This document provides the course syllabus for an Ethics course offered in the first semester of the 2021-2022 academic year. The syllabus outlines the course details including the number of hours, credit units, prerequisites, and department/curriculum. It also lists the university and college visions, missions, and goals that provide context for the course. The course objectives, content, learning outcomes, assessment tasks and teaching-learning activities are defined over 18 weeks. Key topics covered include moral reasoning frameworks, moral development stages, virtue ethics, rights theory, utilitarianism, justice and fairness, and ethics in a globalized world. References include books, articles, and essays on these ethical theories and principles.
At the end of the lesson, you should be able to:
1. Capture and analyze your feelings in personal moral experiences;
2. compare reasonable and emotional responses;
3. check real-life cases against the 7-step model;
Virtue ethics is an approach to ethics which emphasizes the character of the moral agent, rather than rules or consequences, as the key element of ethical thinking.
At the end of the lesson, you should be able to:
1. Capture and analyze your feelings in personal moral experiences;
2. compare reasonable and emotional responses;
3. check real-life cases against the 7-step model;
Virtue ethics is an approach to ethics which emphasizes the character of the moral agent, rather than rules or consequences, as the key element of ethical thinking.
This presentation discuss various methods of qualitative data analysis. it further digs various methods used in qualitative data analysis in some Ph.D. thesis i.e. practical part
Growing a Peer Review Culture among Graduate Students (WCCE 2009)Vinícius M. Kern
Preprint @ http://tinyurl.com/bsp7bg, World Conference on Computers in Education
Abstract: Usual processes for pursuing education excellence in a graduate program are candidate selection, coursework, research, and thesis defense. In this paper, we present a complementary approach: the growing of a peer review culture among graduate students. We instruct first-year masters’ and doctoral students on principles for preparing a thesis proposal. Students present their proposals in collective discussion sessions with feedback from professors. The students then submit their proposals through a web interface and are instructed on the role they will play next – of anonymous referees of their peers’ proposals. The referee reports and general statistics are made available to all participating students and advisors. Updated proposals are submitted to an annual workshop open to all participating students and advisors. About 60 students take part in this annual series of seminars with peer review and workshop, generating 60 theses proposals and about 180 referee reports, 3 for each proposal. Students and their advisors receive detailed feedback on individual participation as author and referee. The main strength of the experience is the opportunity to assimilate the techniques of objective criticism and to reflect about the quality of own and others’ work. The paper also outlines research and development issues related to our effort to enhance the peer review culture among graduate students.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
IDS 401 Final Project Part One Guidelines and Rubric
Overview
This course explores globalization and its impact on shaping the world around us. Globalization influences society, and society influences each of us, creating a
feedback loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to globalization as
well as the four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to
better understand the construction of globalization and its interrelation with society. From this enhanced understanding, you will be equipped to draw
connections between global society and your personal and professional lives, helping you to become a better-informed citizen who can make a positive
difference in the world.
Issues and events in globalization have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and
perspectives to investigate and change. The purpose of this project is to examine a specific issue or event in globalization and how it impacts individuals and
society through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically, investigate, and
communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the role of the individual in one’s discipline of study or chosen profession in an expanding global network [IDS-401-01]
Integrate interdisciplinary approaches for determining the effect that global connectedness has on the state of national identity [IDS-401-02]
Recommend strategies for increasing global awareness and fostering culturally inclusive discourse to meet personal and professional goals [IDS-401-04]
Assess the benefits and challenges of global connectedness through the incorporation of diverse perspectives and viewpoints informed by relevant
literature and peer experiences [IDS-401-06]
Prompt
For the first part of this project, you will select a specific issue or event in globalization and critically analyze it through the four general education lenses: history,
humanities, natural and applied sciences, and social sciences. Through viewing the issue or event through these lenses, you will gain insight into how
globalization affects society as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others in the world around
you. You will compile your analyses within a portfolio that will include an analysis of each lens, plus introduction and conclusion paragraphs. Altogether, this
portfolio should be 6–8 pages long, not counting references. Within your portfolio, each analysis should be 3–5 paragrap ...
Week Four Discussion NuclearPowerMust post first.CHE1.docxtroutmanboris
Week Four Discussion: Nuclear
Power
Must post first.
CHE101 Introductory Chemistry WE
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Subscribe
This week contains a discussion question that you are required to answer.
"We're not in a clean energy revolution; we're in a clean energy crisis," says
climate policy expert Michael Shellenberger. His surprising solution: nuclear.
In this passionate talk, he explains why it's time to overcome longstanding
fears of the technology, and why he and other environmentalists believe it's
past time to embrace nuclear as a viable and desirable source of clean
power.
Watch this TED talk and join the conversation about Nuclear Power, Clean
Energy and Climate Change.
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Rubrics
Rubric for Discussion Board
Start a New Thread
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Least Recent Activity
You must start a thread before you can read and reply to other
threads
For your main post share:
• Your opinion about the talk
• Your opinion about Nuclear Power
• A link to source to learn about Nuclear Power. It can be an article, a
video, a website, etc...
Contribute to the conversation with two comments to somebody else's
post.
Don't forget to add references to data and statements you use to express
your opinion. References validate your position and the information on your
post.
Due dates:
• Main post Friday 11:59pm, 300 word minimum (not including
citations)
• Comments due Sunday 11:59pm
All Threads
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
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ASSESSMENT 7:
EDAD 5473 – SPECIAL PROGRAMS PROJECT
New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.
NELP Elements: 5.3, 6.3, 4.4
1.
Description of the Assessment
This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will
communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community(Element 5.3.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethics Syllabus (New Format-For Submision) 1st Sem., 2021-2022 - Julius Basallo.pdf
1. COURSE SYLLABUS
in
GEC-E
ETHICS
First Semester, A.Y. 2021-2022
Department/Area : Department of Education and Social Sciences
Curriculum : General Education Curriculum
Curricular Year : First Year
No. of Hours/Sem : 54 hours (3 hours every week for 18 weeks)
Credit Unit(s) : 3 units
Prerequisites : None
Vision of the University : A premier multidisciplinary - technological university
Mission of the University : The University shall primarily mandated to provide advanced professional and technical instruction for special purposes, advanced
studies in industrial trade, agriculture, fishery, health sciences, information technology and other relevant fields of study. It is also
mandated to undertake research and extension services, and provide progressive leadership in each areas of specialization (Sec. 2 of
RA 9744).
Goals of the College : CAS aims at the integral development of the individual toward fullness as a human being through the humanistic and scientific studies.
Specifically it also aims at the acquisition and mastery of the:
1. Quantitative development and technological advancement competencies
2. Biological and physical scientific knowledge and competencies towards scientifically in attitudes
3. Linguistics, literary and communicative cognition and competence in both speech and writing in English, Filipino and foreign
languages
4. Sociological, philosophical, behavioral, kinesthetic and aesthetic knowledge and competence to preserve Filipino culture for
global participation.
Program Outcomes : 1. Intellectual Competencies (IC)
GEO-IC 1 Higher levels of comprehension (textual, visual, etc.)
GEO-IC 2 Proficient and effective communication (writing, speaking, and use of technologies)
INS Form 1
September 2021
Revision: 5
Page 1 of pages
2. Page 2 of 11
GEO-IC 3 Understanding of basic concepts across the domains of knowledge
GEO-IC 4 Critical, analytical, and creative thinking
GEO-IC 5 Application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual,
experimental, observation, etc.) in tackling problems methodically
2. Personal and civic responsibilities (PCR)
GEO-PCR 1 Appreciation of the human condition
GEO-PCR 2 Capacity to personally interpret the human experience
GEO-PCR 3 Ability to view the contemporary world from both the Philippine and global perspectives
GEO-PCR 4 Self-assuredness in knowing and being Filipino
GEO-PCR 5 Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
GEO-PCR 6 Ability to reflect on moral norms/imperatives as they affect individuals and society
GEO-PCR 7 Ability to appreciate and contribute to artistic beauty
GEO-PCR 8 Understanding and respect for human rights
GEO-PCR 9 Ability to contribute personally and meaningfully to the country’s development
3. Practical skills (PS)
GEO-PS 1 Working effectively in a group
GEO-PS 2 Application of computing and information technology responsibly
GEO-PS 3 Ability to negotiate the world of technology responsibly
GEO-PS 4 Problem-solving (including real-world problems)
GEO-PS 5 Basic work-related skills and knowledge
Course Description : Ethics deals with principles of ethical behavior in modern society at the level of the person, society and in interaction with the
environment and other shared resouces (CMO 20, series 2013)
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. The course also teachers students to make moral decisions by using dominant moral
frameworks and by applying a seven-step moral reasoning model to analyze and solve moral dilemmas
The course is organized according to three (3) main elements of the moral experience: a. agent, including context – cultural,
communal and environmental b. the act and c. reason or framework (for the act)
This course includes the mandatory topic on taxation.
Course Learning Outcomes : At the end of the course, the students can:
CLO 1: Validate the difference between moral and non-moral problems (IC1, IC3, IC4, IC5, PCR1, PCR2, PCR3, PCR5, PCR6, PS4)
CLO 2: Speculate how existing moral theories and principle offer resolution to certain moral issues and dilemma(s) (IC1, IC3, IC4, PCR2,
3. Page 3 of 11
PCR3, PCR5, PCR6, PCR8, PS1, PS4, PS5)
CLO 3: Conduct discussion and dialogue in making sound ethical judgment and develop sensitivity for common good based on principles,
facts and the stakeholders affected (IC1. IC2, IC4, IC5, PCR1, PCR2, PCR3, PCR4, PCR6, PCR8, PS1, PS4, PS5)
CLO 4: Integrate understanding and internalize the principles of ethical behavior in modern society at the level of the person, society
and in the interaction with the environment and other shared resources (PCR2, PCR5, PCR6, PCR7, PCR9, PS1, PS2, PS3,
PS4, PS5)
Course Content:
INTENDED LEARNING OUTCOMES
(TIME ALLOCATION)
ASSESSMENT
TASKS
TEACHING- LEARNING
ACTIVITIES
CONTENTS LEARNING
RESOURCES
REMARKS
- Demonstrate understanding of the
VMGO of the University vis-à-vis target
competencies of General Education
Curriculum (GEC)
(1.5 hrs)
Oral Participation
Socratic Method
(dialectic)
Lecture Discussion about
the VMGO of Cebu
Technological University
CTU VMGO
GEC competencies, Introduction
to: CTU Vision, Mission, Goals
and Objectives
PPT slides
E-notes
Zoom app
- Introduce what is philosophy and ethics
- Differentiate the rightness and
wrongness of the human acts.
(3 hrs)
Reflection paper
Quiz
Interactive Discussion
Socratic Method (dialectic)
Video Clips (overview of
philosophy and ethics)
An Overview of Philosophy and
Ethics
PDF Copy Books
PDF Articles
PPT (Video Clips)
Zoom app
- Elaborate mainly why the nature of
man can be ethical
(3 hrs)
Oral Participation
Quiz
Lecture regarding the
Nature of Man
Nature of Man according to the
perspective of the Western and
Oriental thinkers.
PDF Copy Books
PDF Articles
PPT
Zoom app
4. Page 4 of 11
- Critique voluntary actions
- Identify universal values
- Explain why universal value are
necessary for human
- (3 hrs)
Reporting and quiz
Class discussions
to bring out
reactions and
insights on the
video clip, zeroing
in on why freedom
is crucial to the
ethical experience.
reflection paper
(alternate)
Instructor’s activity:
Construct situations
that involve actions
which are product
of man’s conscious
will
Students’ activity:
Apply the three
constituents
Differentiate voluntary acts
and involuntary acts
Viewing of Video Clip
Demonstrating unlimited
freedom or the absence of
freedom
Lecture: Freedom as
foundation of ethics
Lecture: Why there are
universal values
Human acts and Acts of man
Constituents of Human Acts:
Knowledge, Freedom,
Voluntariness
Universal Values
PDF Copy Book
Film on freedom:
(Possibly) A Clockwork
Orange. Directed by
Stanley Kubrick. Burbank,
CA: Warner Bros., 1971
Electronic Resources
Zoom app
Prelim Examination (1.5 hours)
- Understand and analyze the nature of
culture, custom, and tradition in a
Filipino setting
(4.5 hrs)
Quizzes
Role Play
Reflection/Learning
Insights concerning
the western and
oriental thinkers
Group Dynamics /
Discussion
Film Viewing (assignment)
Culture, Customs, Traditions in
Filipino Context
Books
Newspapers Clips
Electronic Resources
Film/Movie
Zoom app
5. Page 5 of 11
- Identify and articulate each stage of
moral development
- Check their personal growth, and three
other cases, against the stages of
development
- Recall defining moments in their moral
formation
- Explain the relationship between
individual acts and character
- Articulate and understand the meaning
of culture in lieu to the Moral
Development
(4.5 hrs)
Quiz: What are the
six stages of moral
development?
Briefly explain each
stage.
Group presentation:
three cases/stories
featuring moral
agents at different
stages. Groups
identify the stages
of the agents in
each of the three
cases and justify
their answer
At the end of the
class, hold group
discussions and
presentations,
analyzing the lives
of Nelson Mandela
and Adolf Hitler
Lecture: the six stages of
moral development
Student Activity: draw a
chart of their lifes journey
using manila paper or
power point to show
incipient moments in their
lives and where they are
now in their moral
development.
Group discussion:
identifying stages in
chosen stories
Student Activity: At the
start of the class
discussion, bring out
students’ understanding of
contributory elements to
their moral character
Use of Graphics:
Circularityof relationship of
individual acts and moral
character
Lecture: Moral character as
disposition:how it is
developed)
(Moral Development in relation to
every field of specialization)
Stages of Moral Development
How is Moral Character
Developed?
PDF Essays
Three cases/stories on
moral development
Electronic Resources
PPT
Animation or presentation
on circularity of acts and
character
Character studies of
Nelson Mandela and Adolf
Hitler.
Zoom app
6. Page 6 of 11
- Check real-life cases against the 7 step
model, a model that uses reason and
impartiality
(3 hrs)
Group Case
Analysis using the 7
step model on the
business ethics
case called the Star
Employee
Short Quiz
Lecture: The 7-step Model
Student Activity: Class
discussion: using the
model to solve a case
The 7 Steps Moral Reasoning
Model
PDF Essays/Articles
Case Analysis
Electronic Resources
Zoom app
Midterm Examination (2 hours)
- Capture and analyze their feelings in
personal moral experiences
- Compare reasonable and emotional
responses
(3 hrs)
Role Play three
Cases, highlighting
in one case an
emotional
response, and in
the other a rational
response.
The class critiques
the behavior and
responses of
agents in the three
cases
Class Discussion: Personal
experiences and feelings
attached to these
Lecture:
a. feelings – importance,
origin and disadvantages
b. Reason and Impartiality
Student Activity: Group
discussion: stories from
news clip highlighting
emotional and rational
responses
Feelings and Reason: Upsurge of
Feelings Is Natural and What We
Do with Them Is What Makes Us
Ethical or Unethical
The Ethical Requirement of
Reason and Impartiality
PDF Essays/Articles
Case Analysis
Electronic Resources
Zoom app
7. Page 7 of 11
- Define virtue ethics
- Articulate what virtue ethics
- Critique virtue ethics
- Make use of virtue ethics
(3 hrs)
Written exam or
Oral exam
Lecture
Small group discussion
Case analysis
Virtue Ethics
a. Aristotle
1. Telos as Ends
2. Virtue as habit
3. Happiness as virtue
Natural Law
b. St. Tomas:
1. The natural and its tenets
2. Happiness as constitutive of
moral and cardinal virtues
PDF Books
Case Analysis
Electronic Resources
Zoom app
- Understand and articulate the rights
theory
- Differentiate a legal from a moral right
- Critique virtue ethics
- Make use of the rights theory
(3 hrs)
Written exam or
Oral exam
Lecture
Small group discussion
Case analysis
Rights theory
A. Kant
1.Good will
2. Categorical imperative
B. Different Kinds of Rights
1. Natural 3. Legal
2. Moral
PDF
Books/Essays/Articles
PTT Materials
Electronic Resources
Zoom app
- Articulate what Utilitarianism is
- Critique Utilitarianism
- Make use of Utilitarianism
(3 hrs)
Written exam or
Oral exam
Lecture
Small group discussion
Case analysis
Utilitarianism & Pragmatism
“Jeremy Bentham and John Stuart
Mill”
A. Origin and Nature of theory
B. Business fascination with
utilitarianism
PDF
Books/Essays/Articles
PTT Materials
Electronic Resources
Zoom app
Semi-Final Examination (2 hours)
8. Page 8 of 11
- Articulate what Justice and Fairness
- Critique Justice and Fairness
- Make use of Justice and Fairness
(4.5 hrs)
Rubrics on Debate
Extra Judicial
Killings Cases
(Analysis)
Lecture
Small group discussion
Case analysis
Discussion and Debate
Justice and Fairness: Promoting
the Common Good
“Rawls and Habermas”
A. The nature of the theory
B. Distributive justice
1. Egalitarian
2. Capitalist
3. Socialist
Mandated topic: Taxation
PDF
Books/Essays/Articles
Newspaper
Electronic Resources
Zoom app
- Identify the different moral principles
(3 hrs)
Reaction paper /
Critique paper
Lecture
Small group discussion
Film Showing (Assignment)
Globalization and its ethical
challenges
Film showing of the
following recommended
movies:
-Hacksaw Ridge
-El crimen del Padre
Amaro
-Tears of the Sun
-The Good Lie
-The Green Mile
- Unthinkable
Zoom app
- Compare reponses to shared moral
dilemmas of baby boomers and
millenials
- State qualities of the filinnial
- Construct a plan for coping with the
challengs of globalization
- Differentiate ethics from religion
- Appreciate the role of religion in a
globalized world
(4.5 hrs)
Case Analysis
Final Oral Exam or
Quiz
Lecture
Small group discussion
Case analysis
Ethics and Religion PDF
Books/Essays/Articles
PTT Materials
Electronic Resources
Zoom app
9. Page 9 of 11
Final Examination (2 hours)
References:
Books:
1. Abulad, Romualdo E. et al, 2013. “General Ethics.”University of San Carlos Press, Cebu City, Philippines.
2. Aristotle, Book I- II, Nicomachean Ethics trans. Martin Oswald, Indianapolis: Bobbs – Merrill Educational Publishing, 1983
3. Aquinas, Thomas: On Law, Eternal Law and Natural Law, Summa Theologiae, Vol. 28, Blackfriars in conjunction with McGraw-Hill Book Company, New York, 1996.
4. Bulaong, Oscar G., et al., 2018. “ETHICS Foundations of Moral Valuation.”Rex Book Store Inc., Manila, Philippines.
5. Demeterio, F.P.A., 2018. “Structural Justice and Collective Responsibility.” De La Salle University Publishing House, Manila, Philippines.
6. Friedman, Thomas, 2000. “The Lexus and the Olive Tree: Understanding Globalization.” 1st
ed. New York: Anchor Books.
7. Kant, Immanuel, 1997 .“CATEGORICAL Imperative,” in Groundwork of the Metaphysics of Morals.” Cambridge University Press, Trans. and ed. by Mary Gregor
8. Magadan, Ismael P., et al., 2016. “Thinking Human.” University of San Carlos Press, Cebu City, Philippines. Ed. Orlando Ali M. Mandane.
9. Mill, John Stuar t, 2001. “Utilitarianism.” 2nd
ed. Edited with An Introduction by George Sher. Indiapolis: Hackett Publishing Co.
10.Rachels, James, 2004. The Challenge of Cultural Relativism.” Chap 2 in The Elements of Moral Philosophy, 16-31. 4th
ed. New York: McGraw Hill College,
11.Rawls, John, 1971. “A Theory of Justice. Harvard University Press.
12. Scott, Rae B., et. Kenman L. Wong, 1996. “ A Model for Moral Decision Making” Chap. 1 in Beyond Integrity: A Judeo-Christian Approach to Business Ethics. Grand
Rapids, MI: Zondervan.
13. Wyschogord, Edith et Gerald P. McKenny, ed., 2003. “The Ethical.” Blackwell Publishing Ltd., Oxford, UK.
Articles/Essays:
1. Apel, Karl-Otto (2000). Globalization and the Needs for Universal Ethics.” European Journal of Social Theory 3(2): 137-155. 1368-4310[2000005]]
2. Halliday, Daniel,( 2013). Justice and Taxation. Philosophy Compass, 1–12, 10.1111/phc3.12092.
3. Licunan, Patricia et al. “A moral Recovery Program: Building a People – building Nation. “In Values in Philippine Culture and Education: Philosophical Studies I. edited by
Manuel B. Dy Jr., 31- 48. Washington DC: The Council for Research in Values and Philosophy, 1994.
4. Mendoza, Daryl (2018). (2018). “Chapter 11: Utilitarianism,” in Ethics:The Grounds of Morality and the Search for the Goodlife, eds. Galeon, A. et al.
University of San Carlos Press, Cebu City, Philippines, pp. 74-83
5. Pogge, Thomas, (2014). Human Right and Just Taxation. Tax Justice Focus, First Quarter, Volume 9, Issue 2, 7-9.
6. Que Nemesia S., S. J. “Notes on Moral Deliberation”. Introduction to course notes for PH 104: Foundations of Moral Value. Ateneo de Manila University
7. Reyes, Ramon Castillo. Relation Between Ethics and Religious Belief. In Moral Dimension: Essays in Honor of Ramon Castillo
8. Suazo, Ruby (2018). (2018). “Chapter 9: Immanuel Kant’s Deontological Theory of Morality,” in Ethics: The Grounds of Morality and the Search for the
Goodlife, eds. Galeon, A. et al. University of San Carlos Press, Cebu City, Philippines, pp. 65-73
10. Page 10 of 11
9. Urbano, Ryan C. (2011). Global Justice and the Plight of Filipino Domestic Migrant Workers. Journal of Asian and African Studies. 47(6) 605–619. DOI:
10.1177/0021909611423798
10.____________. (2009). Moral Particularism and the Justifiability of Mandatory HIV/AIDS Testing. PHAVISMINDA Journal, Volume 8, 137-149.
11.____________. (2010). Pogge on Human Rights and Global Poverty. PHAVISMINDA Journal, Volume 9: 75-89.
12.____________. (2018). “Chapter 8: Virtue,” in Ethics: The Grounds of Morality and the Search for the Goodlife, eds. Galeon, A. et al. University of San
Carlos Press, Cebu City, Philippines, pp. 52-64
13.____________. (2018). “Chapter 15: Global Justice,” in Ethics:The Grounds of Morality and the Search for the Goodlife, eds. Galeon, A. et al. University of
San Carlos Press, Cebu City, Philippines, pp. 128-141.
14.____________. (2018). “Chapter 17: Environmental Ethics,” in Ethics:The Grounds of Morality and the Search for the Goodlife, eds. Galeon, A. et al.
University of San Carlos Press, Cebu City, Philippines, pp. 156-166.
15.____________. (2019). Prolegomena to a Virtue Approach to Environmental Ethics. Diwa: Studies in Philosophy and Theology, Vol. 43, No. 1, 49-63.
Others:
1. RA 7722 (PDF copy)
2. RA 9744 (PDF copy)
3. CMO No. 20, s. 2013 (PDF copy)
4. CTU Student Manual (PDF copy)
Course Requirements: 1. Written up moral dilemmas experienced by the students
2. Regular quizzes to test if students recall the principles and concepts they learn
3. Group and individual case analyses
4. Final oral exam
Evaluation Procedure: (Approved Grading System Applicable to the Course/Program)
20% quizzes; 20% individual case analysis/reflection paper; 20% group case analysis; 40% major exams (final oral/written exam)
Prepared by:
RYAN C. URBANO, PH.D. BONIFACIO M. AMPER, PH.D. JULIUS O. BASALLO, MA
MAIN-Campus CARMEN-Campus BARILI-Campus
11. Page 11 of 11
Revision Date: September 2, 2021
Submission Date: September 6, 2021
Utilized by:
Consultation Hours :
Contact Details :
Upon Recommendation of the Curriculum Committee
RYAN C. URBANO, Ph.D. ISAIAS CABANIT, Dev.Ed.D. JULIUS O. BASALLO, MA
MAIN-Campus DAANBANTAYAN-Campus BARILI-Campus
Approved by:
LYNETTE MATEA S. CAMELLO, D.A.Lit-Com
UD, Education for Sustainable Development