Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

Science City of Muñoz, Nueva Ecija

1. CENTRAL LUZON STATE UNIVERSITY

1.1. Vision of the University
1.1.1. CLSU as a world-class National Research University for Science and Technology in Agriculture and allied fields.
1.2. Mission of the University
1.2.1. CLSU shall develop globally competitive, work-ready, socially responsible and empowered human resources who value life-long learning and shall generate,
disseminate and apply knowledge and technologies for poverty alleviation, environmental protection and sustainable development.
1.3. Quality Policy Statement
1.3.1. Excellent Service to humanity is our commitment.
1.3.2. We are committed to develop globally competent and empowered human resources and to generate knowledge and technologies for inclusive societal development.
1.3.3. We are dedicated to uphold CLSU’s core values and principles, comply with statutory and regulatory standards and continuously improve the effectiveness of our
quality management systems.
1.3.4. Mahalaga ang inyong tinig upang higit na mapaghusay ang kalidad ng aming paglilingkod.

1.4. Goals of the College of Arts and Sciences

1.4.1. Mission
1.4.1.1. The College of Arts and Sciences as a paragon of higher learning and service for the development of the whole man.
1.4.2. Vision
1.4.2.1. The College of Arts and Sciences shall provide quality education in the breeder and social sciences, communication arts and humanities in response to the
nation’s call for moral recovery, gender sensitivity, social transformation, people empowerment, environmental concern, sustainable development and global
competitiveness.

1.5. Goals of the College of Arts and Sciences

In line with the mission of the University, the goals of the College of Arts and Sciences are as follows:
1.5.1. To equip students with basic knowledge and skills needed in the pursuit of more advanced and specialized fields of endeavour
1.5.2. To develop civic consciousness in students and train them for active involvement in environmental concern and agro-industrial development
1.5.3. To mold students into more humane individuals through exposure to the arts and participation in various forms of artistic activities

1.6. Objectives of the Department of Social Sciences

1.6.1. The Department shall provide the following:
1.6.1.1. A general intellectual foundation that supports the students’ analytic and critical understanding of social life.
1.6.1.2. A sound methodological background that prepares the student for social research and policy evaluation.
1.6.1.3. A rich specialized body of knowledge that equips the student for the practice of social sciences in both the public and private sectors. Students are offered
many opportunities to become actively involved in the discipline at the community and national levels.

1.7. PROGRAM INFORMATION

1. Name of the Curricular Program BACHELOR OF ARTS in SOCIAL SCIENCES
2. BOR Approval Resolution No. 25-92
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 3. Date of Approval May 15, 1992

1.7.1. ABSS PROGRAM EDUCATIONAL OBJECTIVES

Program Educational Objectives Mission
1. Applying fundamental social science concepts, theories or paradigms in critically understanding social problems, social structure and social policy/program √
formulation and evaluation.
2. Professional pursuing the following career paths: social service workers, social science researchers, teachers at various levels, school administrators, museum and √
cultural workers, NGOs and POs, legal aides and assistants.
3. Undertake research using established social science methodologies in accordance with ethical norms and standards. √
4. Professionals with high sense of social and moral responsibility, observing high ethical standards and non-discriminatory practices in the workplace. √
5. Providing social services that deal with victims of social problems like poverty, abuse and discrimination. √
6. Pursue advance professional studies like law and other graduate degrees in the social sciences. √

1.7.2. Student Outcomes and Relationship to Program Educational Objectives

Program Outcomes Program Objectives
By the time of graduation, students of the program has the ability to: 1 2 3 4 5 6
A The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific fields of social 
science.
B The ability to effectively communicate orally and in writing using both English and Filipino. 
C The ability to work effectively and independently in multidisciplinary and multicultural teams (PQF level 6 descriptor) 
D A recognition of professional, social and ethical responsibility. 
E An appreciation of “Filipino historical and cultural heritage.” (based on RA 7722) 
F To equip students with basic knowledge and skills needed in the pursuit of more advanced and specialized fields of endeavor. 
G To develop civic consciousness in students and train them for active involvement in environmental concern and agro-industrial development.  
H To mold students into more humane individuals through exposure to the arts and participation in various forms of artistic activities. 
I Understand and apply social science concepts and theories to the analysis of social issues.  
J Design and execute social research using appropriate approaches and methods.  
K Critique, judge and respond to current issues and problems based on an understanding of historical and contemporary developments in the 
national and global contexts.
L Community development facilitator and mobilizer.  
M Active engagement in ethical, political and social practice.  
N Critical evaluator of social phenomena as to perceived and existent biases, prejudices and discriminations.  

1.8. INSTRUCTOR INFORMATION

1. Name of Instructor/Professor DA de Vera
2. Office Department of Social Sciences

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 3. Telephone Number
4. Email address da_devera@hotmail.com / da.devera.clsu@gmail.com
5. Consultation Hours

1.9. COURSE INFORMATION

1. Course Code SOCSCI 1110
2. Course Title Ethics
3. Course Description A critical examination and analysis of moral principles and/or standards of right and wrong, good and bad, moral and immoral as well
as moral behaviour, as persons relate or act with one another in a highly globalized society.
4. Prerequisite NONE
5. Co-prerequisite NONE
6. Credit 3
7. Class Hours 3 HRS/WK
8. Class Schedule

1.9.1. Course Outcomes and Relationship to Student Outcomes*

Program Outcomes addressed by the Course Outcomes: PO CODE
After completing this course, the student must be able to a b c d e f g h i J k l m n
1-2
3-4
5-6
7-8
9-10
11
12
13
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* Level: I – Introductory E – Enabling D – Demonstrative

1.10. Course Content

Wk(s) Course Outcome
1 Generate reasons
affirming the value of
intellectual integrity
and academic honesty.
Topic Hrs. Intended Learning Learning Activities Assessment
Outcome
1. Orientation to the course 3 Evaluate the value of Lecture Short reflection
1.1. Classroom policies intellectual honesty and “The value of
1.2. Academic integrity and intellectual honesty academic integrity intellectual
2. Writing a philosophy paper. honesty”
2.1. Some methodological considerations

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 Suggested reading(s)
(a) Agoramoorthy, Govindasamy. 2015. ‘Intellectual
dishonesty: can it be tackled?’ in Current Science,
109(10):1761.
(b) East, Julianne. 2010. ‘Judging Plagiarism: A Problem
of Morality and Convention’ in Higher Education, 59(1):
pp. 69-83.
(c) John Dichtl. 2003. ‘Teaching Integrity’ in The history
teacher, 36(3): 367-373.
(d) HCWP. ‘A Brief Guide to Writing the Philosophy
Paper’. Harvard College Writing Center, Harvard
University. @
http://philosophy.fas.harvard.edu/files/phildept/files/
brief_guide_to_writing_philosophy_paper.pdf

2-3 Introduce the nature of 1. Introduction to ethics 4.5 Lecture

ethics. Discuss the 1.1. The nature of ethics Recitation
importance/relevance 1.2. Why is studying ethics important?
of studying ethics.
Suggested reading(s)
(a) Mackinnon, B. and Andrew Fiala. Ethics, theory and
contemporary issues. (USA: Cengage Learning, 2015), pp.
1-19.
(b) Nutall, John. Moral questions: An introduction to
ethics. (Cambridge: Polity Press, 1993), pp.1-11.
(c) Harman, Gilbert. The nature of morality: An
introduction to ethics. (New York: Oxford University
Press, 1977), pp.3-10.
(d) Pojman, L. and J. Fieser. Ethics: Discovering right and
wrong. (USA: Wadsworth, Cengage Learning, 2012), pp. 1-
13.
(e) Deigh, John. An Introduction to ethics. (Cambridge:
Cambridge University Press, 2010), pp. 1-24.
4-5 2. The moral landscape 6
2.1. Moral standards, judgments and dilemmas
2.2. Justification and moral reasoning
2.3. Reason and impartiality

Suggested reading(s)
(a) Horsburgh, H. J. N. 1954. ‘The plurality of moral
standards’ in Philosophy, 29(111): 332-346.

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 (b) Wright, W. K. 1927. ‘The objectivity of moral
judgment’ in International journal of ethics, 37(2): 147-158.
(c) Kading, D. 1956. ‘Re-defining moral judgments’ in The
journal of philosophy, 53(17): 513-523.
(d) Rescher, N. 1958. ‘Reasoned justification of moral
judgment’ in The journal of philosophy, 55(6): 248-255.
(e) Williams, B. 1993. ‘Moral incapacity’ in Proceedings
of the Aristotelian society, new series, 97:59-70
(f) Dahl, N. O. ‘Morality, moral dilemmas and moral
requirements’ in H. E. Mason (ed), Moral dilemmas and
moral theory, (pp. 86-101). (Oxford, Oxford University
Press, 1996).
(g) Decew, J. W. 1990. ‘Moral conflict and ethical
relativism’ in Ethics, 101(1): 27-41.
(h) Milo, Ronald D. 1986. ‘Moral deadlock’ in Philosophy,
61(238): 453-471.
(i) Becker, L. 1991. ‘Impartiality and ethical theory’ in
Ethics, 101(4): 698-700.
(j) Kekes, J. 1981. ‘Morality and impartiality’ in American
philosophical quarterly, 18(4): 295-303.
6-7 3. The moral personality 6
3.1. Culture, morality and cultural relativism
3.2. A moral psychology of the moral personality
3.2.1. Development of the moral character
3.2.2. Moral persons, saints and monsters
3.3. Moral sentiments and the role of moral feeling.

Suggested reading(s)
(a) Hitlin, S. and S. Vaisey. 2013. ‘The new sociology of
morality’ in Annual review of sociology, 39: 51-68.
(b) Sikka, S. 2012. ‘Moral relativism and the concept of
culture’ in Theoria: A Journal of Social and Political
Theory, 59(133): 50-69.
(c) Rosenhan, D. 1975. ‘Moral character’ in Stanford law
review, 27(3): 925-935.
(d) Baier, K. 1974. ‘Moral development’ in The monist,
58(4):601-615.
(e) Baier, A. and M. Luntley. 1995. ‘Moral sentiments and
the difference they make’ in Proceedings of the Aristotelian
Society, Supplementary Volumes, 69: 15-45.
(f) Rawls, J. Lectures on the history of moral philosophy.
(Cambridge: Harvard University Press, 2000), pp. 291-308.
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 (g) Kohlberg, L. 1975. ‘The cognitive-developmental
approach to moral education’ in The Phi Delta Kappan,
56(10): pp. 670-677.
(h) Barry, P. B. 2009. ‘Moral Saints, Moral Monsters, and
the Mirror Thesis’ in American Philosophical Quarterly,
46(2): pp. 163-176.
(i) Ben-Ze-ev, A. 1997. ‘Emotions and morality’ in The
Journal of Value Inquiry, 31: 195–212.
8 4. Ethical theories and moral frameworks 3
4.1. The aim and function of a moral theory
4.2. Normative commitments
4.3. The problem of explaining moral motivation

Suggested reading(s)
(a) Moore, Andrew. 2007. ‘Ethical Theory, Completeness
and Consistency’ in Ethical Theory and Moral Practice,
10(3): 297-308.
(b) Anscombe, G. 1958. ‘Modern philosophy’ in
Philosophy, 33: 381-392.
(c) Gert, Bernard. 2005. ‘Moral Arrogance and Moral
Theories’ in Philosophical Issues, 15: 368-385.
(d) Noble, Cheryl N. 1979. ‘Normative ethical theories’ in
The Monist, 62(4): 496-509.
(e) Bourke, Vernon J. 1978. ‘The Ethical Role of the
Impartial Observer’ in The Journal of Religious Ethics,
6(2): 279-292.
(f) Scanlon, T. M. 1992. ‘The aims and authority of moral
theory’ in Oxford journal of legal studies, 12(1): 1-23.
(g) Scanlon, T. M. 1998. What we owe to each other.
(USA: Harvard University Press), pp. 147-188.
9-10 5. Deontological Ethical Theory 4.5
5.1. A Kantian account of deontology

Suggested reading(s)
(a) Kant, Immanuel. ‘Fundamental principles of the
metaphysics of morals’ in Gordon Marino (Ed), Ethics: The
essential writings. (New York: Random House, Inc., 2010),
pp. 191-224.
10-11 6. Utilitarianism 4.5
6.1. The principle of utility

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 Suggested reading(s)
(a) Mill, J. S. ‘Utilitarianism’ in Gordon Marino (Ed),
Ethics: The essential writings. (New York: Random
House, Inc., 2010), pp. 228-255.
11-12 7. Virtue Ethics 4.5
7.1. The primacy of agency: Aretaic versus Deontic
7.2. Should I live well or should I act rightly?
7.3. Persons, actions and the virtuous character

Suggested reading(s)
(a) Aristotle. ‘Nicomachean Ethics’ in Gordon Marino
(Ed), Ethics: The essential writings. (New York: Random
House, Inc., 2010), pp. 56-84.
12-13 8. Analysis of Cognitive Moral Dilemmas 6
8.1. Reasoning and argumentation
8.2. Steps in Ethical Analysis

Suggested reading(s)
(a) Acuña, Andresito. 2006. Philosophical analysis:
Advanced techniques for critical thinking. (Quezon City:
Department of Philosophy, UP Diliman), pp. 180-194; pp.
200-210; pp. 292-304.

14 9. Contemporary ethical issue(s) 6

9.1. Eugenics, Abortion, Euthanasia and the likes

Suggested reading(s)
(a) Grey, William. 1999. ‘Right to Die or Duty to Live?
The Problem of Euthanasia’ in Journal of Applied
Philosophy, 16(1): pp. 19-32.
(b) Taylor-Sands, Michelle. 2015. ‘Saviour Siblings: reply
to critics’ in Journal of Medical Ethics, 41(12): pp. 933-934.
(c) De Castro, Leonardo D. 2003. ‘Human Organs from
Prisoners: Kidneys for Life’ in Journal of Medical Ethics,
29(3): pp. 171-175.
(d) De Castro, Leonardo D. 2003. ‘Commodification and
exploitation: arguments in favour of compensated organ
donation’ in Journal of Medical Ethics, 29(3): pp. 142-146.
(e) S. Sheldon and S. Wilkinson. 2004. ‘Should Selecting
Saviour Siblings Be Banned?’ in Journal of Medical Ethics,
30(6): pp. 533-537.

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1.11. Life-long Learning Opportunities
1.11.1. Students, after the semester, are expected to demonstrate the following competencies:
1.11.1.1. Critical reflection and analysis of issues on the human person.
1.11.1.2. Formulation and application of various concepts and theories of the human person.
1.11.1.3. Critical understanding of the human person discourse.

1.12. Contribution of Course to Professional Component

1.13. General Education : 100%

1.14. Course Evaluation

1.14.1. Students will be evaluated based on the following assessment tools: 3 papers, Quizzes, Daily Recitations and Peer evaluation
1.14.2. The students must satisfy at least three (3) critical essays, Six (6) short insight papers, One (1) exam (Finals) and a set of quizzes.
1.14.3. The passing mark is 50%.

Course Outcome Lecture/Discussion (100%) Total

Assessment Tools
Quizzes, Recitations (Rec/Q) 25% Papers (P) 25% Insight Papers (IP) 10% Final Exam (FE) 30% Peer Evaluation (PE) 10% 100
%
1-2 R
3-4 R
5-6 R/Q
7-8 R
9-10 R
11 R/Q
12 R
13 R
14 R/Q Final Exam
Total
MINIMUM SATISFACTORY
Range REQUIREMENT
Grad Remarks 50
e
1.15. The final grade is weighted, following the 94.45 – 100.00 1.00 Excellent University Grading System, as follows:
88.90 – 94.44 1.25 *
83.34 – 88.89 1.50 Very Good
77.79 – 83.33 1.75 *
72.23 – 77.78 2.00 Good
66.68 – 72.22 2.25 *
61.12 – 66.67 2.50 Satisfactory 8
55.57 – 61.11 2.75 *
50.00 – 55.56 3.00 Pass
45.00 – 49.99 4.00 Conditional
Below 45 5.00 Fail
1.16. Classroom Policies
1.16.1. My Responsibilities
1.16.1.1. For the whole duration of the semester, I shall commit myself to do the following:
1.16.1.1.1. Regularly come to class prepared and ready for the day’s lesson.
1.16.1.1.2. Create classroom conditions where you can exercise your curiosity about each lesson.
1.16.1.1.3. Practice inquiry method as frequently as possible to facilitate philosophizing.
1.16.1.1.4. Return papers and exams at least two weeks after they were given.
1.16.1.1.5. Observe gender sensitivity.

1.16.2. Your Duties

1.16.2.1. For the entire duration of the semester, may I suggest that you commit yourself to do the following:
1.16.2.1.1. Read the assigned texts.
1.16.2.1.2. Come to class prepared and ready.
1.16.2.1.3. Listen well and take notes when necessary.
1.16.2.1.4. Do and submit assigned tasks on time.
1.16.2.1.5. Ask and engage in discussions.
1.16.2.1.6. Do extra-readings pertinent to the course.
1.16.2.1.7. Consult whenever there arises difficulties.

1.17. Late Papers

1.17.1. Late submission of papers merits a 10% deduction.

1.18. Plagiarism and similar practices of academic dishonesty

1.18.1. Papers with plagiarized contents (without appropriate documentation) shall automatically incur a grade of 5 or a score of 0.
1.18.2. Cheating during examinations or quizzes shall automatically mean 0.

1.19. Others
1.19.1. Cell phones and other similar gadgets must be switched to “vibrate” mode before class commences.
1.19.2. When in class, refrain from private conversations except when “such” is extremely urgent and “unavoidable”.

1.20. REVISION HISTORY

Revision Number Date of Revision Date of Implementation Highlights of revision

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1 July 08, 2018 First Semester 2015 – 2016
2 January 3, 2018 Second Semester 2018-2019 Revised reading list

1.21. PREPARATION, REVIEW AND APPROVAL

Name of Faculty Signature
MELCHOR L. CUIZON

Prepared by: DENNIS A. DE VERA

RESTY RUEL V. BORJAL

HERCULES J. UY

EMMANUEL J. FLORESCA

OLIVA B. PARICO
Reviewed by:
Syllabus Review Committee (SRC) ELLA JOY A. PONCE

FAYE CAMILLE C. ABAO

RANDOLF WARREN GREGORIO T. MAYO II

Chairperson, SRC – Department of Social Sciences

Approved by: DR. EVARISTO A. ABELLA

Dean, College of Arts and Sciences

PROF. RANDOLF WARREN GREGORIO T. MAYO II

Concurred by: Chairperson, Department of Social Sciences

DR. EVARISTO A. ABELLA

Dean, College of Arts and Sciences

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