New ethics pdf - GEED 10093 PDF

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INSTRUCTIONAL MATERIALS IN ETHICS

Compiled/Prepared by:

GERLIE C. OGATIS, MA Instructor, CAL Department of Humanities and Philosophy

COURSE SYLLABUS Course Title

:

ETHICS

Course Code

:

GEED10093

Course Credit

:

3.0

Pre-requisite

:

None

Course Description

:

Institutional Learning Outcomes Creative and Critical Thinking

Effective Communication

Strong Service Orientation

Community Engagement

The course will introduce and justify in the learner the necessity of moral thinking and the choosing of meaningful moral positions and manners of acting and behaving in the face of various situations requiring such. For the sake of flexibility, it should encourage the learner to draw out and analyse the correctness or wrongness of behaviour from acquired communal values/culture. Program Outcomes

Course Outcomes

Graduates with full capacity for academic and practical application of the theoretical studies and critical analyses instilled by the program. Graduates have excellent communication skills as manifested by their understanding of not only of the subject matter in its totality but also evident in the manner they carry out reasonable life decisions and create good human interactions. Graduates are committed to achieve excellence for the success of the learning process by being cognizant of how reasoning must be exhibited in their relationship with others in the society. Graduates use the potent

At the end of the course, students are expected to: •

Develop and choose moral positions in the face of situations that require moral decision making

• Argue for the correctness of the moral positions taken and for the inadequacies of alternatives • Determine a deeper sense of awareness of the self, subjectivity, of the self as the source of one‘s values, pursuits, limitations, and the implications of these to one‘s decision making

Adeptness in the Responsible Use of Technology

Passion to Life-Long Learning

High Level of Leadership and Organizational Skills

Sense of Personal and Professional Ethics

Sense of Nationalism and Global Responsiveness

power of correct reasoning and proper thinking by formulating good advocacies for the development of communities. Graduates maintain a high literacy in the technologies used in the present social setting and, at the same time, can adapt to any given situation with regard to technical equipment and facilities. Graduates never cease to improve their knowledge of the ever-changing development in the study philosophy and logic in the world by pursuing graduate studies or joining workshops, conferences, and debate-oriented programs. Graduates are capable of leading any responsibility given to them with exemplary organizational skills. Graduates have a strong sense of ethical conduct manifested in their personal and professional attitude and set of values as guided by their reason. Graduates are rooted to a nationalist perspective in the manner they analyze issues concerning the Philippine setting in general while exhibiting world-class caliber in response to the demands of the global scenario.

•

Comprehend and confidently articulate the most basic ethics principles and their relevance to the moral choices in today‘s world

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Enhance awareness of others and how one‘s moral decisions and behaviour affect them.

COURSE PLAN Week /s

Topic/s •

Course Introduction and Overview

1

• •

• • 2

Ethics Three Major Areas of Study Within Ethics Normative Ethics Virtue Ethics

Learning Outcomes • Students must be able to understand the necessity of ethical thinking, especially in considering reasons behind action/behavior: the question, ―how man ought to live? • Students are able to distinguish moral decision making from nonmoral ones.

• Students are able determine what, for them, is worth pursuing and compare this with the pursuits of others • Students realize what for them is most valuable from a list of values

Resources • •

•

•

•

Assessment

Course Syllabus Introduction from Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984) Ethics and Morality, in Amable Tuibeo, Ethics for a Better World (Sta. Mesa, Manila: Learning Tree Publishing, 2016).

•

Written Output: Choose and Respond to 3 Situations requiring moral choice

•

Discussion

•

Text analysis Paper / Essay

•

Interview

Powerpoint presentation on pursuits, goals and values in the contemporary world, photos and illustrations Socratic critique on ―pleasure as the highest good‖ in chapter 2, Ethel Albert, et.

•

Comparativ e Analysis on ―ranking my list of values and my justification s‖

• • • •

Sophist Relativism Pragmatism Moral Realism

•

3-4

Know and appreciate the contentions of Socrates and the Sophists concerning the necessity of virtue, Socratic critique on ―pleasure as ultimate good.

•

•

• • • • •

Plato Thrasymachus Socrates Meno

5-6

7-8

•

•

• • •

Aristotle Eudaimonia Excerpt of Nichomachean Ethics

•

Articulate the meaning of virtue as good life drawn from regulating the soul: reason, will, appetites; Differentiate the concept of Platonic virtue as opposed to the Sophist‘s conception of it. Connect and establish continuity of thought of Aristotle to Plato by way of the

•

•

al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984) Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984) Plato, Republic (Indianapolis: Hacket Publishing Co., 1974) Ethel Albert, Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984) Plato, Republic (Indianapolis: Hacket Publishing Co., 1974) Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California:

•

Discussion

•

Text analysis Paper / Essay

•

Interview

•

Assignment : an essay appraising Socrates‘s response to Polemarchu s and Thrasymac us in Republic, Book 1, or similar theme

•

Discussi on

•

Text analysis Paper /

•

•

•

Wadsworth Publishing Co., 1984) Plato, Republic (Indianapolis: Hacket Publishing Co., 1974) Aristotle, Nicomachean Ethics (Hertfordshire: Wadsworth Editions Limited, 1996)

Essay • Interview

Midterm Assessment / Requirement

9 • • • •

Immanuel Kant Skepticism Categorical Imperative Morality and Imperatives

•

• 10-11

Doctrine of the mean: avoiding deficiency and excess Explain the Aristotleian notion of intellectual vs moral virtue, and how to practice ethics by habituating right character

Gain a decent understanding of Kantian deontology, how duty-bound action is different from that propelled by inclination Explain the categorical imperative and the two fold test for the principle behind the act

•

•

Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984) Daniel Bonevac, Today’s Moral Issues (New York: MacGraw-Hill, inc., 2006)

• Activity: Can Kant‘s Moral imperative serve as a guide on one‘s decision with regard to: a) suicide, b) theft, c) lying, d) borrowing without the capacity to pay back (may be nondilemma situations)

• • •

Hedonism and Utilitarianism Jeremy Bentham John Stuart Mill

•

• 12-13

• • • 14-15

•

• • • 16-17

18

Confucius The Preserve of Culture Confucian Humanism Golden Mean

Buddhism The Four Noble Truths The Eightfold Path

•

•

•

Know and appreciate the contentions of Hedonism and Utilitarianism Articulate the meaning of virtue as good life drawn from regulating the soul: reason, will, appetites

•

Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984)

Know and appreciate the contentions of Confucianism as an ethical theory; Articulate the meaning of virtue as good life drawn from Confucianism.

•

Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984)

Know and appreciate the contentions of Buddhism and the way it defines the ethical and moral life.

Final Assessment / Requirement

•

Ethel Albert, et. al., Great Traditions in Ethics (Belmont, California: Wadsworth Publishing Co., 1984)

•

•

Discussi on

•

Text analysis Paper / Essay

•

Interview

•

Discussion

•

Text analysis Paper / Essay

•

Interview

SELF-ASSESSMENT RUBRIC Type of Assessment: Essay

Criterion

Poor (55)

Content and Development 50 pts.

The content is incomplete, the insight is not clear. The content is from other sources that are not properly cited. (130 pts.)

Organization / Structure 30 pts.

The structure detracts from the message of the writer – poor transition or flow of ideas (1-15)

Format 10 pts.

Grammar / Syntax 10 pts.

Average (92)

Good (100)

The content is not comprehensive. The Information from other sources did not support the argument. Inconsistent in terms of purpose and clarity of the content (31 -48) It is not easy to follow the organization of thoughts. The transition of ideas needs improvement (16 – 28)

The content is comprehensive and used proper citation. The content is clear. (49-50)

The student did not follow the prescribed format (1- 5)

The paper follows most of the guidelines, but forgot the number of pages (6-8)

The paper follows the prescribed format and number of pages (9-10)

The paper contains numerous grammatical, punctuation and spelling errors. (1-5)

Minimal grammatical errors, but the language still lacks clarity (6-8)

Rules of grammar are followed. Language is clear and precise (9-10)

The structure / organization of thought is clear and easy to read (19-20)

Criterion

Points

Content and Development

50 pts

Organization / Structure

30 pts

Format

10 pts

Grammar / Syntax

10 pts Total

100 pts

Mark

GENERAL INSTRUCTIONS FOR STUDENTS

This instructional material is composed of eight (8) modules that will introduce you to the world of Ethics. Faculty members who prepared this instructional material purposely chose only eight topics which are the most relevant topics when learning about Ethics.

Each module is divided into four sections: (1) objectives, (2) lesson/s, (3) tieback, and checkpoint. Objectives are the goals set in the module. Lessons are information that are directed towards the achievement of objectives. Tiebacks are only guide questions that students do not necessarily have to answer; they can also be short sentences that summarize the module. Lastly, checkpoint is a set of activities or performance tasks that you must accomplish.

Answer sheets are provided per module. These answer sheets must bear your name, course, section, subject you enrolled in, and instructor.

FOR STUDENTS WITH INTERNET CONNECTIVITY, you are tasked to answer the activities or performance tasks in accordance to the instruction of your professor.

FOR STUDENTS WHO DO NOT HAVE INTERNET CONNECTIVITY AND RECEIVED THIS INSTRUCTIONAL MATERIAL VIA COURIER SERVICES, you are tasked to accomplish the activities or performance tasks at your own pace. If the sheets provided are not enough, use another sheet of paper for your answers. You may have your answers handwritten OR computerized and printed.

Contents Module 1: Introduction .............................................................................................. 11 Module 2: Ethics ........................................................................................................ 15 Introduction of Peter Singer in Ethics in the Real World ............................................ 15 DOES ANYTHING MATTER? ................................................................................... 16 Module 3: Sophist ...................................................................................................... 20 Relativism ................................................................................................................. 21 Protagoras ................................................................................................................ 21 Pragmatism............................................................................................................... 21 Moral Realism ........................................................................................................... 21 Answer Sheet: .......................................................................................................... 24 Module 4: Socrates and Plato ................................................................................... 25 Socrates ................................................................................................................... 25 Plato ......................................................................................................................... 29 Answer Sheet: .......................................................................................................... 31 Module 5: Aristotle..................................................................................................... 33 Eudaimonia ............................................................................................................... 34 Excerpt of Nicomachean Ethics ................................................................................ 34 Midterm Assessment / Requirement ........................................................................ 38 Answer Sheet: .......................................................................................................... 38 Module 6: Immanuel Kant.......................................................................................... 40 WHAT IS CATEGORICAL IMPERATIVE .................................................................. 40 What is Good will? .................................................................................................... 40 What are the three formulations of categorical imperatives? ..................................... 42 Module 7: Utilitarianism............................................................................................. 44 Jeremy Bentham (1784-1832)................................................................................... 44 John Stuart Mill ......................................................................................................... 44 Module 8: Confucius.................................................................................................. 46 Confucian Humanism ................................................................................................ 47 Golden Mean (chung-yung) ...................................................................................... 47 Module 9: Buddhism.................................................................................................. 50 The Four Noble Truths .............................................................................................. 51 Middle Path ............................................................................................................... 51 The Eightfold Path .................................................................................................... 51 Final Assessment ...................................................................................................... 54

Ethics

Gerlie C. Ogatis, MA

Module 1: Introduction Objectives By the end of this lesson, you should be able to: • Understand the necessity of ethical thinking, especially in considering reasons behind human behavior; • Distinguish moral decision-making from non-moral ones. What is Philosophy? •

The word philosophy comes from Greek roots ―philo and ―sophia- meaning, the love of wisdom. Philosophy is wisdom of love. (Emmanuel Levinas 1905 – 1995).

•

The principles of explanation that underlie things without exception, the elements common to gods, men, animals and stones. See: William James‘ Philosophy and Its Critics

•

The knowledge of things in general by their ultimate causes, so far as natural reason can attain such knowledge.- usual to Socratic textbooks

•

Philosophy expresses a certain attitude, purpose, and temper of conjoined intellect and will, rather a discipline whose boundaries can be really marked off. – William James

Purpose of Philosophy 1. it helps us to reclaim a public and private sense of thinking, reasoning, and perception 2. it helps as resume our human condition as agent of truth 3. Philosophy reminds us that our worldview is determined by environment, people, race, class, developmental stage of culture. Task: We must distinguish the following: 1. individually formed world-view 2. culturally world-view 3. naturally worldview (it is a matter of a coherent conviction which determines the current affair of life) Areas of Philosophy Metaphysics encompasses the study of what is sometimes termed ―ultimate reality.‖ As such, metaphysics raises questions about reality that go beyond sense experience, beyond ordinary science. Metaphysical questions involve free will, the mind–body relationship, supernatural existence, personal immortality, and the nature of being.

11

Ethics

Gerlie C. Ogatis, MA

Epistemology, from the Greek for ―knowledge,‖ is the branch of philosophy that asks questions about knowledge, its nature and origins, and whether or not it is even possible. Epistemological questions involve standards of evidence, truth, belief, sources of knowledge, gradations of knowledge, memory, and perception. Ethics, from the Greek word ethos, encompasses the study of moral problems, practical reasoning, right and wrong, good and bad, virtues and vices, character, moral duty, and related issues involving the nature, origins, and scope of moral values. Social and political philosophy are concerned with the nature and origins of the state (government), sovereignty, the exercise of power, the effects of social institutions on individuals, ethnicity, gender, social status, and the strengths and weaknesses of different types of societies. Logic the study of the rules of correct reasoning. Axiology, the study of values. Aesthetics, the study of perceptions, feelings, judgments, and ideas associated with the appreciation of beauty, art, and objects in general....