Lesson 3

 The quality of human acts by which we call

them right or wrong, good or evil. (Panizo,
1964)

 Human action is right when it conforms with

the norm, rule, or law of morality.

 Intellect and Free Will make people different

from and above the animals.
 The universal norm upon which all other
principles on the rightness or wrongness of
an action are based. It is the source of
morality.

 It may be acceptable to all believers and non-

believers alike that it is contained in the
Natural Law.
 It is the law “written in the hearts of men” .
(Romans 2:15)

 It is “man’s share in the Eternal Law of God”.

(Panizo, 1964)

 It is the law that says: “Do good and avoid

evil.”
 Do not do to others what you do not like
others to do to you (Kung-fu-tsu).

 Do to others what you like others do to you

(Matthew 7:12).

 Act in such a way that your maxim can be the

maxim for all (Immanuel Kant) .
 For Christians, made more explicit through
the Ten Commandments (Exodus 20:1-17) and
Eight Beatitudes (Matthew 5:3-12).

 Summed up in the two great

commandments: 1) Love God with all your
heart, with all your mind, with all your
strength; 2) Love your neighbor as you love
your self. (Matthew 22:37-40)
 Buddhists do good when they:
1. Strive to know the
truth
2. Resolve to resist evil
3. Say nothing to hurt
others
4. Respect life, morality
and property
(Eightfold Path, World Book Encyclopedia, 1988)
5. Engage in a job that
does not injure others
6. Strive to free their
mind of evil
7. Control their feelings
and thoughts
8. Practice proper forms
of concentration
 The Islamic Koran forbids lying, stealing,
adultery, and murder. (World Book
Encyclopedia, 1988)
 Five Pillars of Islam: (www.islam101.com)
1. Prayer
2. Self-purification by fasting
3. Fasting
4. Almsgiving
5. Pilgrimage to Mecca, for those who
can afford
 Preamble
Code of Ethics of Professional Teachers

Teachers are duly licensed professionals who

possess dignity and reputation with high moral
values as well as technical and professional
competence. In the practice of their
profession, they strictly adhere to, observe and
practice this set of ethical and moral principles,
standard and values.
 Descriptions of Good Moral Character:

1. Being fully human

2. Being a loving person
3. Being a virtuous person
4. Being a morally mature person

(Cosgrave, William, rev. ed. 2004, 78-79)

 Morality- is a system of acceptable behavior
adopted by a particular person.
 Ethics- is a system of acceptable behavior
adopted by a group or profession.
 Law- is the system of rules of conduct
established by the government of a society to
maintain stability and justice. (Ex. Constitution,
statutes, regulations, codes, Court Decisions)
(www.public.iastate.edu)
 Level 1 - Pre-conventional morality

 Level 2 – Conventional Morality

 Level 3 – Post-conventional Morality

Activity 1 – Heinz’s Dilemma

 Level 1 - Pre-conventional/Self – focused morality
(up to age 9)
 Stage 1. Obedience and Punishment Orientation.
The individual avoids being punished. If a person is
punished, they must have done wrong.
 Stage 2. Individualism and Exchange. One example
is when a child is asked by his parents to do a chore.
The child asks, "what's in it for me?" The parents offer
the child an incentive to pay for his chores.
(www.simplypsychology.org/kohlberg.html)
 Level 2 – Conventional/Other-focused Morality (age
nine to adolescence)

 Stage 3. Good Interpersonal Relationships. The

individual is good in order to be seen as being a good
person by others. “The good boy/girl attitude”.

 Stage 4. Maintaining the Social Order. The individual

becomes aware of the rules of society. Obedience of
the rules upholds the law and avoids guilt.

(www.simplypsychology.org/kohlberg.html)
 Level 3 – Post-conventional/Higher-focused
Morality (adulthood)
 Stage 5. Social Contract and Individual Rights. The
individual is aware that sometimes rules/laws will not
work for the interest of particular individuals.
 Stage 6. Universal Principles. People developed their
own set of moral guidelines which may or may not fit
the law. The person will be prepared to act to defend
human rights, justice, and equality even if it will cause
social disapproval or imprisonment.
(www.simplypsychology.org/kohlberg.html)
 Ethical dilemma is a situation in which
choosing a decision among possible options
will bring a negative result based on society
and personal guidelines. Example is when a
sick worker goes to office to meet office
deadlines but it is also right to stay home to
get well faster and avoid infecting others.

(www.yourdictionary.com)
 Ethical Decision Making Process is the
process of choosing the best alternative
for achieving the best results or
outcomes compliance with individual
and social values, moral, and
regulations.
 Ethical decision should be based on ethical
principles and codes rather than on emotions,
thoughts, fixed policies.
Steps:
1. Describe the problem and determine if it is
an Ethical Dilemma.
2. Identify the conflicting values and principles.
3. Gather your information.
4. Determine the possible actions and their
costs and benefits.

5. Select the best course of action based on

your principles and values.

6. Implement the course of action

7. Evaluate the results.

Ethical Dilemmas:

1. Your student is always late in your class and

failed your subject because he/she is taking
care of his/her younger siblings.

2. A student knows that his very best friend is

using marijuana, what should the student
do, knowing that the use of prohibited drugs
is an expellable offense?
 Ethical Dilemmas:

3. Students are complaining because your co-

teacher is lazy, dismisses early and not
maximizing his/her class hours.

4. A principal confirmed after class hours that a

teacher under him is having a “love affair”
with his student.
Required:

1. Problem (Determine whether Ethical

Dilemma or not)
2. Conflicting Values and Principles
3. Available Information
4. Possible Actions
5. Best Course of Action
Thank you.