COURSE SYLLABUS

Second Semester SY 2023-2024

COURSE TITLE: Ethics COURSE CODE: GE 7 UNITS: 3

PREREQUISITE: None PROGRAM: For All Programs

PROFESSOR: E-MAIL ADDRESS

CONSULTATION PERIOD: TIME: DAY: VENUE:

COURSE DESCRIPTION: Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and interaction
with the environment and other shared resources. (CMO 20 s 2013)

Morality pertains to the standards of right and wrong that an individual originally picks up from the community. The course discusses the context and
principles of ethical behavior in modern society at the level of individual, society, and in interaction with the environment and other shared resources.
The course also teaches students to make moral decisions by using dominant moral frameworks and by applying a seven-step moral reasoning model
to analyze and solve moral dilemmas.

This course is organized according to the three (3) main elements of the moral experience: (a) agent, including context – cultural, communal, and
environment; (b) the act, and (c) reason and framework (for the act).

VISION: An institution of academic excellence empowered with scientific, technological and 21 st century skills, thus, producing holistically
developed administrators, faculty, support staff, student and alumni.

MISSION: Develop continuing programs of quality and relevant education.

INSTITUTIONAL OBJECTIVES:
 To attend to the holistic development of the individual, mind, body, spirit and emotions.
 To perpetuate nationalistic ideas.
 To assist in enhancing the range of each individual’s participation in the basic functions of the society.
 To develop technological competencies through the awareness, use, and application of appropriate technologies that will make them globally
competitive.
 To be financially viable in order to support the needs of education.
COREVALUES:
 Spirituality
 Integrity
 Patriotism
 Excellence

INSTITUTIONAL LEARNING OUTCOMES

The graduates of Imus Institute of Science and Technology can demonstrate the following interconnected outcomes: the knowledge, skills, and
competencies which are embedded in their respective sources/programs and which will enable them to succeed in their chosen careers.

Graduates Outcomes Performance Indicators

Effectively organize and communicate, both orally and in writing, thoughts in a clear and well-organized
1. Communication manner to persuade, inform and convey ideas, express feelings and support conclusions in academic,
work, family and community settings using variety of models and media strategies.
Explore issues, ideas, and events using informed judgment, intellectual curiosity, synthesis and
2. Creative, Critical and Analytic evaluation based on evidences, sound reasoning and creativity; able to differentiate facts from opinions,
Thinking interpret literary, artistic and scientific works; explore alternatives and adapt ideas and methods to new
situations.
3. Problem Solving Skills Ability to solve complex problems, proficient in computer, perform data analysis, apply
mathematical/financial and accounting operations and reasoning; ability to analyze and use numerical
data.
4. Collaboration and Teamwork Jointly and effectively working with others in situations characterized by different interests and
objectives; share task and complete task on time to increase the success of teams.
5. Community/Global Apply knowledge and skills from the classroom to community setting; demonstrate knowledge of the
Consciousness and Responsibility region and the world; contribute to a larger community and wider society, locally, nationally and
globally; develop, social perceptiveness, empathy, cultural awareness; ethics, interpersonal skills and
integrity.

IMUS INSTITUTE OF SCIENCE AND TECHNOLOGY, INC. GRADUATES’ ATTRIBUTE AND PERFORMANCE INDICATORS FOR
SECONDARY AND ELEMENTARY EDUCATION
The graduates of Bachelor of Secondary and Elementary education programs after graduation are expected to gain understanding in various aspects
of learning and demonstrate preparedness in the real-life situations.

GRADUATES ATTRIBUTES PERFORMANCE INDICATORS

BSED/BEED graduates demonstrate self-awareness and show

Self-Awareness and Emotional Intelligence emotional empathy, conducts feeding program and reading literacy to
the adopted barangay schools.
BSED/BEED graduates engage and involve themselves in community
Critical Thinking and Problem Solving services, thus, help indigent people in the barangay. Conduct surveys on
the needs of the indigenous people.
BSED/BEED graduates attend seminars/workshops, conventions, local
Teamwork and Communication Skills
and regional competitions and recollections.
BSED/BEED graduates conduct field study, practice teaching and
Career and Leadership Readiness
community immersion.
BSED/BEED graduates demonstrate concerns on global and social
Inter-cultural and Ethical Competency issues. They are willing to be part of it and contribute for the betterment
of the society.
BSED/BEED graduates are involved in the anti-drug and smoking
Knowledge and Discipline campaign; willing to participate in the clean-up drive and beautification
program for Imus Institute of Science and Technology, Inc.

PROGRAM OUTCOMES COMMON TO ALL PROGRAMS IN ALL TYPES OF SCHOOLS

 Articulate and discuss the latest developments in the specific field of practice (PQF Level 6 descriptor).
 Effectively communicate orally and in writing using both English and Filipino
 Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF Level 6 descriptor)
 Act in recognition of professional, social and ethical responsibility.
 Preserve and promote “Filipino historical and cultural heritage” (based on RA7722)

PROGRAM OUTCOMES COMMON TO TEACHER EDUCATION

 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
 Demonstrate mastery of subject matter, discipline.
 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
 Develop innovative curricula, instructional plans, teaching approaches, and resources to diverse learners.
 Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
 Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
  Practice professional and ethical teaching standards sensitive to the local, national and global realities.
 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

PROGRAM OUTCOMES FOR BEED

 Demonstrate in-depth understanding of the diversity of learners in various learning areas.
 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
 Utilize appropriate assessment and evaluation tools to measure learning outcomes.
 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
 Demonstrate positive attributes of a model teacher, both as individual and as a professional
 Manifest a desire to continuously pursue personal and professional development.

Program Outcomes Common Program Outcomes Common to teacher Program Outcomes Specific
Course to all Programs in All Types Education to BEED
of School
The Life and Works of Jose PO1 PO2 PO3 PO4 PO1 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4
Rizal 1 1 P D 1 1 P P P P P P P P

Course Outcome:
At the end of course, the students are expected to:

Cognitive Domain:
 Describe what a moral experience is as it happens in different levels of human existence.
 Explain the influence of Filipino culture on the way students looks at moral experiences and solve moral dilemmas.
 Describe the elements of moral development and moral experience.

Affective Domain:
 Develop sensitivities to the common good.
 Use ethical frameworks or principles to analyze moral experiences.
 Understand and internalize the principles of ethical behavior in modern society at the level of the person, society, and in interaction with the
environment and other shared resources.
Psychomotor Domain
 Differentiate between moral and non-moral problems.
 Make sound ethical judgment based on principles, facts, and the stakeholders affected.

Learning Objectives Content/Topics Time Strategies and Assessment Resource Materials

Frame Activities Tools
Student Handbook
Recall rules they have to Orientation to the course. 3 Hours Student Homework
follow Activity: Class Class recitation
discussion
Explain why they have to
follow rules.

Differentiate between Moral and Non-Moral Lecture Quiz Ethics. The Philosophical Discipline of
moral and moral standards Study Activity Action. Eddie R. Babor. Pages, 8, 203-
standards 211.
What are moral Lecture Recitation
Recognize and recall a dilemmas? 3 Hours
moral experience.

Detect a moral dilemma The three levels of moral Øvind Kvalnes’ Moral Reasoning at
dilemmas: Individual; Work, Chap. 2, pages 11-18.
Identify the three levels of organizational (i.e.
moral dilemmas business, medical, and Rosendo Gualdo’s Ethics: Basic Concepts
public sector); structural Lecture Written exercise and Contemporary Moral Issues. Pages
(network of institutions 3 Hours Video clip Class discussion 31-32.
and operative theoretical viewing Reflection
paradigms, e.g. universal Paper
health care).

Explain why only human Freedom as foundation

beings can be ethical for human acts

Articulate what culture What is culture? 3 Hours Lecture Recitation Banaag and Cruz’s Socio-Anthro. An
means How does it define our Class Integrated abd Interdisciplinary Approach
Attribute facets of moral define? Discussion to the Study of Society, Culture and
personal behavior to Politics. Chap. 3, pages 42-62.
culture

Recognize differences in Cultural relativism:

moral behavior of definition, advantages of Lecture Quiz
different cultures. recognizing the
differences, and the Case Study Case Study
Appreciate the differences dangers of the position. 3 Hours Output
Evaluate the strengths and
weaknesses of cultural
relativism.

Analyze crucial qualities The Filipino Way F. Jocano Landa’s Filipino Values
of the Filipino moral Lecture System. Quezon City: PUNLAD Research
identity in their own House, Inc., 1997.
moral experiences.
Video Clip Ethics. The Philosophical Discipline of
Evaluate elements that 3 Hours Viewing Essay Action. Eddie R. Babor. Part II, Chap. 1,
need to be changed. pages 142-153.

Identify Universal Values Universal Values Class

Discussion
Explain why universal
values are necessary for
human survival
Recall Defining moments How is moral character Lecture Quiz https://fromemuseum.org/the-
in their moral formation. developed? development-of-a-moral-character/. The
Group Work Group Development of A Moral Character.
Explain the relationship presentation
between individual acts https://plato.stanford.edu/entries/moral-
and character. 3 Hours character/.
https://iep.utm.edu/moral-ch/. Moral
Identify and articulate Stages of moral Character.
each stage of moral development
development.

Check their personal

growth and three other
cases, against the stages
of development.

PRELIM EXAMINATION
Recall immediate Reynaldo Padilla’s Ethics: A Textbook
responses to moral Reason and impartiality 3 Hours Lecture Recitation for the New General Education
dilemmas. as requirements for ethics Curriculum. Part II, page 95-96.
 Case Study
Differentiate responses
based on reasons and
those based on feelings.

Capture and analyze their Feelings and Reason 3 Hours Lecture Quiz https://iep.utm.edu/faith-re/. Faith and
feelings in personal moral Reason
experiences The ethical requirement Group Group Report
of reason and Discussion https://plato.stanford.edu/entries/emotion/.
Compare reasonable and impartiality. Emotion
emotional responses

Check real-life cases 7-Step moral reasoning Lecture Group Report Reynaldo Padilla’s Ethics: A Textbook
against the 7-step model, model for the New General Education
a model that uses reason Class Curriculum. Pages 93-95.
and impartiality. discussion
3 Hours
Differentiate knowing and
actually executing a good
moral decision.

Judge their own moral The Difference between Lecture Reflection Eddie R. Babor’s Ethics. The
behavior in terms of reason and will Paper Philosophical Discipline of Action. Pages
planning and execution in 54-57.
important moral 3 Hours
experiences. Moral theories and Reynaldo Padilla’s Ethics: A Textbook
mental frames and why for the New General Education
Classify the dominant they are important. Curriculum. Pages 27-37.
mental frames.
MIDTERM EXAMINATION
Eddie R. Babor’s Ethics. The
Articulate what virtue Aristotle and Thomas Lecture Quiz Philosophical Discipline of Action.Ethical
ethics is. Aquinas Teachings of Aristotle and Thomas
Case Analysis Recitation Aquinas, pages 28-35 and 46-51.
Critique value ethics
Eddie R. Babor’s Ethics. The
Make use of virtue ethics Kant and Rights Philosophical Discipline of Action.
Rights, pages 217-221.
Understand and articulate
the rights theory. Reynaldo Padilla’s Ethics: A Textbook
for the New General Education
Differentiate a legal from 6 Hours Curriculum. Kants and Rights Theorists,
a moral right. pages 121-122.

Critique virtue ethics

Make use of the rights Eddie R. Babor’s Ethics. The

theory Philosophical Discipline of Action.
Utilitarianism, pages 61-68.
Articulate what Utilitarianism
Utilitarianism is Reynaldo Padilla’s Ethics: A Textbook
for the New General Education
Critique Utilitarianism Curriculum. Utilitarianism, pages 125-
126.
Make use of utilitarianism
Rosendo Gualdo’s Professional Ethics
with Introductory General Ethics, pages
52-58.
Articulate what justice Justice and fairness Eddie R. Babor’s Ethics. The
and fairness are Lecture Philosophical Discipline of Action.
Mandated topic: Taxation Justice and Morality, pages 224-248.
Critique justice and Case Analysis Written Report
fairness Reynaldo Padilla’s Ethics: A Textbook
for the New General Education
Make us of justice and Curriculum. Frameworks and Principles,
fairness pages 105-174.

Identify the important

moral challenges of
globalization
6 Hours Video clip Recitation
Compare responses to Globalization and its viewing
shared moral dilemmas of ethical challenges
baby boomers and
millennials
Millennials and
State qualities of filinnial Filinnials: ethical
 challenges and responses
Construct a plan for
coping with the
challenges of
globalization

Differentiate ethics from

religion

Appreciate the role of

religion in a globalized
world.

FINAL EXAMINATION

Rubric for Grading Project

Criteria Points
Uniqueness and Originality of Design (products of one’s own imagination) 5
Materials Used (100% recyclable) 5
Usefulness of the project (Makes complex job easier) 5
Promptness of submission (Submitted on the set deadline) 5
TOTAL 20

Rubric for Oral Presentation

Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1)
Holds attention of entire Consistent use of direct eye Displays minimal eye contact Holds no eye contact with
audience with the use of contact with audience, but still with audience, while reading audience, as entire report is
direct eye contact, seldom returns to notes. mostly from notes. read from notes.
looking at notes. Speaks with satisfactory Speaks in uneven volume Speaks in low volume and/or
Delivery
Speaks with fluctuations in variation of volume and with little or no inflection. monotonous tone, which
volume and inflection to inflection. causes audience disengage.
maintain audience interest and
emphasize key points,
Content Demonstrate full knowledge Is at ease with expected Is uncomfortable within Do not have grasp of
by answering all class answers to all questions, formation and is able to information and cannot
 questions with explanation without elaboration. Has answer only rudimentary answer questions about the
and elaboration. somewhat clear purpose and questions. subject.
subject; some examples, facts,
Provides clear purpose and and/or statistics that support Attempts to define purpose Do not clearly define subject
subject; pertinent examples, the subject; includes some data and subject; provides weak and purpose; weak or no
facts, and/or statistics, support or evidences. examples, facts, and/or support of subject, gives
evidences. statistics, which do not insufficient support for ideas
adequately support the or conclusion.
subject, and includes a very
thin data or evidence.
Enthusiasm Demonstrates strong Shows some enthusiastic Shows little or mixed feelings Shows no interest in the
enthusiasm about the topic feelings about the topic. about the topic being topic presented.
during the entire presentation. presented.
Raises audience understanding Fails to increase audience
Significantly increases and awareness of most points. Raises audience understanding and
audience understanding and understanding and knowledge knowledge of the topic.
knowledge of topic, convinces of some points.
an audience to recognize the
validity and importance of the
subject.

COURSE POLICIES
1. Observes strictly the pertinent institution and department policies.
2. Regular attendance is expected of every student, in case of failure to attend class due to unavoidable circumstances whether personal or
official, the student concerned is responsible in making up any lesson activity missed. Furthermore, he/she should secure a medical or official
letter from the parent/guardian.
3. Report to class on time and stay during the entire class session.
4. Active participation from the student is expected.
5. In-class activities must be accomplished in class as scheduled.
6. Observe course calendar particularly for the scheduled submission of projects/assignments.
7. Feel free to consult with the professor regarding problems in assigned tasks. Refer to the professor’s consultation hour.
8. Intellectual and academic honesty is expected to everyone. Properly acknowledge all sources of information used in student papers.

FINAL REQUIREMENTS:
1. Participate actively in the discussion.
2. Presentation of reports
3. Submission of Projects/Assignments

GRADING SYSTEM
 Prelim Grade % Midterm Grade % Final Grade %
Class Standing (Assignment, Class 30% Class Standing (Assignment, Class 30% Class Standing (Assignment, Class 30%
Participation, Recitation, Seat Works, Participation, Recitation, Seat Works, Participation, Recitation, Seat
Projects, Attendance) Projects, Attendance) Works, Projects, Attendance)

Quiz (Oral, written) 30% Quiz (Oral, Written) 30% Quiz (Oral, Written) 30%

Prelim Examination 40% Midterm Examination 40% Final Examination 40%

TOTAL 100% TOTAL 100% TOTAL 100%

REFERENCES:

Babor, Eddie R. Ethics. The Philosophical Discipline of Action. Manila, Philippines: Rex Book Store, 2006

Banaag and Cruz’s Socio-Anthro. An Integrated and Interdisciplinary Approach to the Study of Society, Culture and Politics. Mandaluyong, Metro
Manila: Books Atbp. Publishing Corp., 2016.

Gualdo, Rosendo. Ethics: Basic Concepts and Contemporary Moral Issues. Metro Manila: Mutya Publishing House, 2000

Landa, Jocano F. Filipino Values System. Quezon City: PUNLAD Research House, Inc., 1997.

Øvind Kvalnes. Moral Reasoning at Work. Nowegian Business School, 2018.

Padilla, Reynaldo. Ethics: A Textbook for the New General Education Curriculum.Mandaluyong, Metro Manila: Books Atbp. Publishing Corp.,
2019.