an objective assessment of everyone's interests
and of an impartial choice to maximize good outcomes for all affected parties. It also sees morality as the
goal of promoting welfare.
2. What are the limitations of utilitarianism?
− It does not consider the agent and the motive, no consideration for the duty or responsibility. Also,
immoral actions can be justified by the principle of utility for it permits the interests of the majority to
override the minorities.
− In Act Utilitarianism, there is a difficulty in attaining full knowledge and certainty of consequences.
− In Rule Utilitarianism, it is possible to generate unjust rules.
3. How can we distinguish pleasure from happiness?
− Pleasure is the act of seeking gratification, while happiness is the act of seeking satisfaction. Pleasure is
pursued as an end, while happiness is an indirect by-product of another activity.

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 KEYS TO CORRECTION
CHECK YOUR UNDERSTANDING: TRUE/FALSE
1. T
2. T
3. F
4. T
5. T

RUBRICS
ESSAYS
Content is comprehensive, Content is somewhat Content is incomplete and
accurate, and credible. It comprehensive but appears inappropriate. It
demonstrates an in-depth disorganized. It demonstrates demonstrates a lack of
Content
reflection and analysis of the a general analysis and reflection and analysis of the
lesson. (3) minimal reflection of the lesson. (1)
lesson. (2)
There are no/few spelling There are some spelling or There are significant spelling
Mechanics
and/or punctuation errors. (2) punctuation errors. (1) and punctuation errors. (0)

VENN DIAGRAM
Output demonstrates the Output is factual but showed Output demonstrates no
learner’s own interpretation little interpretation from the interpretation and expression
and expression of the lesson, learners, and details from the learners, and details
Content
and shows appropriate details somewhat show the concepts have no connection with the
and concepts of the lesson. of the lesson. (2) concepts of the lesson. (1)
(4)
Output is well organized, easy Output is satisfactorily Output is poorly organized
Clarity to understand, and easy to organized but difficult to and very distracting to read
read. (4) understand and read. (2) and understand. (1)
There are no/few spelling There are some spelling or There are significant spelling
Mechanics
and/or punctuation errors. (2) punctuation errors. (1) and punctuation errors. (0)

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 GEN006: Applied Ethics
Module #6 Student Activity Sheet

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: ______________

Learning Unit: Eastern Moral Philosophies Learning Materials:

Learning Objectives: Student Activity Sheets (PEN Modules)
At the end of the module, the student should be able to:
1. Recognize the nature of the basic units of ethics and Learning Resources:
morality, and philosophical reasoning. Coral, V. (2017). Introduction to World
2. Justify the significance of morality and ethics on a personal Religions. C&E Publishing, Inc.
and societal level.

A. LESSON PREVIEW/REVIEW

INTRODUCTION (5 MINS)
Recall of Previous Lesson:
CONSEQUENTIALISM (BENTHAM AND MILL)
Major Points Limitations
− The rightness or wrongness of an action depends − It does not consider the agent and the motive, no
on outcomes/consequence, if it brings a good end consideration for the duty or responsibility. Also,
or intrinsic value. immoral actions can be justified by the principle of
− Bentham’s Principle of Utility believes that an utility for it permits the interests of the majority to
action should promote the greatest amount of override the minorities.
pleasure or least amount of pain. Pleasure is based − In Act Utilitarianism, there is a difficulty in attaining
on quantity (Act Utilitarianism). full knowledge and certainty of consequences.
− Mill’s Greatest Happiness Principles believes that − In Rule Utilitarianism, it is possible to generate
an action should promote happiness for the unjust rules
greatest number of people. Happiness is based on
quality (Rule Utilitarianism).

In this lesson, we are to learn the concepts of morality from various eastern philosophies namely Taoism,
Hinduism, Buddhism, Confucianism, and Islam, and to understand how they observe ethical standards to
maintain a productive, peaceful, and harmonious way of life. We also will identify the differences of their beliefs
to continue our search for the ultimate good.

Instructions: Identify one (1) eastern philosophy, then draw its symbol in the space provided. Make sure to
provide a small description as to what the symbol represents.

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B. MAIN LESSON

LESSON PRESENTATION/CONTENT NOTES (15 MINS)

Instructions: Take your time to read and understand all the important information you need to know about the
lesson. Also, please do not forget to highlight important information to help you remember.

TAOISM
− Also known as Daoism, is an indigenous Chinese religion often associated with the Daode Jing (Tao Te
Ching), a philosophical and political text purportedly written by Laozi (Lao Tzu) sometime in the 3rd or 4th
centuries B.C.E. Rejects the hierarchy and strictness brought by Confucianism and would prefer a simple
lifestyle and its teachings thus aim to describe how to attain that life.
● TAO OR DAO
− A Chinese word signifying 'way', 'path', 'route', 'road' or sometimes more loosely 'doctrine', 'principle'
or 'holistic beliefs’.
− It is the natural order of the universe whose character one’s human intuition must discern in order to
realize the potential for individual wisdom.
− This intuitive knowing of “life” cannot be grasped as a concept; it is known through actual living
experience of one’s everyday being.
● YIN AND YANG
− Two halves that together complete wholeness. They are the starting point for change. When
something is whole, by definition, it’s unchanging. So, when you split something into two halves, it
upsets the equilibrium of wholeness. Both halves are chasing after each other as they seek a new
balance.
− Yin signifies softness, darkness, passivity, femininity, etc. while Yang signifies hardness, brightness,
activity, masculinity, etc.

BUDDHISM
− Based on the teachings of a Nepali prince named Siddharta Gautama who lived around 500 BCE. Eventually
he succeeded, becoming the Buddha, “The Enlightened One”. He spent the remaining 45 years of his life
teaching the dharma (the path to liberation from suffering) and establishing the sangha (a community of
monks).
− For a Buddhist, taking refuge (meditation) is the first step on the path to enlightenment. Even if
enlightenment is not achieved in this life, one has a better chance to become enlightened in a future life.
One who takes the precepts is called a lay person.

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 ● EIGHTFOLD PATH
1. Right View or Right Understanding. Insight into the true nature of reality.
2. Right Intention. The unselfish desire to realize enlightenment.
3. Right Speech. Use speech compassionately.
4. Right Action. Using ethical conduct to manifest compassion.
5. Right Livelihood. Making a living through ethical and non-harmful means.
6. Right Effort. Cultivating wholesome qualities and releasing unwholesome qualities.
7. Right Mindfulness. Body-mind awareness.
8. Right Concentration. Meditation as a dedicated, concentrated practice.

CONFUCIANISM
− The way of life propagated by Confucius in the 6th–5th century BCE and followed by the Chinese people for
more than two millennia. Although transformed over time, it is still the substance of learning, the source of
values, and the social code of the Chinese.
− A code of ethical conduct, of how one should properly act according to his/her relationship with other
people. The identity and self-concept of the individual are interwoven with the identity and status of
his/her community or culture, sharing its pride as well as its failures.
− Self-cultivation is seen as the ultimate purpose of life. The cultivated self in Confucianism is what some
scholars call a “subdued self” wherein personal needs are repressed for the good of many, making
Confucian society also hierarchical for the purpose of maintaining order and balance in society.

ISLAM
− Derived from the word “salam” which means peace or surrender whereas ‘Islam’ means the perfect peace
out of total surrender to Allah (God).
− Prophet Muhammad dedicated the remainder of his life to spreading a message of monotheism in a
polytheistic world. In 622, he fled north to the city of Medina to escape growing persecution. This event
marks the beginning of the Islamic calendar. Eight years later, Muhammad returned to Mecca with an army
and conquered the city for Islam. By Muhammad's death, 50 years later, the entire Arabian Peninsula had
come under Muslim control.

− Morality in Islam encompasses the concept of righteousness, good character, and the body of moral
qualities and virtues prescribed in Islamic religious texts. The principle and fundamental purpose of Islamic
morality is love, love for God and love for God's creatures.

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 ● PILLARS
1. Shahada. Obligation to profess the faith.
2. Salah. Obligation to pray.
3. Zakat. Obligation to give alms.
4. Saum. Obligation to fast.
5. Hajj. Obligation to do pilgrimage to Mecca.

HINDUISM
− The world's oldest religion, with roots and customs dating back more than 4,000 years and the third-largest
religion behind Christianity and Islam.
− The broad term "Hinduism" encompasses a wide variety of traditions, which are closely related and share
common themes but do not constitute a unified set of beliefs or practices. Hinduism is not a homogeneous,
organized system.
− Caste System. The system which divides Hindus into rigid hierarchical groups based on their karma (work)
and dharma (duty) is generally accepted to be more than 3,000 years old.

● ATMAN
− The soul’s state of suffering because of its attachments to the senses or to the pleasures of the flesh.
This makes Atman a slave of Maya (magic or illusion). Upanishads are teachings that would relinquish
the Atman from its enslavement for it allows the unification with the Universal Essence (Brahman).
− It must be noted that Hindus believe that a righteous life is necessary towards Atman’s union with the
Brahman which will be achieved through the Samsara (Reincarnation) for the purpose of purification.
Thus, the moral injunction of Hinduism lies right in the heart of the teachings in the Upanishads.

● UPANISHADS
− Literally means, "sitting down near" or "sitting close to" and implies listening closely to the mystic
doctrines of a guru or a spiritual teacher, who has cognized the fundamental truths of the universe.
− It also means 'Brahma-knowledge' by which ignorance is annihilated.

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 SKILL-BUILDING ACTIVITY: COMPARATIVE MATRIX (30 MINS)
Instructions: Complete the table below by supplying the necessary information regarding the following eastern
philosophies based on the criteria provided on the left.
ISLAM TAOISM HINDUISM

Basic
Assumptions

Proponents

Concepts of
Morality

Examples of
Moral
Actions

Personal
Insights

CHECK YOUR UNDERSTANDING: TABLE COMPLETION (5 MINS)

Instructions: Complete the table below by providing one (1) example to each Eightfold Path in relation to being a
student.
EIGHTFOLD PATH EXAMPLE AS A STUDENT
Right View or Understanding Example: Knowing your goals or dreams.
Right Intention 1.
Right Speech 2.
Right Action 3.
Right Livelihood 4.
Right Effort 5.
Right Mindfulness 6.
Right Concentration 7.

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C. LESSON WRAP-UP

THINKING ABOUT LEARNING (5 MINS)

Think About Your learning. Take a few minutes to reflect on the quality of your work and effort.
1. Have you noticed any similarities with these eastern philosophies? Elaborate your answer.
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2. What parts were challenging for you to do? Why do you think was it challenging for you?
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FREQUENTLY ASKED QUESTIONS (FAQs)

1. What is the importance of religion?
- Religion shapes people's morals, customs, beliefs, and behavior. It also provides purpose or direction to
the lives of people (e.g., serving your people and being just to others). Religion also promotes solidarity
for it unifies people through shared rituals and beliefs, and enforcement of norms to maintain
conformity. Lastly, religion provides answers or explanations for the unexplained events and/or questions
such as the origin of man.
2. If Islam is peaceful, then why do some Muslims kill?
- Crimes such as murder should not be attributed to religion. Some criminals are also Christians, Hindus,
among others but we do not attribute their actions to their religion. Muslims do not kill, criminals do.

RUBRICS
ESSAYS
Content is comprehensive, Content is somewhat Content is incomplete and
accurate, and credible. It comprehensive but appears inappropriate. It demonstrates a
Content demonstrates an in-depth disorganized. It demonstrates a lack of reflection and analysis of
reflection and analysis of the general analysis and minimal the lesson. (1)
lesson. (3) reflection of the lesson. (2)
There are no/few spelling and/or There are some spelling or There are significant spelling and
Mechanics
punctuation errors. (2) punctuation errors. (1) punctuation errors. (0)

COMPARATIVE MATRIX/TABLE COMPLETION

Output demonstrates the Output is factual but showed Output demonstrates no
learner’s own interpretation and little interpretation from the interpretation and expression
Content expression of the lesson, and learners, and details somewhat from the learners, and details
shows appropriate details and show the concepts of the lesson. have no connection with the
concepts of the lesson. (4) (2) concepts of the lesson. (1)
Output is well organized, easy to Output is satisfactorily organized Output is poorly organized and
Clarity understand, and easy to read. (4) but difficult to understand and very distracting to read and
read. (2) understand. (1)
There are no/few spelling and/or There are some spelling or There are significant spelling and
Mechanics
punctuation errors. (2) punctuation errors. (1) punctuation errors. (0)

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