WORKTEXT

in
GE 8

2020
UNIVERSITY OF SOUTHERN MINDANAO

UNIVERSITY OF SOUTHERN MINDANAO

VISION
 Quality and relevant education for its clientele to be globally
competitive, culture-sensitive and morally-responsive human
resources for sustainable development

MISSION

Help accelerate socio-economic development, promote harmony

among diverse communities and improve quality of life through
instruction, research, extension and resource generation in Southern
Philippines

CORE VALUES
Goodness
Responsiveness
Excellence
Assertion of RIGHT and
Truth

GOALS

1. Accelerate the advancement of knowledge to favor the

promotion of mental health, improvement of care, and
enhancement of quality of life;
2. Provide leadership in the promotion of peace, development and
justice thru instruction, research, extension and resource
generation;
3. Develop communicative competence and embody nationalism
in multilingual and multicultural settings; and,
4. Produce globally competitive graduates who uphold excellence,
moral integrity and compassion to contribute in nation building.

QUALITY POLICY STATEMENT

ETHICS 2
 The University of Southern Mindanao, as a premier
university, commits to provide quality instruction, research
development and extension services and resource generation
that exceed stakeholders’ expectations through the
management of continual improvement efforts on the
following initiatives:

1. Establish key result areas and performance indicators

across all mandated functions

2. Implement quality educational programs

3. Guarantee competent educational service providers

4. Spearhead need-based research outputs for

commercialization, publication, patenting, and develop
technologies for climate change mitigation and
improvement in the quality of life

5. Facilitate transfer of technologies generated from

research to the community for sustainable
development

6. Strengthen relationship with stakeholders

7. Sustain good governance and culture sensitivity; and

8. Comply with customer, regulatory and statutory

requirements.

ABOUT THE COURSE

Course Number GE 8
Course Title ETHICS
Credit 3 units
Prerequisites None
Ethics deals with principles of ethical behavior in modern
Course Description society at the level of the human person, society, and in

ETHICS 3
 interaction with the environment and other shared
resources. 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.

Course Outcomes Upon passing this course, a student must be able to:
1. Distinguish a moral dilemma within a moral
experience as it happens in different levels of human
experience.
2. Explain the influence of Filipino culture on their
perspective of moral experiences and solving moral
dilemmas.
3. Use ethical frameworks or principles to analyze moral
experiences.
4. Develop sensitivity to the common good.

CLASS POLICIES

1. All provisions on student discipline stated in the University Student Code

shall apply.

2. Consultations are encouraged; set up an appointment with the subject

teacher ahead of time.

3. All communication channels (mobile number/s, social media account/s,

email address indicated during consultation shall be kept open and active.
Make it a habit to check your identified avenues for communication.

4. All requirements for the course shall be submitted on time. If you are
unable to comply with a set deadline for submission of requirements, you
are expected to communicate the concern with the subject teacher.

DISCLAIMER AND NOTICE OF OWNERSHIP

ETHICS 4
 Ideas, concepts, diagrams and/or illustrations depicted in this
learning material are excerpts from established references and
properly noted in the list of literatures cited herein. The author in this
learning material remains a compiler and does not claim full and
authentic ownership of all the contents of this module, nor in any
manner willfully infringe the copyright law and other existing
provisions appertaining thereto.

This Learning Material is printed for the sole use of Classroom

or Distance/Remote learning of USM and is not intended for
commercial purposes. Any use or reproduction in part or in full, other
than what it is intended for requires the consent of authorized and
competent authority of the University of Southern Mindanao.

INTRODUCTION TO USING THE SELF-LEARNING

MODULE

This self-learning module is a response to the new normal

environment that limits the mobility and interaction of people. It
encourages a self-directed learning pace and an independent critical
assessment of the learner in performing assigned tasks. However, it
does not discourage students from consulting with the subject
teacher or interacting with classmates. Using identified
communication channels is encouraged. Additionally, the student
may also refer to the suggested readings to enrich learning or to
explore other sources for learning the course.

COURSE GUIDE

WEEK TOPIC

ETHICS 5
 1 USM VMGO

Quality Policy Statement

Course Outline, Class Policies, Grading System

Ethics as a branch of philosophy

Moral standards and rules

2- 3 Rules
Dilemmas
- Identifying a Moral Dilemma
Moral dilemmas
Identifying the three levels of moral dilemmas:
- Personal, organizational, and
structural

Freedom and moral decisions

Culture and Its Influence on Moral Behavior

4-5 Cultural embeddedness of behavior
Ethical relativism
Definition
Advantages of recognizing the differences
Dangers of the position

6 The Filipino Way

Moral Character as Disposition

7 How Moral Character is Developed

8 Stages of Moral Development

The Six Stages of Moral Development

9 MIDTERM ASSESSMENT

BASIC CONCEPTS IN ETHICS

At the end of this chapter, the student is expected to:a. Differentiate between ethics and
the other branches of philosophy

ETHICS 6
 b. Articulate the importance of studying ethics

Ethics is the branch of philosophy that contemplates what is right and

wrong. It explores the nature of morality and examines how people should live their
lives in relation to others. Etymologically, it is derived from the Greek word “ethos”
roughly translated in English as a customary way and manner of acting and
behaving. The Latin equivaled for custom is “mos” or “mores” from which is derived
the term “moral” and “morality.” Though they share the same meaning by virtue of
their etymology, ethics and morality are slightly distinct. According to Sambajon
(2007), “But in ethics, we specifically study morality. Morality gives ethics a
particular perspective of what to study about – that is the rectitude of whether an
act is good or bad, right or wrong. Morality provides ethics with a quality that
determines and distinguishes right conduct from wrong conduct.”
But while ethics provides the person with the knowledge of the morality of
human acts, knowing does not necessarily lead to doing. Learning about ethics does
not guarantee a moral person. It is morality that actualizes the theory – ethics is the
word and morality, the flesh. “As ethics outlines theories of right and wrong and
good or bad actions, morality translates these theories into real actions. Thus,
morality is nothing else but a doing of ethics” (Babor 1999).

BRANCHES OF PHILOSOPHY

Ethics has three branches:

1. Meta-ethics, which investigates big picture questions such as, “What is
morality?” “What is justice?” “Is there truth?” and “How can I justify my beliefs
as better than conflicting beliefs held by others?”

ETHICS 7
2. Normative ethics answers the question of what we ought to do. Normative
ethics focuses on providing a framework for deciding what is right and wrong.
Three common frameworks are deontology, utilitarianism, and virtue ethics.

3. Applied ethics which addresses specific, practical issues of moral importance

such as war and capital punishment. Applied ethics also tackles specific moral
challenges that people face daily, such as whether they should lie to help a
friend or co-worker.
Ethics and Law
Why do we need ethics when there are laws to tell us what is right and wrong? Is it
not a fact that ethics teaches rules concerning right and wrong, and what we should
and should not be doing?
Ethical rules are necessary even if we have laws implemented by authority. Legality
is not identical to morality. We may follow the law but we may not be ethical. What
is legal is not always moral. Moreover, laws are only concerned with actions that are
public, actions that may harm those around us. It does not put restrictions on
thoughts or intentions and human motivation.
Additionally, laws are some kind of a social contract, a collective agreement,
decided by a majority vote. Morality is not about how many people say it is right or
wrong. It Is so much deeper than that. What is right is right even if no one is doing it;
what is wrong is wrong even if everyone is doing it.
Ethics is the foundation of our laws. Ruggiero (2001) says that “…it is
because of ethics that we laws in the first place, and we continue to need ethics to
refine and perfect our legal system.” Morality precedes legality.

Ethics and Religion

Another important distinction to be made is between ethics and religion, both
being concerned with right and wrong behavior. Since “…most religions have a long
history of internal arguments and interpretations about the nature and content of
the moral law (MacKinnon & Fiala, 2015), the two are not synonymous.
Ethics, as a philosophical discipline, relies solely on natural reason, logic and
experience, especially in the justification and validation of certain theories and
principles concerning good and bad. Religion, on the other hand, relies primarily
and mainly on supernatural reason or divine authority. Moreover, the practice of
morality need not be motivated by religious considerations and moral principles
concerning good and bad. MacKinnon & Fiala further expounds that “…
contemporary philosophers believe that ethics does not necessarily require a
religious grounding. “ Even people for whom morality is religiously-based also
examine some of their views using reason, reflection, and common sense.”
So, whether our moral focus is big picture questions, a practical framework,
or applied to specific dilemmas, moral philosophy can provide the tools we need to
examine and live an ethical life.
Ethics is a central component of any happy, healthy, and mature life. Even if
come critics question the value of studying ethics and living an ethical life, here are
some reasons why one should.
ETHICS 8
 WHY DO WE STUDY ETHICS?

1. Ethics allows you to live an authentic life. An authentic and

meaningful life requires you to live with a sense of integrity.
Integrity is making commitments and sticking to them through
thick and thin — no matter how much violating them may benefit
you. Having a firm character or set of principles to guide your life and
the choices you make is what ethics is all about.

2. Ethics makes you more successful. You may think that ethics can
hold you back in all kinds of ways, but the truth is the opposite.
Ethical people embody traits that unethical people have to work at to
fake — they’re honest, trustworthy, loyal, and caring. As a result,
ethical people are perfectly suited not only for interpersonal
relationships generally, but also more specifically for the kinds of
interactions that make for thriving business.

3. Ethics allows you to cultivate inner peace. Lives that are lived ethically
tend to be calmer, more focused, and more productive
than those that are lived unethically. Most people can’t turn off their
sympathy for other human beings. Hurting people leaves scars on
both the giver and the receiver. As a result, unethical people have
stormier internal lives because they have to work to suppress their
consciences and sympathies to deal with the ways they treat others.

ETHICS 9
 WHY DO WE STUDY ETHICS?

4. Ethics provides for a stable society.

When people live ethical lives,
they tell the truth, avoid harming others, and are generous
.
Working with such people is easy. On the other hand, callous and
insensitive people are distrusted, so it’s difficult for them to be
integrated well into social arrangements. A stable society requires a lot
of ethical people working together in highly
rdinated
coo ways.

5. Ethicsmayhelp out in the afterlife.

Some religious traditions believe
ethics is the key to something even greater than personal success and
eternal life
social stability: . No one can be sure about an eternal life, but
people of faithom
fr many different religions believe that good behavior
in this life leads to rewards in the next life.

SNAPSHOT OF KEY ETHICAL THEORIES

VIRTUE ETHICS - states that character matters above all else. Living an
ethical life, or acting rightly, requires developing and
demonstrating the virtues of courage, compassion,
wisdom, and temperance. It also requires the
avoidance of vices like greed, jealousy, and
selfishness.

ETHICS 10
 UTILITARIANISM - holds that the amount of happiness and
suffering created by a person’s actions is what really
matters. Thus, acting rightly involves - maximizing
the amount of happiness and minimizing the amount
of suffering around us. Sometimes we may even
need to break some of the traditional moral rules to
achieve such an outcome.

KANTIANISM - emphasizes the principles behind actions rather than

an action’s results. Acting rightly thus requires being
motivated by proper universal principles that
treat everyone with respect. When we are
motivated by the right principles, we overcome y
animal instincts and act ethically.

CONTRACT - proposes thinking about ethics in terms of

THEORY agreements between people. Doing the right thing
means abiding by the agreements that the
members of a rational society would choose .
So for contract theorists, ethics isn’t necessarily
about character, consequences, or principles.

CARE ETHICS - focuses ethical attention on relationships before

other factors. As a result, acting rightly involves
building, strengthening, and maintaining strong
relationships. Acting rightly thus displays care for
others and for the relationships of which they are a
part. To care ethicists, relationships are fundamental
to ethical thinking.

HOW ETHICAL THINKING APPLIES TO REAL LIFE

Studying ethics can help you arrive at clearer positions and arguments on real
life issues — and can help you apply them, too. In fact, thinking more about ethical
theory may even change your mind about issues in today’s world. Here are some
ways you can apply ethics to your life:

• Consider how you interact with animals. Some folks may think animals
don’t ethically matter. However, most ethical theories disagree. So before
you abuse a dog, or raise cattle inhumanely, you have to consider some
ethical arguments. After all, animals feel pain and suffer just like humans.

ETHICS 11
 Perhaps this possibility of pain and suffering entitles them to rights and
considerations that you’re ethically expected to respect.
• Be kinder to the environment. People typically see recycling or using
certain kinds of household products as neutral lifestyle choices. However,
ethics may actually demand a particular sort of interaction with the world
around you. Sawing down a tree is innocent enough, but when you think of
trees as parts of ecosystems that keep humans alive, things become less
clear-cut.

• Respect and defend human rights. What are the basic things to which
humans are entitled just because they’re humans? This question forms the
basis of an inquiry into human rights. Ethics has a lot to say about what those
rights are, who has them, and why. Many 21st century debates about
torture, genocide, women’s rights, free speech, and welfare all focus on
human rights
• Become more ethical in your career. Ethical professionals are better
professionals. Lawyers, engineers, doctors, accountants, and journalists
must avoid conflicts of interest and be sensitive to the ethical requirements
of their jobs. However, keep in mind that being ethical in your profession can
lead to surprising results. Lawyers, for instance, have to defend some pretty
shady characters in order to give everyone a fair defense.
• Engage with medical advances. Some of the most contentious ethical
problems of today arise in the practice of medicine and with the use of
biotechnology. Human cloning, abortion, euthanasia, and genetic
engineering challenge long-standing beliefs about human life, identity, and
dignity.
NAME____________________________________YR/CRS/SEC__________________
SUBJECT TEACHER _____________________________________________________

EXERCISE 1

A. Briefly explain the question (maximum of 5 lines). If you are answering by hand,
please write legibly. Refer to the rubrics for essays in the Appendices.

Are all human experiences Morality is a belief or a reasoning of what is good or what
subject to morality? Why or is evil. Experiences are something you have gained
why not? because you have done a certain activity for a long time
Among those experiences is either you are satisfied, or

ETHICS 12
 you have regrets that it happened. At some point of our
lives we may encounter the same situation on what we’ve
experienced, and our reasoning based from that
experience can help us avoid those regrets to happen
again and will result to more satisfactions.
Thus, human experiences are a subject to morality.

B. Below is a summary of the story of Gyges in Plato’s book, Republic. Write a

short reflection to answer the questions that follow.

“Gyges is a shepherd who stumbles upon a ring that, at his

command, makes him invisible and while in that state, he can do
anything without getting caught. So he kills the king, seduces his
wife, and becomes king himself.”

Imagine you have the ring of Gyges, would you still do what is good and what is
right? Would you still act morally? Why should you, or not?

Yes, even if I have the ring of Gyges I would still do what I think is right because I know to
my self that the power of the almighty god is beyond more powerful than a ring. Continue
doing the right things and the good deeds for death will come anytime and anywhere we
are. Having a regretless farewell is far better than living life in full of lies. You may not taste
the product of you good deeds today, but surely god already planned you a tomorrow full
of blessing.

MORAL STANDARDS AND RULES

RULES are prescribed guides for conduct or action. They maintain order, get things

done, and allow us to live with each other.

The Usual Rules in our Lives

Etiquette – standards by which we judge manners to be good or bad; normally
dictated by a socio-economic elite (table manners, social rules, communication
etiquette, etc.)
Legal - standards by which we judge legal right and wrong; in a democracy, it is
formulated by representatives of the people
Language – standards by which we judge what is grammatically right or wrong; it
evolves through use
Aesthetics - standards by which we judge good and bad art; usually dictated by a
small circle of art connoisseurs
Athletic - standards by which we judge how good or bad a game is

ETHICS 13
 A moral standard refers to the norms which we have about the types of actions
which we believe to be morally acceptable and morally unacceptable. Specifically,
moral standards deal with matters which can either seriously harm or seriously benefit
human beings. The validity of moral standards comes from the line of reasoning that
was taken to back or support them, and thus are not able to be formed or changed by
particular bodies of authority.

MORAL VERSUS NON-MORAL STANDARDS

(https://www.youtube.com/watch?v=SVYcETMuJg8)

It is important to note that different societies have different moral beliefs

and that our beliefs are deeply influenced by our own culture and context. For this
reason, some values do have moral implications, while others do not. Let us
consider, for example, the wearing of hijab. For sure, in traditional Muslim
communities, the wearing of hijab is the most appropriate act that women have to
do in terms of dressing up. In fact, for some Muslims, showing parts of the woman’s
body, such as the face and legs, is despicable. However, in many parts of the world,
especially in Western societies, most people don’t mind if women barely cover their
bodies. As a matter of fact, the Hollywood canon of beauty glorifies a sexy and slim
body and the wearing of extremely daring dress. The point here is that people in the
West may have pitied the Muslim women who wear hijab, while some Muslims may
find women who dress up daringly despicable.

Again, this clearly shows that different cultures have different moral
standards. What is a matter of moral indifference, that is, a matter of taste (hence,
non-moral value) in one culture may be a matter of moral significance in another.
How can we address this cultural conundrum?

This is where the importance of understanding the difference between moral

standards (that is, of what is a moral issue) and non-moral ones (that is, of what is a
non-moral issue―thus, a matter of taste) comes in. This issue may be too obvious
and insignificant for some people, but understanding the difference between the
two may have far-reaching implications. For one, once we have distinguished moral
standards from non-moral ones, of course, through the aid of the principles and
theories in ethics, we will be able to identify fundamental ethical values that may
guide our actions.

The point here is that if such standards are non-moral (that is, a matter of
taste), then we don’t have the right to impose them on others. But if such standards
are moral ones, such as not killing or harming people, then we may have the right to
force others to act accordingly. In this way, we may be able to find a common moral
ground, such as agreeing not to steal, lie, cheat, kill, harm, and deceive our fellow
human beings.

ETHICS 14
Moral Standards and their Characteristics

1) They deal with matters we think can seriously injure or benefit humans,
animals, and the environment, such as child abuse, rape, and murder;

2) They are not established or changed by the decisions of authoritative

individuals or bodies. Indeed, moral standards rest on the adequacy of the reasons
that are taken to support and justify them.

3) They are overriding, that is, they take precedence over other standards and
considerations, especially of self-interest;

4) They are based on impartial considerations. Hence, moral standards are fair
and just; and

5) They are associated with special emotions (such as guilt and shame) and
vocabulary (such as right, wrong, good, and bad).

Moral standards are norms that individuals or groups have about the kinds of
actions believed to be morally right or wrong, as well as the values placed on what
we believed to be morally good or morally bad. Moral standards normally promote
“the good”, that is, the welfare and well-being of humans as well as animals and the
environment. Moral standards, therefore, prescribe what humans ought to do in
terms of rights and obligations.

According to some scholars, moral standards are the sum of combined

norms and values. In other words, norms plus values equal moral standards. On the
one hand, norms are understood as general rules about our actions or behaviors. For
example, we may say “We are always under the obligation to fulfill our promises” or
“It is always believed that killing innocent people is absolutely wrong”. On the other
hand, values are understood as enduring beliefs or statements about what is good
and desirable or not. For example, we may say “Helping the poor is good” or
“Cheating during exams is bad”.

FOUR TYPES OF NORMS

1. TECHNICAL NORM – refers mainly to techniques of how certain things

pertaining to man’s survival should be done and not done; and thus, the community
prescribes certain proper ways of working and doing things.

“That is the proper way to do the dishes.”

“Your manner of dribbling the ball is bad.”

“You ought to do the PowerPoint presentation this way.”

2. SOCIETAL NORM – has something to do with the need for group cohesion
and for strengthening the bonds that keep the community together. Example,
common etiquette practices:

ETHICS 15
“You should knock first before you open the door.”

“One should not pick one’s nose in public.”

“One should follow the rituals before one is accepted in a fraternity.”

3. AESTHETIC NORM – refers to typical perceptual forms regarding color,

shape, space, movement, sound, feeling and emotion, touch and texture, taste,
scent and odor.

“Pop music is good.”

“The food at the canteen is terrible.”

“Vice Ganda’s fashion sense is outrageous.”

4. ETHICAL or MORAL NORM – refers to some ideal vision of a human person,

an ideal stage or perfection, which serves as the ultimate goal and norm. There are
the “non-negotiables” that a community considers as the ultimate worth, giving
sense and direction to human existence.

“Cold-blooded murder is immoral.”

“Usurping one’s property is wrong.”

“Cheating in romantic relationships is reprehensible.”

NON-MORAL STANDARDS

Non-moral standards refer to standards by which we judge what is good or

bad and right or wrong in a non-moral way. Examples of non-moral standards are
standards of etiquette by which we judge manners as good or bad, standards we call
the law by which we judge something as legal or illegal, and standards of aesthetics
by which we judge art as good or rubbish.

Hence, we should not confuse morality with etiquette, law, aesthetics or

even with religion.

As we can see, non-moral standards are matters of taste or preference. Hence,

a scrupulous observance of these types of standards does not make one a moral
person. Violation of said standards also does not pose any threat to human
wellbeing.

Finally, as a way of distinguishing moral standards from non-moral ones:

Moral standard says:

1. “Do not harm innocent people”

ETHICS 16
2. “Don’t steal”

Non-moral standard says:

1. “Don’t text while driving”

2. “Don’t talk while the mouth is full”.

CATEGORIES OF ETHICAL STANDARDS

The Utilitarian Approach

Some ethicists emphasize that the ethical action is the one that provides the
most good or does the least harm, or, to put it another way, produces the greatest
balance of good over harm. The ethical corporate action, then, is the one that
produces the greatest good and does the least harm for all who are affected --
customers, employees, shareholders, the community, and the environment. The
utilitarian approach deals with consequences; it tries both to increase the good done
and to reduce the harm done.

The Rights Approach

Other philosophers and ethicists suggest that the ethical action is the one
that best protects and respects the moral rights of those affected. This approach
starts from the belief that humans have a dignity based on their human nature per
se or on their ability to choose freely what they do with their lives. On the basis of
such dignity, they have a right to be treated as ends and not merely as means to
other ends. The list of moral rights, including the rights to make one's own choices
about what kind of life to lead, to be told the truth, not to be injured, to a degree of
privacy, and so on, is widely debated; some now argue that nonhumans have rights
too. Also, it is often said that rights imply duties -- in particular, the duty to respect
others' rights.

The Fairness or Justice Approach

Aristotle and other Greek philosophers have contributed the idea that all
equals should be treated equally. Today we use this idea to say that ethical actions
treat all human beings equally -- or if unequally, then fairly, based on some standard
that is defensible. We pay people more based on their harder work or the greater
amount that they contribute to an organization, and say that is fair.

The Common Good Approach

The Greek philosophers have also contributed the notion that life in
community is a good in itself and our actions should contribute to that life. This
approach suggests that the interlocking relationships of society are the basis of
ethical reasoning and that respect and compassion for all others -- especially the

ETHICS 17
vulnerable -- are requirements of such reasoning. This approach also calls attention
to the common conditions that are important to the welfare of everyone.

The Virtue Approach

A very ancient approach to ethics is that ethical actions ought to be

consistent with certain ideal virtues that provide for the full development of our
humanity. These virtues are dispositions and habits that enable us to act according
to the highest potential of our character and on behalf of values like truth and
beauty. Honesty, courage, compassion, generosity, tolerance, love, fidelity,
integrity, fairness, selfcontrol, and prudence are all examples of virtues. Virtue ethics
asks of any action, "What kind of person will I become if I do this?" or "Is this action
consistent with my acting at my best?"

More resources
1. https://youtu.be/0WxOGR6HKFs - ETHICS DEFINED: MORALS
2. https://www.youtube.com/watch?v=SVYcETMuJg8 (MORAL STANDARDS VS.
NON-MORAL STANDARDS (video of text in the lesson above)
NAME________________________________YR/CRS/SEC______________________
SUBJECT TEACHER_____________________________________________________

EXERCISE 1: Enumerate three rules and state in one brief sentence why they are
important.

RULES IMPORTANCE
1. (home/school rules)
No Littering To keep the surrounding clean.

2. (social media) To prevent netizens specially the

Think before you click teenagers on overexposing themselves
or information on social networking
sites.
3. (Quarantine rules) To keep ourselves, our family and the
Always wear your face mask/ face people in our area safe from the virus
shield and to lessen the spread of the deadly
disease.

B. Suppose a parent knows that his daughter has said "Shut up!” to her elementary
school teacher once when the teacher reminded her to pay attention in class.
Suppose the parent also knows that his daughter put bubble gum on the
teacher's chair as a "trap." The parent believes the first incident is quite serious
but the second is somewhat funny.

ETHICS 18
 1. First, state clearly what you believe to be the moral norms are violated in
both incidents.
2. Second, state the moral categories into which these rules fall.
3. And finally, state what these considerations imply about the parent's ethical
beliefs.

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MORALITY OF HUMAN ACTS AND MORAL ACCOUNTABILITY

WHAT IS A HUMAN ACT?

Human acts (actus humani) refer “actions that proceed from insight into the nature
and purpose of one’s doing and from consent of free will” (Peschke, 1985).
Specifically, these are actions done as a result of a person’s conscious knowledge,
freedom, and voluntariness.
Acts of man are simply actions which happen in a person “naturally,” even without
his or her awareness while doing them. They are done without deliberation,
reflection and consent but performed instinctively. Examples are various
physiological processes, such as the beating of the heart, breathing, respiration,
digestion, and the like. Also included are actions that are impulsive, unconscious
and instinctive moments, such as fear, rage, anger, sleeping, dreaming, seeing,
eating, walking, and others.

BASIC ELEMENTS OF HUMAN ACTS

1. They must be deliberate; must be performed by a conscious agent who is
aware of what he is doing and of its consequences – good or evil.
2. They must be performed in freedom, by an agent who acts freely, with his
own volition and powers. The person must be free from any force beyond his
control, or from any powerful influence from outside.
3. The act must be done voluntarily, performed by an agent who decides
willfully to perform the act. The decision must come from the core of
person’s being.

ETHICS 19
Major Determinants of the Morality of the Human Act

1. The act itself – refers to WHAT the person does. It is the natural termination
or completion of an act which determines whether an act is intrinsically or
extrinsically good or evil. There are actions that, by themselves, can be
taken as good or bad, right or wrong, moral or immoral (rape, murder,
torture, cheating, and the like). No amount of good intention or
circumstances can alter their evilness.
2. The motive – refers to WHY a person does something. One normally
performs an act as a means to achieve a purpose or a goal, different from the
act itself. Depending on one’s motive or intention, an act’s moral worth can
be modified.
3. The circumstances – refers to the CONDITIONS surrounding the
performance of an action. They influence, to a lesser or greater degree, the
moral quality of the human act.

CIRCUMSTANCES THAT AFFECT THE MORALITY OF THE ACT

1. Mitigating or extenuating circumstances diminish the degree of moral

good or evil in an act. (To kill a person is murder. However, if it is the first
time that he or she is doing it or it is done without prior plan, the severity of
the act and its punishment is lessened.
2. Aggravating circumstances increase the degree of moral good or evil in an
act without adding a new and distinct species of moral good or evil. (The
same murder can be made worse if it is carried out at night and with the use
of weapons.)
3. Justifying circumstances show adequate reasons for doing some acts. (A
person charged with murder can vindicate him or herself by proving that he
or she murdered someone superior in strength and abilities and did so in
defense of his or her life.)
4. Specifying circumstances give a new and distinct species of good or evil to
the act. (The moral quality of the murder if the person murdered is his wife or
if the murderer and the victim are one and the same.

The following are factors that modify human acts:

1. Ignorance – absence of the necessary knowledge which a person ought to
have. It can be vincible (may be remedied or corrected) or invincible (cannot
be remedied or corrected any longer).
2. Passion or concupiscence – a strong or powerful feeling or emotion such as
love, hatred, despair, horror, sadness, anger, grief and the like.
3. Fear – the disturbance of the mind of a person confronted by an impending
danger or harm to itself or to his loved ones. It may be considered as a

ETHICS 20
 passion but is treated as special because it is a test of one’s character.
Actions may be done “with,” “out of,” or “because” of fear.
4. Violence – any physical force exerted on a person by another free agent for
the purpose of compelling the person to act against his will.
5. Habit – a constant and easy way of doing things acquired by the repetition of
the same act; it is the readiness to act in a certain manner as a result of
frequently repeated acts.

NAME________________________________YR/CRS/SEC______________________
SUBJECT TEACHER_____________________________________________________

EXERCISE 2
Write about one particular fake news that you know about. Evaluate the morality of
spreading it by applying the following: elements of human acts, determinants of
morality, and the modifiers of human acts.

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ETHICS 21
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MORAL DILEMMAS
At the end of this chapter, the student is expected to:

1. Recognize and recall a moral experience

2. Identify the three levels of moral experience in given situations

3. Recall a personal moral dilemma and articulate how it was solved

A dilemma is a situation where a person is forced to choose between two or
more conflicting options, neither of which is acceptable. As we can see, the key here is
that the person has choices to make that will all have results he or she does not
want. For example, a town mayor faces a dilemma about how to protect and
preserve a virgin forest and at the same time allow miners and loggers for economic
development in the town.

CHOICE CHOICE
1 2

CHOICE
3

If a person is in a difficult situation but is not forced to choose between

two or more options, then that person is not in a dilemma. The least that
we can say is that that person is just experiencing a problematic or

ETHICS 22
 distressful situation. Thus, the most logical thing to do for that person is
to look for alternatives or solutions to address the problem.

Moral dilemmas, therefore, are situations where persons, who are called “moral
agents” in ethics, are forced to choose between two or more conflicting options,
neither of which resolves the situation in a morally acceptable manner.
TYPES OF MORAL DILEMMAS
‘Epistemic’ means the knowledge of something.
The situation involves two moral choices that
conflict, but the individual has no idea which
choice is the most morally acceptable. They do
not know which is the most ethically viable. They
EPISTEMIC DILEMMA need more information and knowledge
surrounding the two options before making an
informed decision.
‘Ontological’ means the nature of something or
the relation between things. The options in this
dilemma are equal in their moral consequences.
This means that neither of them supersedes the
ONTOLOGICAL DILEMMA other. They are fundamentally on the same
ethical level. Therefore, the individual cannot
choose between the two.

Here, a self-imposed dilemma is a situation that

has been caused by the individual’s mistakes or
SELF-IMPOSED DILEMMA misconduct. The moral dilemma is self-inflicted.
This can cause a number of complications when
attempting to make a decision.

OBLIGATION MORAL Obligation dilemmas are situations where we feel

DILEMMAS we are obliged to opt for more than one choice.
We feel we are obliged to carry out an action
from a moral or legal standpoint.
If there were just one option that is obligatory,
then the choice would be easy. However, if an
individual feels obliged to opt for several of the
choices in front of them but can only choose one,
which one should they choose?
PROHIBITION MORAL Prohibition dilemmas are the opposite of
DILEMMAS obligation dilemmas. The choices that are offered
to us are all, on some level, morally reprehensible.
They can all be considered as wrong, but we must
choose one. They could be illegal, or just plain
immoral. An individual must choose between
what would normally be considered as
prohibited.

ETHICS 23
THREE LEVELS OF MORAL DILEMMAS
1. INDIVIDUAL – happens when a person is faced with a decision that may
press against their personal values or beliefs.
Example:
Running through a red light while trying to drive someone who is critically
injured to the hospital
2. ORGANIZATIONAL – happens when there is an inconsistency between
individual needs and aspirations on the one hand, and the collective purpose
of the organization on the other.
Example:
Employee favoritism when one employee gets undue chances or
opportunities over others
3. STRUCTURAL – happens when there are inconsistencies in the structural
arrangements and mechanisms in the system.
Example: manipulating the drug industry to control the prices of medicines

DEALING WITH MORAL DILEMMAS

When facing a moral dilemma, consequences, moral rules, and character

matter.
There are many schools of thought which offer a response to this question.
Consequentialist ethics emphasize, not surprisingly, the consequences of our
actions. Deontological theories focus on the actions we perform, and whether they
are consistent with a moral law or laws. Virtue theories of ethics focus on the
character of the person performing the action.
When considering whether or not to perform some action, such as telling a
lie, each school of thought would approach the decision from a different perspective:

1. Consequentialist: "What would the positive and negative consequences be if I told

this lie?"

2. Deontologist: "Which moral rule or rules are relevant, and what do they
prescribe?"

3. Virtue: "What would a person of good character do in this situation?"

NAME________________________________YR/CRS/SEC_____________________
_
SUBJECT TEACHER_____________________________________________________

EXERCISE 3:

ETHICS 24
 Write about a personal moral dilemma and narrate how you solved it. Would you still
do the same thing if it happens again and why?

ROLE OF FREEDOM IN MORAL DECISIONS

Only humans can be ethical because we are the only beings who are free.
Beings that can act morally are required to sacrifice their interests for the sake of
others. It follows that those who sacrifice their good for the sake of others deserve
greater consideration than those who benefit from the sacrifices. Since animals
cannot act morally, they will not sacrifice their own good for the sake of others, but
will pursue their good even at the expense of others. This is why interests of human
beings should be given greater weight than interests of animals.

But what is freedom in this context?

In every language, freedom is always confused with man’s capacity to do

anything he wants or his capacity to say “no” to a request or to have his last say
on things. On the surface, these expressions seem to describe perfectly. But on
further reflection, these expressions are ambivalent. By the mere fact that one does
not want to go to class and one has decided not to go can mean that I did rudely and
freely choose not to go to class for something more important and had higher
value in my life. Or one did not go to class because one was so lazy and could not
go beyond laziness.

Consider the situation below:

Suppose you want to buy a pair of shoes and find yourself with a large
array of choices in the shoe section of a very large department store. You
ETHICS 25
 are faced not only with a lot of styles that are manufactured not only from
different places in the Philippines but also from other countries. You are
confronted with a whole lot of CHOICES.

Suppose you have decided to buy a pair of sneakers for jogging and
start looking for value-comfort for your feet when you jog. As you start
looking at the different brands and style and materials, there is always an
implicit value that compels you to look over different brands. This value is
not just for comfort of your feet when you run over stones and gravel – you
can just wrap your feet with newspaper or cloth. But you will never do this
because you have a self-image you want to present to people, according to
the standards of grooming which you all follow. You may decide that
comfort can be delivered by a paratrooper boots manufactured in the US.

But of course, you will not allow yourself to be seen wearing that while
jogging. Why? Because values are and cannot be looked at separately
from the ideal which you have of yourself. Even the value of comfort must
fit the
ideal style and standards required of you by your peers.

Two Elements in the Experience of Choice

1. Every choice is based on a value, perfection for the self to be attained or

exercised.
2. A value is never to be taken in isolation.

From a reflection of these two aspects of choice, we are led to the two-fold
level of freedom.

1. Freedom of Choice – refers to a horizon of choices or possible choices

(this pair of Marikina shoes over against Italian made Bally shoes, to go to
the movies rather than to take a two-hour nap, to eat or not eat ice
cream).

2. Fundamental Option – refers to the vertical dimension of choices which

influences the horizontal choices (choosing to buy the Marikina-made
shoes instead of the Italian made Bally shoes because of its price: if I buy
the Bally which costs five thousand pesos a pair, I will have to readjust my
value system of prioritizing essentials like my rent, food, sending my
sister to school).

ETHICS 26
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NAME________________________________YR/CRS/SEC______________________
SUBJECT TEACHER_____________________________________________________

Write a similar personal experience from the one illustrated above. Apply the
two-fold levels of freedom.

ETHICS 27
ETHICS 28
 CULTURE AND ITS INFLUENCE ON MORAL
BEHAVIOR
At the end of this chapter, the student is expected to:
1. Articulate what culture is
2. Attribute facets of personal behavior to culture
3. Recognize differences in moral behavior of different cultures
4. Appreciate the differences between morals of different cultures
5. Evaluate the strengths and weaknesses of cultural relativism

CULTURE

Culture in a fairly intuitive and very broad sense to denote the totality of the social
environment into which a human being is born and in which he/she lives. Culture
includes the community's institutional arrangements (social, political, and
economic) but also its forms of art and knowledge, the assumptions and values
embedded in its practices and organization, its images of heroism and villainy, it
various systems of ideas, its forms of work and recreation, and so forth.

Cultural differences in moral reasoning are driven by various influences --

history, leadership, religious belief, experiences with peace and warfare, available
resources and the strategies for extracting and distributing those resources. These
cultural differences are not limited to the scale of nations. There can also be
differences in the culture and moral reasoning between schools, communities,
companies, even families. Moral reasoning has a way of adapting to or being shaped
by people's needs and perceptions.

Moral values, judgment, behavior as well as moral dilemmas and how we

perceive them are largely shaped and influences by history (or historical
contingencies), power dynamics (competing ideas and interests), and the religion of
a society. The way we appreciate and assess things are not created out of nothing
or simply out of our imagination. They are conditioned by external and material
elements around us that, in turn, provide the basis for principle that orient our
judgment and variation of things. These external and material elements make up
culture. In other words, culture is what shaped and influences social and personal
values, decisions, behavior, and practice. To understand how culture works and its
features is also to grasp the reason why things are done in a particular way , why we
do things the way we do them, and why we believe things the way we believe them.
This framework is called Ethical Relativism.

Ethical Relativism is a view or doctrine that ethical values and beliefs are
relative to the time, place, persons, situations and societies that hold them. Put in
another way, it is a theory which holds that there are no universally valid moral
principles; that all moral values are valid relative to culture or individual choice.

ETHICS 29
 ARGUMENTS FOR ETHICAL RELATIVISM

1. CULTURAL DIFFERENCES ARGUMENT

One of the most cited reasons supporting ethical relativism is the actual
existence of moral diversity among cultures. Throughout history, many societies
have held beliefs and practices about morality that are different from our own.
People in different societies have different customs and different ideas about
right/good and wrong/bad. There is no universal or transcultural consensus on
which actions are right and wrong.

2. ARGUMENT FROM RESPECT

Ethical relativism is rooted in cultural multiplicity. Part of its attraction is due to
the fact that such view has been thought to promote tolerance. If moral codes differ
and there is no objective or culturally dependent basis by which to judge the moral
code of any culture, then the moral code of one’s particular culture has no special
status compared with the rest. Logically, no culture has the right to impose its own
ethical views and practices on anyone else, especially to people with different
culture and traditions. The appropriate attitude, therefore, is respect and tolerance
for moral standpoints different from what one believes in.

3. PSYCHOLOGICAL ARGUMENT
This argument undermines the objectivity of ethics through upholding
nonrational ways in which moral ideas and beliefs are formed and developed in the
individual. The argument suggests that our values are simply the result of our
having been conditioned to behave in a certain way. We have been trained and
conditioned to have beliefs that certain actions are good and others are bad,
beginning when we were still children. This process is called psychological
conditioning. Moral truth is relative to one’s own psychological upbringing.

4. CONFORMITY ARGUMENT
As social beings by nature, it is natural for people to conform to the accepted
ethical standards of the groups to which they belong. Through cultural relativism, it
is thought that people would come to be more accepting of their own societal
norms. Their belief gives a good basis for a common morality within a culture, a
democratic basis where diverse ideas and principles are pooled in, thus ensuring that
the norms/rules that a certain society would eventually accept have a wide and solid
support, justifying central validity and justification of the morality of the group.

5. PROVABILITY ARGUMENT
This argument is anchored on the undeniable fact that moral dispute occurring
between and among groups as well as individuals. The experience of people having
difficulty knowing the morally right thing to do in a particular situation leads to an
attitude of skepticism on the possibility of determining and establishing a universal
ETHICS 30
and definite moral standard. The argument holds that if there is an objective or
universal truth in ethics, it can be proven that some moral opinions are true and
others false. But since we cannot prove which is true or false, then there is no
objective truth in ethics.

ARGUMENTS AGAINST ETHICAL RELATIVISM

1. CULTURAL DIVERSITY
Because of cultural diversity, people think morality is relative to culture. If
people differ in clothes they wear, food they eat and language they speak, why
cannot they also differ in their moral beliefs? Cultural relativism is a fact that
cannot be disputed. But does cultural relativism necessarily imply ethical
relativism? Is the fact that cultures vary in beliefs and practices equivalent to
saying there is no morally right or wrong conduct and practices in the objective
sense?
Cultural diversity does not necessarily deny objectivity of moral values. It is
merely saying that cultures vary in many ways but does not say which culture is
doing or practicing what is right. Ethical relativism appears to be
selfcontradictory and inconsistent. If everything is relative, then the truth of
relativism would also be relative.

2. ARGUMENT FROM RESPECT

The drawing power of ethical relativism is its emphasis on “tolerance.” It
espouses the idea that if moral codes differ from culture to culture and there is no
objective or culturally dependent basis by which to judge the moral code of any
culture, then the moral code of one’s particular culture has no special status
compared with the rest.

3. PSYCHOLOGICAL ARGUMENT
This argument undermines confidence in the objectivity of ethics by making us
aware of the non-rational ways in which moral codes are formed and developed in
the individual. Among psychologists, there is considerable agreement about how
this happens; the picture remains remarkably constant, even when we consider
radically different psychological theories.

4. ARGUMENT FROM CONFORMITY

As social beings by nature, what is considered “good” is what the society
believes to be right. Thus, morality is dependent on what the majority wants or
decides. The main problem with this argument is that the majority is considered as
the only true and legitimate voice of what is good and bad, and reduces the minority
to the side of error. But that is not always the case. People in history like Socrates,
Mahatma Gandhi, Martin Luther King, Jr and Malala are so-called reformers who
have rebelled against the injustice of the majority and have been proven right.

5. PROVABILITY ARGUMENT

ETHICS 31
 The fact that human beings disagree with each other on certain fundamental
issues is a common occurrence. Ethical issues, unlike disputes between scientists
about the cure for CoViD-19, cannot be settled by observation or experimentation.
Euthanasia, abortion, divorce, homosexuality remain as perennial ethical issues
since time immemorial and have continued to perplex us even more.
But it does not mean that if there are no answers until now, it cannot be proven.
The act of discussing about ethical issues presupposes that there are moral
disagreements to resolve.
It may be true that some truths that are forever hidden from us ordinary and limited
mortals but the statement that they are hidden confirms that they exist.

ETHICS 32
 ETHICAL RELATIVISM AND THE AMBIVALENCE OF
FILIPINO VALUES
At the end of the chapter, the student is expected to:

1. Analyze crucial qualities of the Filipino moral identity in their own moral
experiences

2. Evaluate elements that need to be changed

This section presents some Filipino traits and values and shows their positive and
negative implications.

DEVELOPMENT OF MORAL CHARACTER

Etymologically, the term “character” comes from the ancient Greek term
charaktêr, which initially referred to the mark impressed upon a coin. The term
charaktêr later came to refer more generally to any distinctive feature by which one
thing is distinguished from others. In recent usage, character refers to a set of
qualities or characteristics that can be used to differentiate between persons. It is
used this way, for example, commonly in literature. In philosophy, however, the
term character is typically used to refer to the particularly moral dimension of a
person.

For example, Aristotle most often used the term ēthē for character, which is
etymologically linked to “ethics” and “morality” (via the Latin equivalent mores).
The Greek word used by Aristotle and most commonly translated as virtue is aretē,
which is perhaps better translated as “goodness” or “excellence.” In general, an
excellence is a quality that makes an individual a good member of its kind. For
example, it is an excellence of an ax if it is able to cut wood. An excellence,
therefore, is a property whereby its possessor operates well or fulfills its function.

MOST COMMON FACTORS AFFECTING MORAL DEVELOPMENT

FAMILY MEMBERS - Family members are often the most prominent in the life of a
young child. For example, mothers who explain rules, punishments and why a
behavior is inappropriate are more likely to foster moral reasoning and behavior in
their children by teaching the proper responses to situations. A child will likely learn
the difference between right and wrong by observing family members’ reactions to
a behavior and by models of moral behavior exhibited by family members.

PEERS AND FRIENDS – Especially during adolescence, moral development is

influenced by close friends and social groups. Peers provide additional

ETHICS 33
opportunities to make decisions and introduce adolescents to new moral behaviors
and consequences.

EDUCATION - Teachers can also contribute to the development of morality.

Teachers often play a significant role in the moral development of children by
creating a caring environment where each child is respected and reminded to act
the same toward other students. The propriety of his moral behavior depends to a
great extent on his learning.

MEDIA - The acquisition of these moral behaviors is usually due to modeling the
behavior of people or characters the child admires, and by learned emotional
responses to what is seen in the media.

A MORAL RECOVERY PROGRAM: BUILDING A PEOPLE--BUILDING A

NATION
BY PATRICIA LICUANAN
The events at EDSA in February 1986 not only ousted a dictator, but also
demonstrated to the world and to ourselves our great strengths as a people. At
EDSA we saw courage, determination and strength of purpose; we saw unity and
concern for one another; we saw deep faith in God; and even in the grimmest
moments, there was some laughter and humor.

We were proud of ourselves at EDSA and we expected great changes after

our moment of glory. Today, sometime after, we realize that most of our problems
as a nation still remain. We may have ousted a dictator, but that was the easy part.
The task of building a nation is so much more difficult. Now, with EDSA only an
inspiring memory, we are faced with our weaknesses. Self-interest and disregard for
the common good rears its ugly head. We are confronted with our lack of discipline
and rigor, our colonial mentality, and our emphasis on porma (form). Despite our
great display of people's power, now we are passive once more, expecting our
leaders to take all responsibility for solving our many problems.

The task of building our nation is an awesome one. There is need for
economic recovery. There is need to re-establish democratic institutions and to
achieve the goals of peace and genuine social justice. Along with these goals, there
is a need as well to build ourselves as a people. There is need to change structures
and to change people.

Building a people means eliminating our weaknesses and developing our

strengths; this starts with the analysis, understanding, and appreciation of these
strengths and weaknesses. We must take a good look at ourselves--objectively with
scientific detachment, but also emotionally (i.e., lovingly) and, when appropriate,
with disgust. We must view ourselves as might a lover viewing a loved one but also
as might a judge capable of a harsh verdict. We must not be self-flagellating, but
neither can we afford to be defensive.

ETHICS 34
 We must change, and for this understanding ourselves is the first step

STRENGTHS OF THE FILIPINO CHARACTER

Pakikipagkapwa-Tao (regard for others). Filipinos are open to others and

feel one with others. We regard others with dignity and respect, and deal with them
as fellow human beings. Pakikipagkapwa-tao is manifested in a basic sense of justice
and fairness, and in concern for others. It is demonstrated in the Filipino's ability to
empathize with others, in helpfulness and generosity in times of need (pakikiramay),
in the practice of bayanihan or mutual assistance, and in the famous Filipino
hospitality.

Filipinos possess a sensitivity to people's feelings or pakikiramdam,

pagtitiwala or trust, and a sense of gratitude or utang-na-loob. Because of
pakikipagkapwa-tao, Filipinos are very sensitive to the quality of interpersonal
relationships and are very dependent on them: if our relationships are satisfactory,
we are happy and secure. Pakikipagkapwa-tao results in camaraderie and a feeling
of closeness one to another. It helps promote unity as well a sense of social justice.

Family Orientation. Filipinos possess a genuine and deep love for the family,
which includes not simply the spouses and children, parents, and siblings, but also
grandparents, aunts, uncles, cousins, godparents, and other ceremonial relatives. To
the Filipino, one's family is the source of personal identity, the source of emotional
and material support, and the person's main commitment and responsibility.

Concern for family is manifested in the honor and respect given to parents
and elders, in the care given to children, the generosity towards kin in need, and in
the great sacrifices one endures for the welfare of the family. This sense of family
results in a feeling of belonging or rootedness and in a basic sense of security.

Joy and Humor. Filipinos have a cheerful and fun-loving approach to life and
its ups and downs. There is a pleasant disposition, a sense of humor, and a
propensity for happiness that contribute not only to the Filipino charm, but to the
indomitability of the Filipino spirit. Laughing at ourselves and our trouble is an
important coping mechanism. Often playful, sometimes cynical, sometimes
disrespectful, we laugh at those we love and at those we hate, and make jokes about
our fortune, good and bad. This sense of joy and humor is manifested in the Filipino
love for socials and celebrations, in our capacity to laugh even in the most trying of
times, and in the appeal of political satire. The result is a certain emotional balance
and optimism, a healthy disrespect for power and office, and a capacity to survive.

Flexibility, Adaptability and Creativity. Filipinos have a great capacity to

adjust, and to adapt to circumstances and to the surrounding environment, both
physical and social. Unplanned or unanticipated events are never overly disturbing
or disorienting as the flexible Filipino adjusts to whatever happens. We possess a
tolerance for ambiguity that enables us to remain unfazed by uncertainty or lack of
information. We are creative, resourceful, adept at learning, and able to improvise
and make use of whatever is at hand in order to create and produce.

ETHICS 35
 This quality of the Filipino is manifested in the ability to adapt to life in any
part of the world; in the ability to make new things out of scrap and to keep old
machines running; and, of course, in the creative talent manifested in the cultural
sphere. It is seen likewise in the ability to accept change. The result is productivity,
innovation, entrepreneurship, equanimity, and survival.

Hard work and Industry. Filipinos have the capacity for hard work, given
proper conditions. The desire to raise one's standard of living and to possess the
essentials of a decent life for one's family, combined with the right opportunities and
incentives, stimulate the Filipino to work very hard. This is manifested most
noticeably in a willingness to take risks with jobs abroad, and to work there at two or
three jobs. The result is productivity and entrepreneurship for some, and survival
despite poverty for others.

Faith and Religiosity. Filipinos have a deep faith in God. Innate religiosity
enables us to comprehend and genuinely accept reality in the context of God's will
and plan. Thus, tragedy and bad fortune are accepted and some optimism
characterizes even the poorest lives.

Filipinos live very intimately with religion; this is tangible--a part of everyday
life. We ascribe human traits to a supernatural God whom we alternately threaten
and thank, call upon for mercy or forgiveness, and appease by pledges. Prayer is an
important part of our lives.

The faith of the Filipino is related to “bahala na”, which, instead of being
viewed as defeatist resignation, may be considered positively as a reservoir of
psychic energy, an important psychological support on which we can lean during
difficult times. This “pampalakas ng loob” allows us to act despite uncertainty.

Our faith and daring was manifest at EDSA and at other times in our history
when it was difficult to be brave. It is seen also in the capacity to accept failure and
defeat without our self-concept being devastated since we recognize forces external
to ourselves as contributing to the unfolding of events in our lives. The results of the
Filipino's faith are courage, daring, optimism, inner peace, as well as the capacity to
genuinely accept tragedy and death.

Ability to Survive. Filipinos have an ability to survive which is manifested in

our capacity for endurance despite difficult times, and in our ability to get by on so
little. Filipinos make do with what is available in the environment, even, e.g., by
eking out a living from a garbage dump. This survival instinct is related to the
Filipinos who bravely carry on through the harshest economic and social
circumstances. Regretfully, one wonders what we might be able to do under better
circumstances.

ETHICS 36
 WEAKNESSES OF THE FILIPINO CHARACTER

Extreme Personalism. Filipinos view the world in terms of personal

relationships and the extent to which one is able personally to relate to things and
people determines our recognition of their existence and the value. There is no
separation between an objective task and emotional involvement. This personalism
is manifested in the tendency to give personal interpretations to actions, i.e., to
"take things personally." Thus, a sincere question may be viewed as a challenge to
one's competence or positive feedback may be interpreted as a sign of special
affection. There is, in fact, some basis for such interpretations as Filipinos become
personal in their criticism and praise. Personalism is also manifested in the need to
establish personal relationships before any business or work relationship can be
successful.

Because of this personalistic world view, Filipinos have difficulty dealing with
all forms of impersonal stimuli. For this reason one is uncomfortable with
bureaucracy, with rules and regulations, and with standard procedures--all of which
tend to be impersonal. We ignore them or we ask for exceptions.

Personal contacts are involved in any transaction and are difficult to turn
down. Preference is usually given to family and friends in hiring, delivery of services,
and even in voting. Extreme personalism thus leads to the graft and corruption
evident in Philippine society.

Extreme Family-Centeredness. While concern for the family is one of the

Filipino's greatest strengths, in the extreme it becomes a serious flaw. Excessive
concern for the family creates an in-group to which the Filipino is fiercely loyal, to
the detriment of concern for the larger community or the common good.

Excessive concern for family manifests itself in the use of one's office and
power as a means of promoting the interests of the family, in factionalism,
patronage, and political dynasties, and in the protection of erring family members. It
results in lack of concern for the common good and acts as a block to national
consciousness.

Lack of Discipline. The Filipino's lack of discipline encompasses several

related characteristics. We have a casual and relaxed attitude towards time and
space which manifests itself in lack of precision and compulsiveness, in poor time
management and in procrastination. We have an aversion to following strictly a set
of procedures, which results in lack of standardization and quality control. We are
impatient and unable to delay gratification or reward, resulting in the use of short
cuts, skirting the rules (the “palusot “syndrome) and in foolhardiness. We are guilty
of “ningas cogon,” starting out projects with full vigor and interest which abruptly die
down, leaving things unfinished.

Our lack of discipline often results in inefficient and wasteful work systems,
the violation of rules leading to more serious transgressions, and a casual work ethic
leading to carelessness and lack of follow-through.

ETHICS 37
 Passivity and Lack of Initiative. Filipinos are generally passive and lacking in
initiative. One waits to be told what has to be done. There is a strong reliance on
others, e.g., leaders and government, to do things for us. This is related to the
attitude towards authority. Filipinos have a need for a strong authority figure and
feel safer and more secure in the presence of such an authority. One is generally
submissive to those in authority, and is not likely to raise issues or to question
decisions.

Filipinos tend to be complacent and there rarely is a sense of urgency about

any problem. There is a high tolerance for inefficiency, poor service, and even
violations of one's basic rights. In many ways, it can be said that the Filipino is too
patient and long-suffering (“matiisin”), too easily resigned to one's fate. Filipinos are
thus easily oppressed and exploited.

Colonial Mentality. Filipinos have a colonial mentality which is made up of

two dimensions: the first is a lack of patriotism or an active awareness, appreciation,
and love of the Philippines; the second is an actual preference for things foreign.

Filipino culture is characterized by an openness to the outside--adapting and

incorporating the foreign elements into our image of ourselves. Yet this image is not
built around a deep core of Philippine history and language. The result is a cultural
vagueness or weakness that makes Filipinos extraordinarily susceptible to the
wholesome acceptance of modern mass culture which is often Western. Thus, there
is preference for foreign fashion, entertainment, lifestyles, technology, consumer
items, etc.

The Filipino colonial mentality is manifested in the alienation of the elite

from their roots and from the masses, as well as in the basic feeling of national
inferiority that makes it difficult for Filipinos to relate as equals to Westerners.

Kanya-Kanya Syndrome. Filipinos have a selfish, self-serving attitude that

generates a feeling of envy and competitiveness towards others, particularly one's
peers, who seem to have gained some status or prestige. Towards them, the Filipino
demonstrated the so-called "crab mentality", using the levelling instruments of
“tsismis”, “intriga” and unconstructive criticism to bring others down. There seems
to be a basic assumption that another's gain is our loss.

The “kanya-kanya” syndrome is also evident in personal ambition and drive

for power and status that is completely insensitive to the common good. Personal
and in-group interests reign supreme. This characteristic is also evident in the lack of
a sense of service among people in the government bureaucracy. The public is made
to feel that service from these offices and from these civil servants is an extra perk
that has to be paid for. The “kanya-kanya” syndrome results in the dampening of
cooperative and community spirit and in the denial of the rights of others.

Lack of Self-Analysis and Self-Reflection. There is a tendency in the Filipino

to be superficial and even somewhat flighty. In the face of serious problems both
personal and social, there is lack of analysis or reflection. Joking about the most

ETHICS 38
serious matters prevents us from looking deeply into the problem. There is no felt
need to validate our hypotheses or explanations of things. Thus we are satisfied with
superficial explanations for, and superficial solutions to, problems.

Related to this is the Filipino emphasis on form (“maporma”) rather than

upon substance. There is a tendency to be satisfied with rhetoric and to substitute
this for reality. Empty rhetoric and endless words are very much part of public life.
As long as the right things are said, as long as the proper documents and reports
exist, and as long as the proper committees, task forces, or offices are formed,
Filipinos are deluded into believing that what ought to be actually exists.

The Filipino lack of self-analysis and our emphasis upon form is reinforced by
an educational system that is often more form than substance and a legal system
that tends to substitute law for reality.

THE MANY FACES OF THE FILIPINO

From this discussion of the strengths and weaknesses of the Filipino, it is

clear that there is much that is good here, but there is also much that needs to be
changed. Many of our strong points are also the sources of our weakness.

As a people, we are person-oriented, and relationships with others are a very

important part of our lives. Thus, we are capable of much caring and concern for
others. On the other hand, in the extreme our person orientation leads to lack of
objectivity and a disregard for universal rules and procedures so that everyone,
regardless of our relationship with them, is treated equally. Our person orientation
leads us to be concerned for people, and yet unfair to some.

Our family orientation is both a strength and a weakness, giving us a sense of

rootedness and security, both very essential to any form of reaching out to others.
At the same time, it develops in us an in-group orientation that prevents us from
reaching out beyond the family to the larger community and the nation.

Our flexibility, adaptability and creativity is a strength that allows us to adjust

to any set of circumstances and to make the best of the situation. But this ability to
"play things by ear" leads us to compromise on the precision and discipline
necessary to accomplish many work-oriented goals.

Our sense of joy and humor serves us well in difficult times. it makes life more
pleasant, but serious problems do need serious analysis, and humor can also be
destructive.

Our faith in God and our religiosity are sources of strength and courage, but
they also lead to an external orientation that keeps us passive and dependent on
forces outside ourselves.

There are other contradictions in the many faces of the Filipino. We find
“pakikipagkapwa-tao” and the “kanya-kanya” mentality living comfortably together

ETHICS 39
in us. We are other-oriented and capable of great empathy; and yet we are self-
serving, envious of others, and unconstructively critical of one another.

We also find the Filipino described alternately as hardworking and lazy.

Indeed we see that we are capable of working long and hard at any job. However,
our casual work ethic as well as our basic passivity in the work setting also is
apparent as we wait for orders and instructions rather than taking the initiative.

ROOTS OF THE FILIPINO CHARACTER

The strengths and weaknesses of the Filipino have their roots in many factors
such as: (1) the home environment, (2) the social environment, (3) culture and
language, (4) history, (5) the educational system, (6) religion, (7) the economic
environment, (8) the political environment, (9) mass media, and (10) leadership and
role models.

The Family and Home Environment. Childbearing practices, family relations,

and family attitudes and orientation are the main components of the home
environment. Childbearing in the Filipino family is characterized by high nurturance,
low independence training, and low discipline. The Filipino child grows up in an
atmosphere of affection and over protection, where one learns security and trust, on
the one hand, and dependence, on the other. In the indulgent atmosphere of the
Filipino home, rigid standards of behavior or performance are not imposed, leading
to a lack of discipline. Attempts to maintain discipline come in the form of many
"no's" and "don'ts" and a system of criticism to keep children in line. Subtle
comparisons among siblings also are used by mothers to control their children.
These may contribute to the "crab mentality."

In a large family where we are encouraged to get along with our siblings and
other relatives, we learn “pakikipagkapwa-tao”. In an authoritarian setting we learn
respect for age and authority; at the same time we become passive and dependent
on authority.

In the family, children are taught to value family and to give it primary
importance.

The Social Environment. The main components of the social environment

are social structures and social systems such as interpersonal religious and
community interaction. The social environment of the Filipino is characterized by a
feudal structure with great gaps between the rich minority and the poor majority.
These gaps are not merely economic but cultural as well, with the elite being highly
westernized and alienated from the masses. This feudal structure develops
dependence and passivity.

The Filipino is raised in an environment where one must depend on

relationships with others in order to survive. In a poor country where resources are
scarce and where the systems meant to respond to people's needs can be
insensitive, inefficient, or non-existent, the Filipino becomes very dependent on
kinship and interpersonal relationships.
ETHICS 40
 Sensitivity about hurting established relationships controls our behavior. We
are restrained from making criticisms no matter how constructive, so standards of
quality are not imposed. We have difficulty saying no to requests and are pressured
to favor our family and friends. That trying to get ahead of others is not considered
acceptable exerts a strong brake upon efforts to improve our individual
performance. The struggle for survival and our dependence on relationships make us
in-group oriented.

Culture and Language. Much has been written about Filipino cultural values.
Such characteristics such as warmth and person orientation, devotion to family, and
sense of joy and humor are part of our culture and are reinforced by all socializing
forces such as the family, school, and peer group.

Filipino culture rewards such traits and corresponding behavioral patterns

develop because they make one more likable and enable life to proceed more easily.

Aside from emphasizing interpersonal values, Filipino culture is also

characterized by an openness to the outside which easily incorporates foreign
elements without a basic consciousness of our cultural core. This is related to our
colonial mentality and to the use of English as the medium of instruction in schools.

The introduction of English as the medium of education de-Filipinized the

youth and taught them to regard American culture as superior. The use of English
contributes also to a lack of self-confidence on the part of the Filipino. The fact that
doing well means using a foreign language, which foreigners inevitably can handle
better, leads to an inferiority complex. At a very early age, we find that our
selfesteem depends on the mastery of something foreign.

The use of a foreign language may also explain the Filipino's unreflective-
ness and mental laziness. Thinking in our native language, but expressing ourselves
in English, results not only in a lack of confidence, but also in a lack in our power of
expression, imprecision, and a stunted development of one's intellectual powers.

History. We are the product of our colonial history, which is regarded by

many as the culprit behind our lack of nationalism and our colonial mentality.
Colonialism developed a mind-set in the Filipino which encouraged us to think of the
colonial power as superior and more powerful. As a second-class citizen beneath the
Spanish and then the Americans, we developed a dependence on foreign powers
that makes us believe we are not responsible for our country's fate.

The American influence is more ingrained in the Philippines because the

Americans set up a public school system where we learned English and the American
way of life. Present-day media reinforce these colonial influences, and the Filipino
elite sets the example by their western ways.

Another vestige of our colonial past is our basic attitude towards the
government, which we have learned to identify as foreign and apart from us. Thus,
we do not identify with government and are distrustful and uncooperative towards

ETHICS 41
it. Much time and energy is spent trying to outsmart the government, which we
have learned from our colonial past to regard as an enemy.

The Educational System. Aside from the problems inherent in the use of a
foreign language in our educational system, the educational system leads to other
problems for us as a people. The lack of suitable local textbooks and dependence on
foreign textbooks, particularly in the higher school levels, force Filipino students as
well as their teachers to use school materials that are irrelevant to the Philippine
setting. From this comes a mind-set that things learned in school are not related to
real life.

Aside from the influences of the formal curriculum, there are the influences
of the "hidden curriculum" i.e., the values taught informally by the Philippine school
system. Schools are highly authoritarian, with the teacher as the central focus. The
Filipino student is taught to be dependent on the teacher as we attempt to record
verbatim what the teacher says and to give this back during examinations in its
original form and with little processing. Teachers reward well-behaved and obedient
students and are uncomfortable with those who ask questions and express a
different viewpoint. The Filipino student learns passivity and conformity. Critical
thinking is not learned in the school.

Religion. Religion is the root of Filipino optimism and its capacity to accept
life's hardships. However, religion also instills in the Filipino attitudes of resignation
and a pre-occupation with the afterlife. We become vulnerable also to being
victimized by opportunism, oppression, exploitation, and superstition.

The Economic Environment. Many Filipino traits are rooted in the poverty
and hard life that is the lot of most Filipinos. Our difficulties drive us to take risks,
impel us to work very hard, and develop in us the ability to survive. Poverty,
however, has also become an excuse for graft and corruption, particularly among
the lower rungs of the bureaucracy. Unless things get too difficult, passivity sets in.

The Political Environment. The Philippine political environment is

characterized by a centralization of power. Political power and authority is
concentrated in the hands of the elite and the participation of most Filipinos often is
limited to voting in elections.

Similarly, basic services from the government are concentrated in Manila and
its outlying towns and provinces. A great majority of Filipinos are not reached by
such basic services as water, electricity, roads, and health services. Government
structures and systems--e.g., justice and education--are often ineffective or
inefficient.

Since the government often is not there to offer basic services, we depend on
our family, kin, and neighbors for our everyday needs. The absence of government
enhances our extreme family-and even community-centeredness. We find it difficult
to identify with a nation-family, since the government is not there to symbolize or
represent the state.

ETHICS 42
 The fact that political power is still very much concentrated in the hands of a
few may lead to passivity. The inefficiency of government structures and systems
also leads to a lack of integrity and accountability in our public servants.

Mass Media. Mass media reinforces our colonial mentality. Advertisements

using Caucasian models and emphasizing a product's similarity with imported
brands are part of our daily lives.

The tendency of media to produce escapist movies, soap operas, comics,

etc., feed the Filipino's passivity. Rather than confront our poverty and oppression,
we fantasize instead. The propensity to use flashy sets, designer clothes, superstars,
and other bongga features reinforce porma.

Leadership and Role Models. Filipinos look up to their leaders as role models.
Political leaders are the main models, but all other leaders serve as role models as
well. Thus, when our leaders violate the law or show themselves to be self-serving
and driven by personal interest--when there is lack of public accountability--there is
a negative impact on the Filipino.

GOALS AND STRATEGIES FOR CHANGE

Goals. Based on the strengths and weaknesses of the Filipino, the following
goals for change are proposed. The Filipino should develop:

1. a sense of patriotism and national pride--a genuine love, appreciation,

and commitment to the Philippines and things Filipino;

2. a sense of the common good--the ability to look beyond selfish

interests, a sense of justice and a sense of outrage at its violation;

3. a sense of integrity and accountability--an aversion toward graft and

corruption in society and an avoidance of the practice in one's daily life;

4. the value and habits of discipline and hard work; and

5. the value and habits of self-reflection and analysis, the internalization

of spiritual values, and an emphasis upon essence rather than on form.

General Stategic Principles. In identifying goals for change and developing our
capabilities for their achievement, it is necessary to consider certain general
principles:

1. Strategies must be multi-layered and multi-sectoral;

2. Strategies must emphasize change in the power-holders as well as in

the masa (people);

3. Strategies should be holistic, emphasizing individual as well as

systemic or structural change;

ETHICS 43
 4. The change should involve a critical mass of people;

5. The goals should be divided into small pieces for implementation;

6. Strategies must be connected to the daily life of people; and

7. Strategies must be implemented by an act of the will and involve

selfsacrifice.

Multi-Layered, Multi-Sectoral Strategies. A program of change must adopt

strategies that are multi-layered and multi-sectoral. These layers and sectors could
consist of the following: (1) the government; (2) non-governmental organizations;
(3) people or the masa; (4) the family; (5) educational institutions; (6) religious
institutions; and (7) media. Some strategies should target all sectors of society, while
other strategies should focus on particular sectors.

Roles of Power-Holders and the Masa. To ensure that meaningful change

will take place, proposed strategies must emphasize change among power-holders
or decision-makers as much as among the masa. These power-holders and
decisionmakers hold the key to structures and systems which in most cases need to
be set up first before change can take place. Unless the people on top change, it will
be difficult to expect real change. On the other hand, as the masa constitute the
greater majority of Philippine society, any program for change will have to target
this critical mass. Their active participation and support are indispensable
components of our strategies.

Holistic, Individual and Systemic/Structural Change. Our approach to

change should be holistic in that our strategies should facilitate individual as well as
systemic or structural change. Individual conversion or renewal, as manifested in
changed values, attitudes, habits and behavior, is a prerequisite to social change.
However, individual conversion or renewal needs to be complemented and
reinforced by a corresponding systemic or structural transformation. Otherwise, the
effect of solely individual renewal would be shallow and limited, especially since
many systems and structures in Philippine society themselves are the stumbling
blocks to individual renewal.

Critical Mass or Network of Change Initiators. The initiators of change

should not be a few individuals, but a critical mass or network of people highly
committed to the goals of change. Aside from initiating change, the role of the
critical mass or network of people is to follow through with persistence on the
implementation of these strategies. This prevents ningas cogon from setting in.

Restricted or "Bite-Size" Goals. Strategies for change must be worked on

one goal at a time, with everyone's effort concentrated on the goal chosen for that
designated time period. The goals must be cut up into bite-size, realistic pieces, for
easier management.

Goals Related to People's Lives. Change strategies must be connected to our

daily lives, particularly to our economic activities, businesses, professions,
ETHICS 44
occupations and jobs. Value change must likewise address matters close to our
hearts, that is, activities and affairs of our families and communities from which
change must start.

Act of the Will and Self-Sacrifice. The implementation of these strategies

must be an act of the will. If we want change, “kailangang kayanin natin.” We must
be ready for tremendous sacrifice--starting with ourselves.

SPECIFIC STRATEGIES

A. For Developing Patriotism, and National Pride:

1. Ideology. We need a national ideology that can summon all our resources for the
task of lifting national morale, pride and productivity.

2. History.

a. We have to write and teach our true history; history books must be rewritten
from our perspective.

b. We should include in our education those aspects of the past that are still
preserved by cultural communities. The culture and traditions of these minorities
should be protected and given importance.

c. We can start instilling national pride by nurturing community pride first. This
can be done by setting up community museums where materials reflecting of local
history are displayed: old folk re-telling our town or community history in public
gatherings; reviving local cultural groups; tracing family trees; having family
reunions, etc.

3. Languages. We ought to use Filipino in our cultural and intellectual life. Some of
our universities and other institutions have started doing this; the practice should be
continued and expanded.

4. Education.

a. We must push for the Filipinization of the entire educational system.

b. We must have value formation in the school curriculum and teach pride in
being a Filipino.

c. Literature should be used to instill national pride.

5. Trade and Industry. We should support the "Buy Filipino" movement by:

a. Identifying and making known the centers of product excellence in the

Philippines; and dispersing economic activities based on local product expertise and
indigenous materials (i.e., industries should be developed in the respective regions
where the required skills and resources already abound).

ETHICS 45
b. Having a big brother-small brother relationship between companies, where
big companies could help related companies improve the quality of their products.
The government could also act as a big brother helping these small companies
improve the quality of their output.

c. Having an "order-regalo" or "order-pasalubong" (gift) project which targets

Filipinos abroad. This could be initiated by both the government and businessmen.

d. Promoting a "Sariling Atin" day when everybody would wear and use Filipino
clothes and products only.

6. Media/Advertising.

a. We can coordinate with KBP, PANA and other media agencies in such projects as
the following:

- Giving awards or other incentives to advertisements that promote national pride

and patriotism. Conversely, giving "kalabasa" awards or denying incentives to
advertisements that promote colonial mentality. - Prohibiting the use of foreign
models in advertisements.

b. We can organize contests (i.e., oratorical, story, drama, essay, etc.) about love
for country, and about what Filipinos like about their country or their countrymen.
These stories, dramas, essays, and the like can then be made into teaching materials
for our schools.

c. We need to use media programs (such as comics and programs in the various
dialects) that will reach with the masa or great majority of people. For instance, R.
Constantino's, "How to Decolonize the Filipino Mind", could be written in comics
form in the various dialects.

7. Government.

a. The leadership in the executive, legislative and judicial branches of the

government should be models of positive Filipino traits.

b. In order to promote national unity and national integration, the government

must attempt a long-range strategy for democratic transformation in Philippine
politics.

c. The government must continue and even increase its present efforts to have a
more independent economic strategy: it must diversify its sources of assistance and
not merely rely on the U.S. or on any other foreign nation. B. Developing a Sense of
the Common Good:

1. Government.

ETHICS 46
a. The government needs to decentralize its power and give more voice and
greater participation to people at the grassroots.

b. Government must widen democratic space, establish political pluralism, and

protect and support the forces working for change (e.g., change agents from
causeoriented groups, non-governmental organizations and people's organizations)
instead of repressing them.

c. The government should bring basic services to the depressed areas in a

participatory manner, giving the local people a more active role in administering and
enhancing such services.

2. Non-governmental organizations.

a. The role of our cause-oriented groups or non-governmental organizations

should be both crusading or consciousness-raising and problem solving. Our
community groups or people's organizations can conduct their own projects with
the support of non-governmental organizations, religious groups and the
government, and empower themselves in the process.

b. Our social institutions need to be mobilized towards a common purpose and

shared priorities with the government and the Philippine society as a whole.

c. Our community groups, people's organizations and non-governmental

organizations could promote public forums and discussions wherein pressing
national concerns like land reform, graft and corruption, unemployment, etc., can be
discussed. The government should participate in these fora and religious should be
encouraged to do the same.

d. We can form small study groups in our schools, work places or communities.
Through these groups, we can study the various ways by which we can initiate
change in our spheres of influence and encourage each other to become role models
for our family, peers, and community.

3. Religious Organizations/Movements.

a. Religious family movements, like Marriage Encounter or the Christian Family

Movement, can be encouraged to reach out to the poor who are the least prepared
for family life. Programs for the poor should be coordinated with the government
and religious institutions.

b. The charismatic, cursillo, and born-again movements should be encouraged

to concretize spiritual doctrines by reaching out to the poor and contributing to
nationbuilding.

4. Education.

a. Communization of our schools should be developed to give a common

experience to students and to foster greater equality in society.

ETHICS 47
b. Social orientation courses in our schools should be not only for socialization
activities, but also for socially-oriented and socially-relevant activities. C. For
Developing Integrity and Accountability:

1. Government Leadership Structure/Systems

a. Our top government officials should serve as models for other workers in the
lower echelons of the bureaucracy.

b. Since our leaders are too insulated from what is actually happening at the
bottom, they need to be exposed to the realities of social life.

c. The government needs to implement comprehensive, concrete and

operational measures to minimize graft and corruption. These measures must be
given teeth by establishing groups or institutions vested with police power.

d. There is a need for a more efficient bureaucracy, with a minimum of red tape.
The government should systematize information dissemination. For instance, the
public should be informed how a government agency administers its services. This
and other similar strategies could minimize "fixers" and lessen graft and corruption.

e. A system of reinforcing desirable behavior must be formulated by the

government bureaucracy. For example, honest policemen and industrious Metro
Aides can be given appropriate recognition, awards, or other incentives.

2. Education/Training.

a. The career executive program given to government officials should be

extended, that is, a similar program should be drawn up for all government
employees. The program can be a training package called "Public Service".

b. Our government employees should be given value clarification seminars.

D. For Developing Discipline and Hard Work

1. In both government and private institutions, we need to:

a. provide positive controls; keep performance records; and maintain reward

and recognition systems; and

b. get rid of useless, meaningless rules.

2. We ought to reward excellence in whatever Filipinos do by:

a. identifying and making known centers of excellence in the Philippines;

b. looking for, documenting and publicizing success or excellence stories (e.g.,

local entrepreneurs who have succeeded) using various media;

ETHICS 48
c. recognizing and encouraging advertisements that convey the value of
excellence and depict positive Filipino values; and

d. using media (such as comics, radio programs in the various dialects), that will
communicate to the masa in order to depict positive Filipino values, and giving
awards to radio, TV programs, and movies that convey these values.

E. For Developing Self-reflection and Analysis

1. Religion/Religious Movements. The teaching of religion or catechism should be

concrete, integrated to daily life, and socially relevant. Our religious movements should
not only engage in "spiritual" activities but should specifically reach out to the poor and
needy.

2. Small Groups/NGOs.

a. We can start a movement of small groups (e.g., community groups, work

groups, and parish groups) where people can begin to reflect on their situation and
that of the country.

b. Some big companies are already inculcating the habit of observation-

actionreflection through training programs that use experiential methods. These
efforts should be expanded. Specifically, the training programs could be re-designed
for use in other contexts, such as in the small groups mentioned in the preceding
paragraph.

3. Government Leadership.

a. We should encourage "conversion" at the top level, as manifested in public

"repentance" or confession.

b. The Department of Education, Culture and Sports (DECS) and private learning
institutions should inculcate the value and habit of self-reflection starting from
childhood. Educational methods should not focus on rote learning, but should
emphasize reflection and analysis.

c. We can conduct a "national reflection weekend" for officials and employees in

all levels and branches of the government. During this weekend, government
personnel can repeat the process (see Appendix B) of the Moral Recovery project,
that is, reflect on Filipino traits, then contemplate goals for strengthening the
positive traits and changing the negative traits; or a commission or similar unit can
go to regional and provincial levels to help the regional and provincial government
officials and employees in their reflection.

d. We can strengthen the research arms of government agencies by linking

them with universities and non-governmental organizations.

ETHICS 49
 CONCLUSIONS AND RECOMMENDATIONS

In conclusion, it is recommended that once this report is submitted to the Senate

and becomes a Senate Report, the project should be allowed to develop on its own,
independent of, but in collaboration with, the legislature. It is envisioned that
training modules could be developed that would enable a critical mass of people to
reflect on our strengths and weaknesses as a people. It is important that these
modules not simply communicate the findings of the project, but, more importantly,
should attempt to replicate the process of communal reflection that was an essential
ingredient of the project methodology.

The project was a powerful experience for the members of the task force. Along with
the project findings we wish to share this experience as well, so that together we
may understand ourselves, and together we may make an act of the will to become
a better people.

NAME________________________________YR/CRS/SEC______________________
SUBJECT TEACHER_____________________________________________________

ETHICS 50
 Write a short reflection paper on the article above using the following guide questions:

• Among the positive traits enumerated in the article, to which do you disagree
the most? Why do you say so?
• Among the negative traits, to which do you agree the most? Why do you say so?
• Is the Filipino morality affected by the roots of his character? Use your own
personal experience in explaining your answer.

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MORAL DEVELOPMENT

At the end of the chapter, the student is expected to:

ETHICS 51
 The American psychologist Lawrence Kohlberg grouped together children
while they were still small and did a study on the moral development of these people
in a span of about twenty years. He was interested in the justification or reasoning
behind the right behavior of the group and was able to mark out six stages of
development.

KOHLBER’S STAGES OF MORAL DEVELOPMENT

Preconventional
Stage One
Stage Two

Conventional
Stage Three
Stage Four

Postconventional
Stage Five
Stage Six

LEVEL 1: PRECONVENTIONAL MORALITY is concerned with concrete

consequences to individuals, focusing on pursuing concrete interest, while avoiding
sanctions.

Stage One Punishment-Obedient Orientation

What is right is to obey the rules, avoid physical damage to persons and property for
the reason that one wants to avoid punishment. Also, there is deference to power
and position. In relation to social perspective, what is considered is simply one’s
own interest as there is still no sense of another’s point of view

Stage Two Individualism and Exchange

What is right is one’s own immediate interest and also letting others in their own
interest (to each his own). There is already a realization that rules are not absolute.
What is considered right is what is fair. Different people have different perspectives
and therefore, there is not just one correct point of view.

ETHICS 52
LEVEL 2: CONVENTIONAL MORALITY is where people start to internalize moral
standards but not yet question them. Standards are based on the social norms of
the groups a person is part of.

Stage Three Interpersonal Concordance

In relation to the social perspective, a person takes the third person perspective
where one knows how the group will react, is aware of shared feelings, agreements,
group expectations that take primacy over individual interest.

Stage Four Social Structure Orientation

What is right is doing one’s duty; showing respect for laws, authority and society
and contributing to the maintenance of society and institutions. One’s reasons for
doing one’s duty is that action which breaks the social or moral agreements impairs
the system which is a value. It would be hazardous to digress from conformity, from
social norms.

LEVEL 3: POSTCONVENTIONAL MORALITY is the level where there is effort to

articulate the moral values and principles that have validity and application apart
from the authority of groups or persons and the ability to see beyond laws and the
ability to see beyond laws and norms of society. It is here that one examines,
adopts, and applies the different ethical frameworks or principles.

Stage Five Social Contract Orientation

Society should function as a social contract where the goal of each individual is to
improve society as a whole. In this context, morality and individual rights like life and
liberty may take precedence over specific laws. The stage includes what is right.
One says, ”these rights have been examined. And since they are right, they are the
ones to be followed.’ Here, one is concerned that obligations are based on
calculations of overall utility, what is really good for all. To a certain extent, there is
universality in this good but still within basic human society and basic human
agreements.

Stage Six Universal Ethical Principles

What is right is following self-chosen ethical principles based on judgments that are
universalizable, irreversible, and consistent. What is right are the universal
principles of justice, and the reasons given are the validity of universal moral
principles and the sense of personal commitment to these principles.

NAME________________________________YR/CRS/SEC______________________
SUBJECT TEACHER_____________________________________________________

Activity:

Read the following scenarios and decide whether they are obligatory,
permissible, or forbidden. Put a check on the column corresponding your choice.

ETHICS 53
 SITUATION OBLIGATORY PERMISSIBLE FORBIDDEN
1. A runaway trolley is about to run
over five people walking on the tracks.
A railroad worker is standing next to a
switch that can turn the troller onto a
side track, killing one person, but
allowing the five to survive. Flipping
the switch is:
2. You pass by a small child drowning
in a shallow pond and you are the only
one around. If you pick up the child,
she will survive and your pants which
costs Php5,000.00 will be ruined.
Picking up the child is :
3. Five people have just been rushed
into a hospital in critical care, each
requiring an organ to survive. There is
not time to request organs from
outside the hospital. There is,
however, a healthy person in the
hospital’s waiting room. If the surgeon
takes this person’s organs, he will die
but the five in critical care will survive.
Taking the healthy person’s organs is:

Briefly explain your choices. Use only the space provided.

1. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
NAME________________________________YR/CRS/SEC___________________
___
SUBJECT TEACHER_____________________________________________________

Heinz’s wife was dying because of a special kind of cancer. There was only one
medicine that the doctors thought might cure her, but it was an advanced formula
that a pharmaceutical company had recently discovered. This drug was extremely
costly to produce due to high-cost equipment and singular production techniques.

ETHICS 54
On top of that, the company was selling the drug at a price tenfold the production
costs.
Heinz went to everyone he knew to borrow money but he could only collect
half of what the drug costs. He sought an audience with the CEO of the
pharmaceutical company, told him that his wife was dying and begged him to sell the
drug cheaper or allowed him to defer the payment. But the CEO refused. He couldn’t
make any exception as they had spent massive funds in the research and equipment,
and turning in a profit was the top priority for the company.
Heinz was devastated, and at wit’s end about what he should do next. In the
end, he broke into the company and stole the drug for his wife.

Think about this.

If you were to pick one of the answers below, which one would you CHOOSE? Place
a check on the space provided.

_____1. Heinz should steal the drug but be incarcerated because he broke the law.
_____2. Heinz should steal the drug but NOT be incarcerated because the law
would be unjust if it penalized an individual for saving a life.
_____3. Heinz should steal the drug because he’s a good husband and it’s expected
of him to do so by his wife.
_____4. Heinz should NOT steal the drug because he would be put to prison for his
crime.
_____5. Heinz should steal the drug because saving a life is more important than
breaking the law.
_____6. Heinz should steal the drug because he would feel gratified and happier.

WHY?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

REFERENCES
1. Babor, Eddie. 1999. Ethics: The Philosophical Discipline of Action. Manila: Rex
Bookstore.

2. 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.

ETHICS 55
3. MacKinnon, Barbara and Andrew Fiala. 2015. Ethics: Theory and Contemporary
Issues, Australia: Cengage Learning.

4. Peschke, Karl. 1987. Christian Ethics: Moral Theology in the Light of Vatican II.
Vol. I. Manila: Divine Word Publication.

5. Que, Nemesio S., S.J.. “Notes on Moral Deliberation.” Introduction to course

notes for Ph104: Foundations of Moral Value. Ateneo de Manila University.

6. Rae, Scott 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, MI: Zondervan, 1996.

7. Rachels, James. “What is Morality?” Chapter 1 in The Elements of Moral

Philosophy, 1-15, 4th ed New York: McGraw-Hill College, 2004.

8. Rawls, John. “A Theory of Justice.” In Reason At Work: Introductory Readings in

Philosophy, edited by Steven M. Cahn and George Sher. Fort Worth, TX:
Harcourt Brace College Publishers. 1996.

9. Reyes, Ramon Castillo. “Relation between Ethics and Religious Belief.” In The
Moral Dimension: Essays in Honor of Ramon Castillo Reyes, edited by Nemesio
Que, S.J., Oscar G. Bulaong Jr., and Michael Ner E. Mariano. Quezon City, PH:
Office of Research and Publications, Ateneo de Manila University.

10. Ruggiero, Vincent V. 2001. Thinking Critically About Ethical Issues. 5th ed.
Mountain View CA: Maryland.

11. Sambajon, Marvin Jr. 2007. Health Care Ethics. Quezon City: C & E Publishing,
Inc

APPENDICES
1. Character Study of Adolf Hitler 2. Character Study of Nelson Mandela 3.
Rubrics for Writing Exercises

ETHICS 56
 CHARACTER STUDY

ADOLF HITLER

Hitler was born on April 20, 1889. The fourth out of six children, he was born
to Alois Hitler and Klara Polzl. During childhood, Hitler fought frequently with his
father, who was unempathetic and emotionally abusive. Alois rejected most
creative and humanistic pursuits, and would later disapprove of his son’s desire to
become an artist. Shortly after Hitler turned 10, his brother Edmund died,
inaugurating an era of detachment and introversion in Hitler’s personality.

From an early age, Hitler was interested in themes of German nationalism.

He rejected the authority of the union between Austria and Hungary, and his
emotional resistance to political power outside his control colored his future
motivations. In 1903, Hitler’s father suddenly died. Hitler’s mother struggled to take
control of the parenting of her children, allowing Hitler to drop out of school in 1905.
She died in 1907, orphaning Hitler just as he transitioned into adulthood. After her
death, Hitler moved to Vienna, working as a laborer and taking up watercolor
painting. In the meantime he applied to the Academy of Fine Arts and was rejected
several times. Subsisting only on his orphan’s pension and money from selling
postcards, he lodged in homeless shelters. He would later note these experiences as
formative to his development of anti-Semitism.

Hitler relocated to Munich shortly before the beginning of World War I. He

applied and was accepted into the German army in 1914 despite retaining Austrian
citizenship. He spent little time on the battle lines, but was present at certain critical
ones including the Somme, where he was wounded and thereafter decorated for
bravery. As the war effort dissolved in Germany, he became bitter, retaining a
strong sense of German patriotism. He was enraged when Germany surrendered in
1918, blaming citizen revolutionary leaders and Marxist ideology for what he saw as
a betrayal. Most of all, he denounced Germany’s acceptance of responsibility for
starting the war.

Hitler returned to Munich after the war, resuming work for the German
military, this time an intelligence officer. He watched the activity of the German
Workers’ Party. At the same time, he began to adopt most of his anti-Semitic,
antiMarxist, and strong nationalist impulses, many of them from the DAP’s leader
Anton Drexler. He joined in 1919, just as it changed its name to the
Nationalsozialistische Deutsche Arbeiterpartei, abbreviated to the common term
Nazi. Hitler designed the Nazi icon and banner, taking the inverted swastika symbol
from other historical uses. He soon became well known for delivering heated
speeches against Marxists, Jews, and various European politicians.

By 1921 Hitler had risen to chairman of the Nazi party. Delivering his famous
speeches in beer halls, he recruited many people who would ultimately become his
political confidants. He was arrested in 1924 for stirring a coup attempt and sent to
prison for nine months, where he wrote his biography, Mein Kampf.

ETHICS 57
 After leaving prison, Hitler recognized the political opportunity available in the
midst of Germany’s Great Depression. He ran for president and came in second
behind Paul von Hindenburg, who reluctantly appointed him as chancellor to create
political balance. Hitler exploited this power to rapidly form a dictatorship, negating
basic human rights and allowing for the internment of people without a fair trial.
Eventually, he gained control over all branches of government, intimidating other
parties to disband. In 1933, the Nazi Party was declared the sole legitimate party in
Germany. He began to regulate the lives of Jewish people, instituting a exclusionary
regime that treated them as subhuman, boycotting their businesses, and excluding
them from public life and many essential German rights. In late 1938, the Nazi Party
enabled violent uprisings against innocent Jewish people, in which hundreds were
murdered and thousands sent to concentration camps. This inaugurated what Hitler
called the “Final Solution,” an extermination policy for groups including Jews, Roma,
the disabled, and other people seen as threatening Aryan supremacy.

Hitler most likely never visited his concentration camps, and chose not to
speak about the genocide he endorsed. Yet an abundance of evidence collected by
soldiers and Jewish survivors provides insight into his atrocity. In 1938, he signed the
Munich Agreement in collaboration with other countries, reversing the
Versailles Treaty. A year later, he invaded Poland, officially beginning World War II.

Formally allying with Japan and Italy to form the Axis powers, Hitler deterred the
United States’ involvement in the war. His judgment became progressively more
unhinged as the war evolved, and he overreached his own powers. In 1942, the
German army suffered various defeats, which cascaded until the defeat of Germany
in 1944. Many organized plots to assassinate Hitler developed but all failed. Unable
to bear defeat, Hitler committed suicide with his partner, Eva Braun, in 1945, after a
brief marriage ceremony.

CHARACTER STUDY Of

NELSON MANDELA

Nelson Rolihlahla Mandela was born on July 18th, 1918 and recently died on
December 5th 2013. He was born in Eastern Cape, South Africa. Gadla Henry
Mphakanyiswa (father) Nonqaphi Nosekeni (mother) were both Christians,
therefore so was Mr Mandela. His father Gadla was the head chief in his community.
The strengths his father would have needed were to speak up for his people, have
courage, be caring, be supportive of his community, strong, powerful worker, a
good communicator and well educated.

His father had all of them. As Nelson Mandela was growing up, he would
have looked up to his father a lot

As he was the son of the chief Nelson would have had access to the best his
people could have gotten at the time. Also, because his father was the chief, he had
ETHICS 58
a good education; he went to school a college and university. As he was growing up
the bond between him and his father would have been really strong as he would
have looked up to his father as a role model. When his father passed away when he
was 11, along with being heartbroken, it would have made him more passionate
about being more like the man his father was.

This would have included him being more kind, speaking up for people, being
more caring and supportive, become a better communicator and being educated.
Finally as he was the chief’s son he would have been popular within the kids in his
community. This would have also boosted his confidence in being around alot of
people and also speaking to alot of people and getting his opinion heard.

Secondary Socialisation Nelson Rolihlahla Mandela went to a primary school

in Qunu where his teacher gave him the name Nelson, in accordance with the
custom to give all students ‘Christian’ names. He then went to complete his junior
certificate at Clarkebury boarding institute and went on to Healdtown, a Weslayan
secondary school of some repute, where matriculated.

Nelson Mandela began his studies for a Bachelor of Arts degree at the
University College of Fort Hare but did not complete the degree there as he was
expelled for joining in a student protest. He completed his BA through the University
of South Africa and went back to Fort Hare for his graduation in 1943. Nelson
Mandela’s education influenced him to join the African National Congress as he was
a lawyer and wanted equality. Sp he joined the A.F.C in hope to bring equality in
Africa. South African Government

As a result of Apartheid many people lives where changed in many ways

including the following. The Group Areas act of 1950 controlled where people could
live. The Black people were driven into small town quite far away from city centres;
however their jobs were still in these cities and white suburbs. Bus fares were
expensive and catching public transport everyday was expensive and caused
hardship and depression for the black people. The Bantu education act meant the
black students were disadvantaged with their education system in South Africa is
now far worse than under apartheid.

Overall, they were kept away from white people and had no rights at all and
had worse facilities and weren’t allowed to use non-colored facilities. Also they
weren’t allowed to answer or fight back to verbal or physical abuse! So When
Nelson’s attempts at a peaceful protest failed he went underground but continued
to protest secretly and set fire to a government building. His trial was so long to
keep him occupied rather than him organizing more protests. Eventually, when
Nelson was in prison he was forced to do hard labor in limestone quarries along with
all the other inmates at the prison. Meanwhile Nelson’s supporters were still
protesting. When they protested the government shot at them and as a result of the
shootings 69 people died.

Also, some of the leaders of countries were sentenced to prison or have had
to be exiled. The South African Government have also influenced Nelson Mandela’s

ETHICS 59
PIES. His physical health would have affected when he was put into prison for 27
years. In prison he was forced to do hard labor in limestone quarries, and wasn’t
given the food he would have needed to sustain a healthy lifestyle. Also, in prison he
would have had to go to the toilet in a small bucket in the corner of his very small
cell. This would have also caused him to have some health problem.

Going to prison would have influenced his intellectual health as well. Beside
going out of his cell to work, he would have also had a lot of ‘alone time’ in which he
would have thought about what he was fighting for, and what he may have been
planning to do once, and if he ever was released. As he was in orison he would have
been away from his wife and kids as he was serving his time in prison. He would have
also been kept away from the other inmates, and probably had only seen them
whilst working in the quarry.

Nelson’s Supporters & Wife

To show their anger about Mandela being kept in prison they burnt down
government buildings, held more protests and complained all the time. When
supporters protested in South Africa they got shot down, beaten and put in prison.
Many people got involved in campaigning for Nelson’s freedom including his wife,
the British Prime Minister, pop singers, leaders from around the world and many
sports players. There were many methods used to campaign for Mandela’s freedom
such as pop concerts, speeches, and not doing business with South Africa. Having
supporters who supported and cared for him whilst he was in prison would have
helped him not to give up, and still have hope and keep strong.
They would have also influenced him to still have faith in his dream for South
Africa. His emotional health would have been influenced by his supporters as he
would have been re-assured knowing that what he was going through is doing
something, and it’s not all for no reason. The biggest influence on his physical health
was parents (mainly the father). I think this because as he was the son of the chief he
would have had greater access to medical needs and he would have had proper
food. This was because the people in his community would have all looked up to
him. His father had an important role in their community.

The biggest influence on his intellectual health was his teachers starting from
primary school going on all the way to university. This is because, they would have
taught him most of everything he had learnt, and would have equipped his brain to
work out problems, and what do to with the issues he came across in the most
effective ways that are sure to end in the results he would have wanted. The biggest
influence on his emotional health would have been his supporters as they would
have helped him keep faith in what he wanted to achieve. Also the fact that they all
looked up to him would have guided him to work harder for his ‘fans’ and try his best
to help the out.

Another influence on his emotional health would have been the government.
As they weren’t doing anything about the apartheid other than supporting it, they
would have made Mandela feel angry, and upset therefore making him strive to
change the way everything was to make it a better place. Also there was a poem
ETHICS 60
called ‘Invictus’ that he said helped him to overcome his anger and still think
positively even when he was in jail. He also said that, the poem helped him regain
any hope in himself that had been lost. The biggest influence on his social health
would have again been the government. I think this because; being put into prison
significantly influenced the time he got to spend with his friends and family and who
he was allowed to spend time with.

A. RUBRICS FOR WRITING EXERCISES

EXCEPTIONAL PROFICIENT NO CREDIT
(5-4) (3-2) (1-0)

- Clearly states the Implies but does not - Does not state or imply
FOCUS - purpose of clearly state the purpose the purpose of the
the activity. of the activity. activity.
- Never diverges - from Never diverges from the - Diverges from the topic.
the topic. topic.

- Demonstrates a - Lacks development

Demonstrates a - reflective analysis and self-reflection
CONTENT
thorough including a summary of - Does not include a
selfreflective analysis the activity supported by summary of the activity
including a summary details. or has insufficient
of the activity Draws conclusions and details
supported - by makes connections to - Does not make
specific and future plans connections to
- illustrative details. future plans
Draws conclusions
and makes
connections to future
plans

ETHICS 61
 - Uses appropriate - Uses slang and
CONVENTIONS Uses articulate and - language, word choice, informal word choice 4
appropriate language, sentence structure - or more errors in
sophisticated word - 2-3 errors in grammar, grammar, punctuation
choice, and sentence punctuation and mechanics and mechanics
structure.
-
0-1 errors in
grammar,
punctuation and
mechanics

ETHICS 62