The document discusses the moral and ethical principles that teachers should adhere to. It defines teachers as licensed professionals with dignity and high moral values. It outlines principles like committing to providing quality education, serving the interests of the state and people, maintaining physical/mental fitness, devoting fully to one's duty, and not engaging in partisan political or religious interests. Teachers should also exercise their constitutional rights responsibly and not coerce others politically. They have academic freedom but must consider state policies.

2. - “teaching is not a lost art, but the
regard for it is a lost tradition”
- Jacques Barzun-
- Society expects much from You .
Some children hope in You at
best.

3. -The teacher needs to understand
public opinion and the social
order, as much as the public
needs to comprehend the nature
of expert educational service.

4. -There are jobs that, no matter how
difficult the situation or the
circumstances are, cannot be
disregarded or set-aside.
- Rekindle conformity to moral
standards recommended.

5. -
- Teachers, if they want to remain
loyal and true to their noble job,
should consider getting them-
selves conform to the basic moral
and ethical prescriptions.
“Education without values, as useful as it is, seems rather
to make man a more clever devil”
- C.S.Lewis

6. - refers to “the quality of human
acts by which we call them right or
wrong, good or evil.” - Panizo, 1964
- Morality is antecedent to ethics: it
denotes those concrete activities
of which ethics is the science.

7. - It may also be defined as human
conduct in so far as it is freely
subordinated to the ideal of what is
right and fitting.
- This ideal governing our free actions
is common to the (human) race.

8. - there is a “fundamental
agreement” among men regarding
the general lines of conduct
desirable in public and private life.

9. - human action is right when it
conforms with the norm, rule, or
law of morality.
- it is wrong when it is not

10. - A man’s action, habit or character
is good when it is not lacking of
what is natural to man, that is,
when an act is performed in
accordance with man’s nature.

11. - Man has two main endowments:
1. Intellect – which makes man
capable of thinking, judging, and
reasoning, and
2. Will – gives him the ability to
choose

12. - The Intellect which has the power to
know, grasps what is good; and then
the Will or the power to act, tends to
it.
“the Intellect so to speak, sets the
target, the Will shoots the arrow”

13. - Man should behave according to
his nature. A nature endowed with
intellect and will. He let reason act
first before any activity. In other
words, “think before acting.”

14. - Behaving otherwise (as in acting
out of impulse) would be to run
counter of that nature and
therefore becoming less of a man
and more of an animal.

15. Some Terms:
principle – from the Latin word
princeps which means: a
beginning, a source.

16. - a principle is that which
something is based, founded,
initiated.
- it is likened to the foundation of a
building upon which all other parts
stand.

17. - A foundational moral principles is
therefore a universal norm upon
which all other principles on the
rightness or wrongness of an
action are based. It is the source
of morality.

19. - The moral law is called “natural
law” because it is based on our
nature as rational beings, not of
irrational beings such as
animals, plants or other
inanimate matter.

20. - The natural law receives this
name not because it refers to the
nature of irrational beings, but
because the reason that
promulgates it is proper to
human nature.
- Pope John Paul II, in his Encyclical : Veritates Splendor (The Splendor of Truth)

21. - According to St. Thomas
Aquinas, the natural law is
“nothing else than the rational
creatures’ participation in the
Eternal Law.”

22. - The Eternal Law is God’s
wisdom, inasmuch as it is the
directive norm of all movement
and action.

23. - When God willed to give
existence to creatures, He willed
to ordain and direct them to an
end.

24. - Like all the rest of creation, man
is destined by God to an end,
and receives from Him a
direction towards this end.

25. - This ordination is of a character
in harmony with his free
intelligent nature.
In virtue of his intelligence and
free will, man is master of his
conduct.

26. - He can therefore vary his action.
He can act, or abstain from
action, as he pleases, yet also
reflects the law laid down for him
of that ordination.

27. - The rule then, which God has
prescribed for our conduct, is
found in our nature itself.

28. - Those actions which conform
with its tendencies, lead to our
destined end. Thereby
considered right and morally
good.

29. - Those at variance with our
nature are wrong and immoral.

30. - It is the light of natural reason,
whereby we discern what is
good and what is evil… an
imprint on us of the divine light.

31. … and from that light (of natural
reason) comes the FUNDAMENTAL
OR FOUNDATIONAL MORAL
PRINCIPLE that says: “Do good and
avoid evil.”

32. “Writings, customs, and monuments
of past and present generations point
out to this conclusion: that all
peoples on earth, no matter how
savage and illiterate, have
recognized a supreme law of divine
origin commanding good and
forbidding evil.” - Bilbao (quoting Panizo 1964)

33. The natural law has qualities:
1. It is universal. It applies to the
entire human race, and is in itself
the same for all.
Exemption: Infants and insane persons however, who “have not the actual use of
their reason” and “cannot therefore ‘know’ ” the law, are not responsible for that
failure to comply with its demands.

34. The natural law has qualities:
2. It is immutable. Since it is
founded in the very nature of man
and his destination to his end, it
follows that, as long as human
existence continues, it also cannot
cease to exist.

35. Thus, this law commands and
forbids in the same manner
everywhere and always.
REMINDER: This immutability pertains only to the moral standard as
it applies to action in the concrete with all its determinate conditions.
(Example: in the command THOU SHALL NOT KILL, it doesn’t mean
that in all circumstances the taking of human life is forbidden. For
sometimes it is lawful, and even an obligatory act to take somebody
else’ life. Herein exists no variation in the law; what the law forbids
is not all taking of life, but all “unjust” taking of life.

36. Similar observations of other faith:
For the Buddhists, they do good
when they “strive to know the truth;
resolve to resist evil; say nothing to
hurt others; respect life, morality, and
property; engage in a job that does
not injure others;

37. “strive to free their mind of evil;
control their feelings and thoughts;
and practice proper forms of
concentration.” - World Book Encyclopedia, 1988

38. The Islamic Koran “forbids lying,
stealing, adultery, and murder.”
Advocates “honor for parents,
kindness to slaves, protection for
the orphaned and the widowed,
and charity to the poor.

39. “It teaches virtues of faith in God,
patience, kindness, honesty,
industry, honor, courage, and
generosity. Condemns mistrust,
impatience, and cruelty.”
- World Book Encyclopedia, 1988

40. Kung-fu-tsu said the same when
he taught: “Do not do to others
what you do not like others to do
to you.”

41.  Our knowledge of the law:
 Natural law is the one to which all
other man’s obligation is attached.
 Along with its most loyal advocate,
namely “conscience,” tell us that, we
are bound to accept and obey the
supernatural precepts.


42.  Our knowledge of the law:
 The natural law is the foundation
of all human law inasmuch as it
ordains that man shall live in
society.


43.  Our knowledge of the law:
 Society on the other hand requires the
existence of an authority.
 Authority then shall possess the moral
power necessary to control the
members and direct them to the
common good.


44.  Our knowledge of the law:
 Human laws are valid and
equitable only in so far as they
correspond with, and enforce or
supplement the natural law.

45.  Our knowledge of the law:
 They are null and void when they
conflict with it.
 Human actions are the subjects of
laws. They are individual and
innumerable.

46.  Our knowledge of the law:
 Because of that, it is impossible to
establish any law that may not
sometimes work out unjustly.
 In passing laws, legislators attends
only to what commonly happens.

47.  Our knowledge of the law:
 Because of that, it is impossible
to establish any law that may not
sometimes work out unjustly.


48.  Our knowledge of the law:
 In passing laws, legislators attend
most often to what commonly
happens, even though to apply the
common rule, will sometimes work
injustice and defeat the intention of
the law itself.


49.  Our knowledge of the law:
 In such cases, it is bad to follow
the law. It is good to set aside its
letter and follow the dictates of
justice and the common good.


52. Teachers are duly licensed
professionals who possess dignity
and reputation with high moral
values as well as technical and
professional competence in the
practice of their noble profession,
they strictly adhere to, observe,
practice this set of ethical and moral
principles, standards, and values.

53. Section 1. The Philippine
Constitution provides that all
educational institution shall offer
quality education for all competent
teachers committed of it’s full
realization. The provision of this
Code shall apply, therefore, to all
teachers in schools in the
Philippines.

54. Section 2. This Code covers all
public and private school teachers
in all educational institutions at the
preschool, primary, elementary,
and secondary levels whether
academic, vocational, special,
technical, or non-formal.

55. Section 2. The term “teacher”
shall include industrial arts or
vocational teachers and all other
persons performing supervisory
and / or administrative functions in
all school at the aforesaid levels,
whether on full time or part-time
basis.

56. Section 1. The school are the
nurseries of the future citizens of the
state; each teacher is a trustee of the
cultural and educational heritage of
the nation and is under obligation to
transmit to learners such heritage as
well as to elevate national morality,

57. Section 1. promote national pride,
cultivate love of country, instill
allegiance to the constitution and
for all duly constituted authorities,
and promote obedience to the
laws of the state.

58. Section 2. Every teacher or school
official shall actively help carryout
the declared policies of the state,
and shall take an oath to this
effect.

59. Section 3. In the interest of the
State and of the Filipino people as
much as of his own, every teacher
shall be physically, mentally and
morally fit.

60. Section 4. Every teacher shall
possess and actualize a full
commitment and devotion to duty.

61. Section 5. A teacher shall not engage
in the promotion of any political,
religious, or other partisan interest,
and shall not, directly or indirectly,
solicit, require, collect, or receive any
money or service or other valuable
material from any person or entity for
such purposes.

62. Section 6. Every teacher shall vote
and shall exercise all other
constitutional rights and
responsibility.

63. Section 7. A teacher shall not use
his position or facial authority or
influence to coerce any other
person to follow any political
course of action.

64. Section 8. Every teacher shall enjoy
academic freedom and shall have
privilege of expounding the product of
his researches and investigation;
provided that, if the results are inimical
to the declared policies of the State,
they shall be brought to the proper
authorities for appropriate remedial
action.

65. Section 8. Every teacher shall enjoy
academic freedom and shall have
privilege of expounding the product of
his researches and investigation;
provided that, if the results are inimical
to the declared policies of the State,
they shall be brought to the proper
authorities for appropriate remedial
action.