.

1. 1
COURSE SYLLABUS
1st Semester, A.Y. 2022-2023
COURSE INFORMATION
COURSE CODE GE 8
COURSE TITLE Ethics
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 Units
CLASS HOURS 3 Hours/Week
COURSE PREREQUISITE/
CO-REQUISITE
None
COURSE SCHEDULE TTH 8:00-9:30 am
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES
UNIVERSITY VISION To become an ASEAN Premier State University by 2025
UNIVERSITY MISSION
The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the
national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL
OUTCOMES
The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;

2. 2
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality
outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the universi ty
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.
GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS
1. People’s Champion PO.a. Articulate and discuss the latest development in the
specific field of practice.
PO.c. Work effectively and independently in multi-
disciplinary and multi-cultural teams.
PO.d. Act in recognition of professional, social, and ethical
responsibility.
 Participate in continuing education and professional
development in the specific field of practice
 Work effectively as a member of multi-disciplinary & multi-
cultural teams
 Display good judgment of people, actions and ideas and
communicate them efficiently
 Demonstrate effective leadership, coordination and decision-
making skills
 Demonstrate productive project management skills
 Articulate the contribution of one’s profession to society and
nation building
 Articulate the responsibilities of a Filipino citizen in relation to
the rest of the world
 Demonstrate respect for intellectual property rights
 Explain professional knowledge and ethical responsibilities in
the biological sciences
2. Continuous Innovative Learner PO.b. Effectively communicate orally and in writing using
both English and Filipino.
PO.f. Contribute to the generation of new knowledge by
participating in various research and development projects.
 Demonstrate effective oral and written communication using
both English and Filipino languages
 Exhibit adequate technical writing and oral communication
abilities

3. 3
3. Community Developer PO.e. Preserve and promote “Filipino historical and cultural
heritage”.
 Articulate one’s possible contributions to society and nation
building
COURSE DESCRIPTION
Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and in interaction with the environment and other shared resources.
(CMO 20 s 2013)
Morality pertains to the standards of right and wrong that individual originally picks up from the community. The course disc usses 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 mak e
moral decisions by using dominant moral frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas.
The course is organized according to the three (3) main elements of the moral experience: (a) agent, including context – cultural, communal, and environmental; (b) the act;
and (c) reason or framework (for the act).
COURSE OUTCOMES
COURSE OUTCOMES (C0)
At the end of the course, the student should be able to:
INSTITUTIONAL
LEARNING OUTCOMES
CODE (ILO)
PROGRAM OUTCOMES
CODE (PO)
1 2 3 4 5 6 a b c d e f
CO 1 Compare moral problems and non-moral problems; I I P P
CO 2 Describe moral experiences as they happen in different levels of human existence; I I I I P I I
CO 3 Explain the influence of Filipino culture on the way students look at moral experiences and solve
moral dilemmas;
I I P P I I I
CO 4 Describe the elements of moral development and moral experience; I I P P
CO 5 Analyze moral experiences using ethical frameworks and principles; I P P I
CO 6 Demonstrate sound ethical judgments based on principles, facts, and the stakeholders affected; I I P P P
CO 7 Show sensitivity to the common good when making moral decisions; and I I P P
CO 8 Determine 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.
I I I I P I I I
I. (Introduced) P. (Practiced) D. (Demonstrate)
COURSE LEARNING PLAN

4. 4
Course
Outcome/s
Learning Outcomes Topics Hours
Learning Activities
(Synchronous,
Asynchronous and
In-person)
Learning Materials and
Platform
Assessment
Course Orientation
VMGO
Quality Policy
Classroom Policies
LMS Orientation
Remote Learning Preferences
1 In-person
 Face-to-face sessions
(lecture / discussion)
In-person
 Student handbook
(provided by the
university)
 Course Guide and
Study Guide
 MS Teams
In-person
 Class
recitation
during
discussion
CO1, CO2
1.Explain the importance of
following various rules (home,
community, school rules and
regulations)
2.Differentiate between moral
and non-moral standards
3.Distinguish between
dilemma and moral dilemma
4.Identify a moral dilemma in
a given situation
Module 1: Introduction - Key
Concepts
a. The need to study Ethics
and the importance of rules
to social beings
b. Moral vs. non-moral
standards
c. What are dilemmas
d. What are moral dilemmas?
3 In-person
 Face-to-face sessions
(lecture / discussion)
Asynchronous
 Assigned Readings:
Importance of rules to
social beings; Moral
vs Non-moral
standards; dilemmas
and moral dilemmas
In-person
 Study Guide for
Module 1
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Key Concepts in
Ethics by
www.philonotes.com
Asynchronous
 Study Guide for
Module 1
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Key Concepts in
Ethics by
www.philonotes.com
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Homewor
k on Key
Concepts
(differentia
ting moral
and non-
moral
standards;
dilemma
and moral
dilemma;
and
identifying
moral
dilemma
from past
experienc
es)

5. 5
CO1; CO2 5. Classify moral dilemmas
according to the three levels
of moral dilemmas
6. Explain why only human
beings can be ethical
e. Three levels of moral
dilemmas (individual,
organizational, systemic)
f. Foundations of morality:
- Freedom: responsibility for
one’s act and to others
- Minimum requirement for
morality: Reason and
impartiality
3 In-person
 Face-to-face sessions
(lecture / discussion)
on moral dilemmas
and the three levels of
moral dilemmas
 Student activity:
classifying moral
dilemmas
Asynchronous
 Online sharing on
freedom and the
minimum requirement
for morality
In-person
 Study Guide for
Module 1
 Ethics by Gallinero,
W.B. et.al.
Asynchronous
 Study Guide for
Module 1
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
 Quiz
(coverage:
Module 1)
Asynchronous
 Online
sharing
CO2; CO3 1. Define what culture means
2. Determine facets of
personal behavior to culture
3. Determine differences in
moral behavior of different
cultures and appreciate their
differences
Module 2: The Moral Agent
a. Culture and moral behavior
1. Culture and its role in moral
behavior
2. What is cultural relativism?
Why is it not tenable in
ethics?
3 In-person
 Face-to-face sessions
(lecture / discussion)
 Case Analysis:
Difference in Practices
 Individual reflection
and online sharing on
the challenges of
cultural relativism and
universal values
Asynchronous
In-person
 Study Guide for
Module 2
 Elements of Moral
Philosophy by
Rachels, J.
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
Asynchronous
In-person
 Recitation
(case
analysis)
Asynchronous
 Quiz
(coverage:
Module 2)

6. 6
4. Evaluate the strengths and
weaknesses of cultural
relativism
5. Identify universal values
and outline why universal
values are necessary for
human survival
3. Why are there universal
values?
 Assigned reading on
cultural relativism
 Study Guide for
Module 2
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 MS Teams
CO2; CO3 6. Analyze crucial qualities of
the Filipino moral identity in
their own moral experiences
7. Evaluate elements that
need to be changed
4. The Filipino Way; Are there
an Asian and a Filipino
understanding of moral
behavior?
5. Strengths and weaknesses?
3 In-person
 Face-to-face sessions
(lecture / discussion)
on the qualities of the
Filipino moral identity
 Viewing of short films
about Filipino ways
and moral behavior
(“Pitaka” by Chris
Cahilig; “An Open
Door” by Paul
Soriano; “Cooking Mo,
Cooking Ko”
Kasambuhay
Habambuhay Short
Film Anthology by
Nestle Philippines)
Asynchronous
 Assigned Reading on
Strengths and
weaknesses of
Filipino Moral
Character and
Universal Values
 Analysis of short films
about Filipino ways
and moral values
In-person
 Study Guide for
Module 2
 “A Moral Recovery
Program…” by
Licuanan, P. et.al.
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M.
 Video clips
Asynchronous
 Study Guide for
Module 2
 “A Moral Recovery
Program…” by
Licuanan, P. et.al.
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Assigned
homework
: short film
analysis

7. 7
CO4 8. Recall defining moments in
their moral formation
b. The moral agent: Developing
virtue as habit
1. How moral character
developed: The circular
relation of acts that build
character and acts that
emanate from character
3 In-person
 Face-to-face sessions
(lecture / discussion)
 Study Activity: Before
the virtual instruction,
bring out students’
understanding of
contributory elements
to their moral
character

Asynchronous
 Graphic organizer on
circularity of
relationship of
individual acts and
moral character
 Assigned reading on
Moral character as
how it is developed
In-person
 Study Guide for
Module 2
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Handout
Asynchronous
 Study Guide for
Module 2
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Graphic
organizer:
circularity
of
individual
acts and
character
CO4 9. Describe each stage of
moral development
10. Assess their personal
growth, and cases, against the
stages of development
2. Stages of Moral
development
3. Conscience: how do we get
to the highest level,
conscience-based moral
decisions?
3 In-person
 Face-to-face sessions
(lecture / discussion)
 Sharing on assigned
task: Heinz Dilemma
 Self-Assessment and
sharing of incipient
moments (chosen
cases/ personal
stories) in their lives
and where they are
now in their moral
development
In-person
 Study Guide for
Module 2
 Kohlberg’s Stages of
Moral Development by
McLeod, S
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Handout
Asynchronous
 MS Teams
In-person
 Group
sharing /
discussion
Asynchronous
 Quiz
(coverage:
Module 2)

8. 8
CO4 1. Compare responses based
on reason and those based on
feelings
2. Identify and analyze their
feelings in personal moral
experiences
Module 3: The Act
a. Feelings and moral decision-
making
1. Why they can be obstacles
to making the right
decisions
2. How they can help in
making the right decisions
3 In-person
 Face-to-face sessions
(lecture / discussion)
on feelings—
importance, origin and
disadvantages
 Self-assessment on
the role of feelings in
decision making
Asynchronous
 Song analysis (role of
feelings in making the
right decision –
“Coward of the
County” by Kenny
Rogers)
Or
Situation analysis:
(a) from medical
ethics, end-of-life
involving a dying
parent
(b) payment of
facilitation fee to a
customs officer by a
finance employee
(c) from ethics of
government, the use
of an official car to
bring one’s daughter
to school everyday
In-person
 Study Guide for
Module 3
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Video clip
Asynchronous
 Study Guide for
Module 3
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Song
Analysis
or
Situation
analysis

9. 9
CO4 3. Compare reasonable and
emotional responses
4. Apply the 7-step moral
reasoning model to real-life
cases
b. Reason and impartiality vs.
Minimum requirements for Morality
1. Reason and impartiality
defined
2. The 7-step moral reasoning
model
4 In-person
 Face-to-face sessions
(lecture / discussion)
on Reason and
Impartiality
Asynchronous
 Assigned reading on
the 7-step moral
reasoning model
 Case analysis and
online sharing of a
dilemma, using the 7-
step model
In-person
 Study Guide for
Module 3
 Elements of Moral
Philosophy by
Rachels, J.
 A Model for Moral
Decision Making by
Rae, S. and Moral
Deliberation by Que,
N.S.
Asynchronous
 Study Guide for
Module 3
 Elements of Moral
Philosophy by
Rachels, J.
 A Model for Moral
Decision Making by
Rae, S. and Moral
Deliberation by Que,
N.S.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Online
sharing
MIDTERM EXAMINATION 1
Total no. of Hours 27
CO4 5. Distinguish between
knowing and actually
executing a good moral
decision
6. Assess their own moral
behavior in terms of planning
and execution in important
moral experiences
c. Moral Courage
1. Why the will is as important
as reason
2. Developing the will
3 In-person
 Face-to-face sessions
(lecture / discussion)
on moral courage and
will
Asynchronous
 Selected reading on
moral courage
 Self-Assessment and
sharing: on a most
recent personal
dilemma: How did I
In-person
 Study Guide for
Module 3
 Ethics by De Guzman
J.M. et.al. and
Gallinero, W.B. et.al.
 Handout
Asynchronous
 Study Guide for
Module 3
In-person
 Class
recitation
during
discussion
Asynchronous
 Online
sharing

10. 10
decide and what did I
actually do during my
most important moral
experience in the past
year?
 Ethics by De Guzman
J.M. et.al. and
Gallinero, W.B. et.al.
 Handout
 MS Teams
CO5 1. Discuss the dominant
mental frames and their role in
moral experience
Module 4: Principles behind our
Moral Disposition Frameworks
a. Basic Theories and Frameworks
in Ethics
1 In-person
 Face-to-face sessions
(lecture / discussion)
on Moral Theories as
frames of moral
experiences
In-person
 Study Guide for
Module 4
 The Three Main
Branches of the
Philosophical Study of
Ethics by Klement
 Ethics by De Guzman
J.M. et.al.
 Handout
In-person
 Class
recitation
during
discussion
CO5; CO6;
CO7
2. Define what virtue ethics is
3. Evaluate virtue ethics
4. Apply virtue ethics
b. Virtue Ethics
1. Aristotle (Telos; Virtue as
habit; Happiness as virtue)
2. St. Thomas: Natural Law
(The natural and its tenets;
Happiness as constitutive of
moral and cardinal virtues)
5 In-person
 Face-to-face sessions
(lecture / discussion)
on Aristotle’s Virtue
Ethics
 Reflection by partner
on the application of
virtues and “acting in
moderation”
 Face-to-face sessions
(lecture / discussion)
on St. Thomas’
Natural Law
Asynchronous
 Assigned reading on
Aristotle’s virtue ethics
 Interview with parents
about positions on
contentious social
In-person
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Ethics: Foundations of
Moral Valuation by
Bualaong
 Handout
Asynchronous
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Ethics: Foundations of
Moral Valuation by
Bualaong
In-person
 Class
recitation
during
discussion
 Quiz
(coverage:
Basic
theories
and
Aristotle’s
virtue
ethics
 Paper: on
virtues
and the
applicatio
n of
“acting in

11. 11
issues (same sex
marriage, premarital
sex, sex change)
 Handout
 MS Teams
moderatio
n”
Asynchronous
 Interview
with
parents
and
individual
reflection
CO5; CO6;
CO7
5. Define what rights theory
is
6. Differentiate a legal from
a moral right
7. Analyze rights theory
8. Apply rights theory
c. Kant and rights
1. Kant (Good will; Categorical
imperative)
2. Different kinds of rights
(Legal; Moral)
4 In-person
 Face-to-face sessions
(lecture / discussion)
on Kantian Ethics
Asynchronous
 Recorded video on
Kant and Rights
Theory
 Assigned reading on
rights
 Self-Assessment:
Analysis of a case on
rights (right of the
dying and rights of the
family)
 Self-Reflection and
assessment of a case
highlighting the
importance of
respecting rights in a
society
In-person
 Study Guide for
Module 4
 Kant and Rights
Theorists by Mariano
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
Asynchronous
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Self-
reflection
and Self-
assessme
nt

12. 12
CO5; CO6;
CO7
9. Define what utilitarianism
is
10. Evaluate and apply
utilitarianism as basis of
morality
d. Utilitarianism
1. Origins and nature of
theory
2. Business’s fascination
and utilitarianism
3 In-person
 Face-to-face sessions
(lecture / discussion)
on Utilitarianism
Asynchronous
 Selected reading on
Jeremy Bentham and
John Stuart-Mill
 Creative Essay: “My
view of Duterte’s
Administration if I
were a Utilitarian”
In-person
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
Asynchronous
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Paper:
essay

13. 13
CO5; CO6;
CO7
11. Clarify Justice as Fairness
12. Evaluate and apply justice
as fairness
e. Justice as fairness: Promoting the
common good
1. The nature of the theory
2. Distributive justice
(Egalitarian;
Capitalist;Socialist - the state
and citizens; responsibilities
to each other)
3. The principles of taxation and
inclusive growth
3 In-person
 Face-to-face sessions
(lecture / discussion)
on justice as fairness
 Assigned reading on
the principles of
taxation and inclusive
growth
Asynchronous
 Individual reflection
and online sharing on:
“Who should carry the
burden of taxation?
Who should benefit
from taxes?”
In-person
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
and Taxation by Dy
Asynchronous
 Study Guide for
Module 4
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
and Taxation by Dy
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Quiz
(coverage:
Aquinas’
Natural
Law to
Justice
and
Fairness)
CO8 1. Identify the important moral
challenges of globalization
2. Compare responses to
shared moral dilemmas of
baby boomers and millennials
Module 5: Conclusion - Ethics
through Thick and Thin, and Ethics
and Religion
a. Moral Challenges of Globalization
- Globalization and pluralism: New
challenges to ethics
3 In-person
 Face-to-face sessions
(lecture / discussion)
on the moral
challenges of
globalization
 Viewing a videoclip
and online sharing
(“The Cost of
Globalization”
Asynchronous
 Assigned reading on
globalization and
business ethics
In-person
 Study Guide for
Module 5
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 The challenges of
Globalization and
Pluralism to Ethical
Decision-Making by
Mariano
 Video clip
Asynchronous
 Study Guide for
Module 5
In-person
 Class
recitation
during
discussion
Asynchronous
 Self-
reflection
and Self-
assessme
nt

14. 14
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 The challenges of
Globalization and
Pluralism to Ethical
Decision-Making by
Mariano
 Twelve Reasons Why
Globalization is a
Huge Problem by
Tverberg
 MS Teams
CO8 3. Cite qualities of the
Filinnials
4. Differentiate ethics from
religion
5. Outline the role of religion in
a globalized world
b. Challenges of Filinnials
c. The religious response: The role of
religion in a globalized world
4 In-person
 Face-to-face sessions
(lecture / discussion)
on the Challenges of
Filinnials
 Sharing on the friction
between the
millennials and their
parents
 Viewing video clips
about filinnials
(Campbell, W. Keith.
“The Narcissism
Epidemic.” Interview
by Steve Paikin. The
Agenda with Steve
Paikin, and “A
Millenial and a Gen Z
Meet and Talk about
their Differences” by
Rec.Create)
Asynchronous
 Self-assessment on
the “Role of Religions
in a Globalized World”
by Oommen
In-person
 Study Guide for
Module 5
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 Video clips
Asynchronous
 Study Guide for
Module 5
 Ethics by Gallinero,
W.B. et.al. and De
Guzman J.M. et.al.
 Elements of Moral
Philosophy by
Rachels, J.
 Handout
 MS Teams
In-person
 Class
recitation
during
discussion
Asynchronous
 Final
Requirem
ent –
slogan
about
“being a
young
Filinnials”

15. 15
 Making a slogan
about “being a young
Filinnial” capturing
your message to the
other generations.
FINAL EXAMINATION 1
Total no. of Hours 27
COURSE REFERENCES AND SUPPLEMENTAL READINGS
A. Books
Main References:
De Guzman, J. M., et.al. Ethics: Principles of Ethical Behavior in Modern Society. Malabon
City: Mutya Publishing House, Inc. 2018.
Gallinero, W.B., et.al. Ethics. Malabon City: Mutya Publishing House, Inc. 2018.
Rachels, James. The Elements of Moral Philosophy, 16-31. 4th ed. New York: McGRaw-Hill College,
2004.
Other references and supplemental readings:
Aguas, Jove Jim S. The Good and Happy Life: An introduction to Ethical Systems and Theories.
Manila: University of Santo Tomas Publishing House. 2019.
Aquinas, Thomas. On law, eternal law and natural law. Summa Theologiae, vol
28, edited by Thomas Gilby, 5-97. Cambridge: Blackfriars, in conjunction
with McGraw-Hill Book Company, New York, 1966.
Aristotle. Books I-II in the Nicomachean Ethics. Translated by Martin Oswald.
Indianapolis: Bobbs-Merrill Educational Publishing, 1983.
Bualaong, O.G. Jr., et.al. Ethics: Foundations of Moral Valuation. Manila: Rex Book Store. 2018.
Dy, M. Lecture Notes: Taxation Lecture During CHED-GET Ethics. Ateneo De Manila University. 2016.
Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization.
1st ed. New York: Anchor Books, 2000.
Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.
Kant, Immanuel. “Categorical Imperative.” In Groundwork of the Metaphysic of
Morals, translated by H.J. Paton, 162-176. New York: Harper and Row
Publishers, Inc., 1964.
MacKinnon, Barbara and Fiala, Andrew. Ethics: Theory and Contemporary Issues, 9th Edition. Boston:
Cengage Learning, 2018.
C. Electronic Sources
Campbell, W. Keith. “The Narcisissm Epidemic.” Interview by
Steve Paikin. The Agenda with Steve Paikin, July 31, 2013.
https://youtu.be/lv2LkAWc7Tk
Chris Cahilig “Pitaka”: Shortfilm, May 11, 2017,
https://www.youtube.com/watch?v=LlMOSmRXtAQ
Elemia, Camille “Political Dynasties in PH” 9News Philippines,
October 1, 2012. https://youtu.be/FXYK4fKlKlM.
“Filipino American Millenials.” Makilala TV, October 4, 2014.
https://youtu.be/H2rvFsI64k8
HumberEDU. “The Cost of Globalization”. March 22, 2016,
https://www.youtube.com/watch?v=v0CdoXp8x44
Klement, Kevin. “The Three Main Branches of the Philosophical
Study of Ethics”.https://www.people.umass.edu/klement/160
Knicker, Nicole. “McDonald’s: Winning Global Marketing
Strategies. “Global E. Brands, September 15, 2013.
https://globaltrends.com/mcdonalds-winning-at-global
marketing-strategies.
McLeod, S. Kohlberg’s Stages of Moral Development, updated
2013, https://www.simplypsychology.org/kohlberg.html
Nestle Philippines “Cooking Mo, Cooking Ko” Kasambuhay
Habambuhay Short Film Anthology, July 11, 2011,
https://www.youtube.com/watch?v=y9gzS1XFt7E
Oommen, A. The Role of Religions in a Globalized World. July
1999. http://wcc-coe.org/wcc/what/interreligious/cd33-10.html
Paul Soriano. “An Open Door” Shortfilm, September 2, 2016,
https://www.youtube.com/watch?v=IV235cFyjpY
PHILO-notes: Learn Philosophy Online.

16. 16
Mariano, M. N. Lecture Notes: Lectures During CHED-GET Ethics. Ateneo De Manila University. 2016.
Pasco, M.O, et.al. Ethics. Quezon City: C & E Publishing. 2018.
Montaña, Robert. Thomistic Ethics: A Beacon in the Contemporary Moral Landscape. Manila:
University of Santo Tomas Publishing House. 2015.
Que, Nemesio S., S.J. “Notes on Moral Deliberation.” Introduction to course
notes for PH104: Foundations of Moral Value. Ateneo de Manila
University. n.d.
Rae, Scottt B. and Kenman L. Wong. “A Model for Moral Decision Making.”
Chap.16 in Beyond Integrity: A Judeo-Christian Approach to Business
Ethics. Grand Rapids, Ml: Zondervan, 1996.
Rawls, John. “A Theory of Justice.” In Reason at Work: Introductory Readings in
Philosophy, edited by Steven M. Cahn and George Sher, 262-76. Forth
Worth, TX: Harcourt Brace College Publishers, 1996.
Rawls, John. Justice as Fairness (Edited by Erin Kelly). USA: President Fellows of Harvard College.
2001.
Stumpf, S.E. Socrates to Sartre and Beyond: A History of Philosophy. New York:
Mcgraw-Hill Education. 2005.
Werhane, Patricia H. Moral Imagination and Management Decision Making. New
York: Oxford University Press, 1999.
https://philonotes.com/index.php
Rae, S.B. (n.d.). “Model for Making Ethical Decisions”, July 27,
2017.
http://en.liftinghands.net/upload/topic/1267845485_4450.pdf.
Rec.Create. “A Millenial and a Gen Z Meet and Talk about their
Differences”, December 7, 2021.
https://www.youtube.com/watch?v=t7Krux6Tc7A
Sedig, Laura. What’s the Role of Autonomy in Patient-and Family
Centered Care when Patients and Family Members Don’t
Agree? January 2016. https://journalofethics.ama
assn.org/article/whats-role-autonomy-patient-and-family
centered-care-when-patients-and-
family-members-dont-agree/2016-01
Tverberg, G. Twelve Reasons Why Globalization is a Huge
Problem. February 22, 2013,
https://ourfiniteworld.com/2013/02/22/twelve-reasons-
whyglobalization-is-a-huge-problem/
Universal Music Group, “Coward of the County” by Kenny Rogers,
October 30, 2018,
https://www.youtube.com/watch?v=mNlswqBZ7u4
B. Journals / Magazines
Kohlberg, Lawrence. Essays on Moral Development. Vol. 1 of the Philosophy of
Moral Development: Moral Stages and the Idea of Justice. San Francisco,
CA: Harper & Row, 1981.
Licuanan, Patricia et.al. “A Moral Recovery Program: Building People – Building Nation.” in Values in
Philippine Culture and Education: Philippine Philosophical Studies I, edited by Manuel B. Dy, Jr.,
31-48. Washington, DC: The Council for Research in Values and Philosophy, 1994.
COURSE REQUIREMENTS
1. There will be formative and summative tests to evaluate your performance in the course. Formative tests in our course include quizzes, seatworks/groupworks, papers
(reflection/ reaction/ analysis, etc.) and class participation (in-class discussions, recitation, sharing, etc.). Summative tests, on the other hand, include midterm exam and final
exam.
2. Formative Tests:
2.1. The quizzes will test what you have learned during the entire chapter (maximum of 2 chapters). There will be a maximum of six quizzes (3 for midterm and 3 for
final grading) in our entire Ethics course. Each quiz may be objective (either identification, true or false or multiple choice) and/or essay (short answer) types.

17. 17
2.2. The seatworks /groupworks are used to supplement what you have learned in a particular topic during a lecture or discussion. Guide questions will be provided
for seatworks and will require you short answers.
2.3. The required papers (case analysis, short film/video clip analysis, situation analysis and reflection essays) are all home-based. These papers are outputs to the
assigned readings and are basically provided with cases or situations guided by questions or statements to reflect on.
2.4. Class participation (recitation/sharing) is based on both attendance in discussion as well as the extent of your active participation, which includes raising questions,
giving ideas, sharing experiences and making comments pertinent to the topic at hand.
3. Summative Tests:
3.1. The midterm and final exams are major exams that will test what you have learned collectively and comprehensively in the course. The midterm exam will cover
Introduction up to Module 3’s “Reason and Impartiality”, while the final exam will cover Module 3’s Moral Courage up to the last chapter of our course.
4. For submission of homework during asynchronous mode, please send (turn in) them on or before the deadline to the official MS Teams virtual classroom.
RUBRICS Rubrics for
Essay and Recitation (Matter and Manner)
10-POINT ESSAY:
Criteria Excellent
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
Matter
(Content and
quality of
argument or
explanation)
Content and
quality of
arguments, and
the ability to
explain the
subject is
excellent.
Content and
quality of
arguments, and
the ability to
explain well the
subject is good.
Explanation of the
subject is fair.
Content and
quality of
arguments are
fair.
Subject matter is
poorly explained.
Content and
quality of
arguments are
poor.
Manner
(Quality of writing
and organization
of thought;
Number of words
– if applicable)
Quality of writing
is excellent and
thoughts in the
essay are very
well organized.
Quality of writing
is good and
thoughts in the
essay are
organized.
Quality of writing
is fair and
thoughts in the
essay is
moderately
organized.
Quality of writing
is poor and
thoughts in the
essay is not
organized.
20-POINT ESSAY:
Criteria Excellent
(10 points)
Good
(8 points)
Fair
(6 points)
Poor
(4 points)
Matter
(Content and
quality of
argument or
explanation)
Content and
quality of
arguments, and
the ability to
explain the
Content and
quality of
arguments, and
the ability to
explain well the
subject is good.
Explanation of the
subject is fair.
Content and
quality of
arguments are
fair.
Subject matter is
poorly explained.
Content and
quality of
arguments are
poor.

18. 18
subject is
excellent.
Manner
(Quality of writing
and organization
of thought;
Number of words
– if applicable)
Quality of writing
is excellent and
thoughts in the
essay are very
well organized.
Quality of writing
is good and
thoughts in the
essay are
organized.
Quality of writing
is fair and
thoughts in the
essay is
moderately
organized.
Quality of writing
is poor and
thoughts in the
essay is not
organized.
Rubrics for
Essay or Recitation (Matter Only)
5-POINT ESSAY (Matter only):
Criteria Excellent
(5 points)
Good
(4 points)
Fair
(3 points)
Poor
(2 points)
Matter
(Content and
quality of
argument or
explanation)
Content and
quality of
arguments, and
the ability to
explain the
subject is
excellent.
Content and
quality of
arguments, and
the ability to
explain well the
subject is good.
Explanation of the
subject is fair.
Content and
quality of
arguments are
fair.
Subject matter is
poorly explained.
Content and
quality of
arguments are
poor.
10-POINT ESSAY (Matter only):
Criteria Excellent
(10 points)
Good
(8 points)
Fair
(6 points)
Poor
(4 points)
Matter
(Content and
quality of
argument or
explanation)
Content and
quality of
arguments, and
the ability to
explain the
subject is
excellent.
Content and
quality of
arguments, and
the ability to
explain well the
subject is good.
Explanation of the
subject is fair.
Content and
quality of
arguments are
fair.
Subject matter is
poorly explained.
Content and
quality of
arguments are
poor.

19. 19
Rubrics for
Graphic Organizer
Criteria Excellent
(10 points)
Good
(8 points)
Fair
(6 points)
Poor
(4 points)
The texts (i.e.
titles, definitions
and descriptions)
are concise but
important to the
given subject /
topic
Texts are chosen
very remarkably,
very concise and
very important to
the given subject /
topic.
Texts are chosen
typically
remarkable,
concise and
important to the
given subject /
topic.
Texts are chosen
fairly remarkable,
concise and fairly
important to the
given subject /
topic.
Texts are not
remarkable,
concise and not
important to the
given subject /
topic.
Graphics and
images portray/
interpret the given
subject / topic
while graphs,
webs, boxes,
arrows, etc., are
appropriate
Graphics and
images
excellently portray
/ interpret the
given subject /
topic;
Graphs webs,
boxes, arrows,
etc., are very
appropriate.
Graphics and
images typically
portray / interpret
the given subject /
topic;
Graphs webs,
boxes, arrows,
etc., are typically
appropriate.
Graphics and
images fairly
portray / interpret
the given subject /
topic;
Graphs webs,
boxes, arrows,
etc., are less
appropriate.
Graphics and
images poorly
portray / interpret
the given subject /
topic;
Graphs webs,
boxes, arrows,
etc., are not
appropriate.
The graphics, etc.
are sufficient and
are presented
neatly and orderly
The graphics, etc.
are very sufficient
and they are
presented very
neatly and
orderly.
The graphics, etc.
are sufficient and
they are
presented
typically neat and
orderly.
The graphics, etc.
are fairly sufficient
and they are
presented more
messy than neat.
The graphics, etc.
are not sufficient
and they are
presented
extremely messy.
The graphic
organizer is
extraordinary and
presented
creatively
The graphic
organizer is
extraordinary and
presented very
creatively.
The graphic
organizer is better
than ordinary and
presented
creatively.
The graphic
organizer is
ordinary and lacks
creativity.
The graphic
organizer is very
ordinary and
shows very little
creativity.

20. 20
Rubrics for
Recitation (Individual)
Criteria Excellent Good Fair Poor
Matter
(Content and
quality of
argument or
explanation)
10 8 6 4
Manner
(Quality of writing
and organization
of thought)
10 8 6 4
Rubrics for
Recitation (Dyad or Group)
Criteria Excellent Good Fair Poor
Matter
(Content and
quality of
argument or
explanation)
20 16 12 8
Manner
(Quality of writing
and organization
of thought)
20 16 12 8
Ability to answer
follow-up
questions raised
10 8 6 4

21. 21
Rubrics for
Slogan
Criteria Excellent
(10 points)
Good
(8 points)
Fair
(6 points)
Poor
(4 points)
Creativity and
Design
The slogan is well
designed and
expressed very
creatively.
The slogan is
designed
ordinarily and
expressed
creatively.
The slogan lacks
designs and lacks
expression of
creativity.
The slogan has
poor designs and
shows very little
creativity.
Neatness and
Orderliness
The slogan is
presented
exceptionally neat
and orderly.
The slogan is
presented neat
with some parts
less neat and
orderly.
The slogan is
more messy than
neat.
The slogan is
extremely messy
and disorderly.
Ingenuity and
Choice of Words
The slogan is very
ingenious and
cleverly
constructed.
The slogan is
ingenious and
cleverly
constructed.
The slogan is
fairly ingenious
and fairly
constructed.
The slogan is not
ingenious and
very mindlessly
constructed.
Appropriateness
and Relevance to
the Topic
The slogan is very
appropriate and
relevant to the
topic.
The slogan is
appropriate and
relevant to the
topic.
The slogan is
fairly appropriate
and fairly relevant
to the topic.
The slogan is not
appropriate and
irrelevant to the
topic.
COURSE POLICIES AND EXPECTATIONS
Class Policies:
1. Wear your PSU uniform or any plain white t-shirt.
2. Observe punctuality and courtesy.
3. Actively participate in recitations, sharing, etc. during classes.
4. Respect shall be observed for the teacher and students.
5. Cheating and plagiarism are not tolerated.
6. Attendance in the class signifies readiness to participate in class discussions and activities. A student is responsible for his/her absence.
7. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.

22. 22
8. Requirements must be submitted within the designated date of submission.
9. Late work: deductions will be given.
10. Others (agreed upon by the class)
COURSE POLICIES AND EXPECTATIONS
Class Expectations:
1. Be Prepared. You and only you are responsible for your grade. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and
other homework before class so that you can understand the lecture and participate in discussion. Have your homework ready to submit.
2. Be Participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions, offer ideas or ask questions.
3. Be on Time. Seat plan will be used for the checking of attendance. Any student who is not seated on his/her designated area once the class started will be
considered tardy.
4. Be Respectful. Any action that bothers another student or the teacher or any disruptive behavior in class is considered disrespectful. Demonstrate proper respect for
teachers, other students, and school property. Listen to others and evaluate ideas on their own merit.
ASSESSMENT AND GRADING
Final Grade = (Midterm Grade + T-Final Grade)/2
REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
2022-01 September 5-
September 13, 2022
September 19, 2022
A.Y. 2022-2023
 Added ILO and PO’s I-P-Ds under the Course Outcomes
 Updated the Course Learning Plan
PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED
Prepared by the:
Focal Person (Common Program)
Faculty (Stand-alone Program)
Jufri Jan Louis M. Narvas
Rinovic C. Repollo
September 15, 2022
Reviewed by the Committee for Common
Programs
Viola Ferrer September 15, 2022
Trisha Decena September 15, 2022
Brandy Celino September 15, 2022
Oliver Laroco September 15, 2022

23. 23
Renalyn Suarez September 15, 2022
Endorsed by the Council of Deans and Department Chairs on : _______________________
FACULTY CONTACT INFORMATION
NAME
DESIGNATION
E-MAIL ADDRESS
CONSULTATION SCHEDULE
OFFICE LOCATION
Prepared by:
Faculty
Checked by:
Department Chairperson
Recommended by:
College Dean
Approved:
Campus Executive Director
Certified for Campus/University Utilization for A.Y.________
Director for Curriculum and Instruction Vice President for Academic and Student Affairs