Activity: "What does ethics mean to you?

"

 Agree
 Partially Agree
 Totally Agree
 Disagree
 Partially Disagree
 Totally Disagree
 1. "Ethics has to do with what my
feelings tell me is right or wrong."
 2. "Ethics has to do with my religious
beliefs.“
 3. "Being ethical is doing what the law
requires.“
 4. "Ethics consists of the standards of
behavior our society accepts."
 Answer # 1
"Ethics has to do with what my feelings tell me is
right or wrong."
 Many people tend to equate ethics with
their feelings.
 But being ethical is clearly not a matter
of following one's feelings.
 A person following his or her feelings
may recoil (withdraw) from doing what
is right. In fact, feelings frequently
deviate (departs) from what is ethical.
 Answer # 2
"Ethics has to do with my religious beliefs.“

 Nor should one identify ethics with

religion.
 Most religions, of course, advocate high
ethical standards.
 Yet if ethics were confined to religion,
then ethics would apply only to religious
people.
 But ethics applies as much to the
behavior of the atheist as to that of the
devout religious person.
 Religion can set high ethical standards
and can provide intense motivations for
ethical behavior.
 Ethics, however, cannot be confined to
religion nor is it the same as religion.
 Religion: "A religion is an organized
collection of beliefs, cultural systems,
and world views that relate humanity to
an order of existence." Ethics:
"Ethics (also moral philosophy) is the
branch of philosophy that involves
systematizing, defending, and
recommending concepts of right and
wrong conduct."
 Answer #3
"Being ethical is doing what the law requires.“

 Being ethical is also not the same as

following the law.
 The law often incorporates ethical
standards to which most citizens
subscribe.
 But laws, like feelings, can deviate from
what is ethical.
 Answer #4
"Ethics consists of the standards of behavior our society
accepts."

 Finally, being ethical is not the same as

doing "whatever society accepts."
 In any society, most people accept
standards that are, in fact, ethical.
 But standards of behavior in society can
deviate from what is ethical. An entire
society can become ethically corrupt. -
Nazi Germany is a good example of a
morally corrupt society.
 Moreover, if being ethical were doing
"whatever society accepts," then to find
out what is ethical, one would have to
find out what society accepts.
 To decide what I should think about
abortion, for example, I would have to
take a survey of American society and
then conform my beliefs to whatever
society accepts.
 But no one ever tries to decide an
ethical issue by doing a survey. Further,
the lack of social consensus on many
issues makes it impossible to equate
ethics with whatever society accepts.
Some people accept abortion but many
others do not.
 If being ethical were doing whatever
society accepts, one would have to find
an agreement on issues which does not,
in fact, exist.
ETHICS
University of Saint Louis Tuguegarao
 What, then, is ethics?
 Ethics is two things.

 First, ethics refers to well-founded

standards of right and wrong that
prescribe what humans ought to do,
usually in terms of rights, obligations,
benefits to society, fairness, or specific
virtues.
 What, then, is ethics?
 Ethics, for example, refers to those
standards that impose the reasonable
obligations to refrain from rape, stealing,
murder, assault, slander, and fraud.
 What, then, is ethics?
 Ethical standards also include those that
enjoin virtues of honesty, compassion,
and loyalty. And, ethical standards
include standards relating to rights, such
as the right to life, the right to freedom
from injury, and the right to privacy.
 What, then, is ethics?
 Such standards are adequate standards
of ethics because they are supported by
consistent and well-founded reasons.
 Secondly, ethics refers
 to the study and development of one's
ethical standards. As mentioned above,
feelings, laws, and social norms can
deviate from what is ethical. So it is
necessary to constantly examine one's
standards to ensure that they are
reasonable and well-founded.
 Secondly, ethics refers
 Ethics also means, then, the continuous
effort of studying our own moral beliefs
and our moral conduct, and striving to
ensure that we, and the institutions we
help to shape, live up to standards that
are reasonable and solidly-based.
 Issues in Ethics IIE V1 N1 (Fall 1987). Revised in 2010.
 Manuel Velasquez, Claire Andre, Thomas Shanks, S.J., and Michael J. Meyer
 https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/what-is-ethics/
 Ethics
 moral principles that govern a person's
behavior or the conducting of an activity.
 the branch of knowledge that deals with
moral principles.
 a system of moral principles and a
branch of philosophy which defines what
is good for individuals and society.
 Ethics deals with such questions at all
levels.
 Its subject consists of the fundamental
issues of practical decision making, and
 its major concerns include the nature of
ultimate value and the standards by
which human actions can be judged
right or wrong.
 3 Types of Ethics
 1. Deontology[edit] Deontology focuses
on the importance of the action itself, as
opposed to the consequence.
 The deontological class of ethical
theories states that people should
adhere to their obliga- tions and duties
when engaged in decision making when
ethics are in play.
 2. Virtue ethics is person rather than
action based. It looks at the moral
character of the person carrying out an
action.
 It emphasizes the role of character and
virtue in moral philosophy rather than
either doing one's duty or acting in order
to bring about good consequences.
 "Virtues" are attitudes, dispositions, or
character traits that enable us to be and
to act in ways that develop this
potential.
 They enable us to pursue the ideals we
have adopted. Honesty, courage,
compassion, generosity, fidelity,
integrity, fairness, self-control, and
prudence are all examples of virtues.
 3. Consequentialism
 Consequentialism is the class of
normative ethical theories holding that
the consequences of one's conduct are
the ultimate basis for any judgment
about the rightness or wrongness of that
conduct.
 Ethical Guidelines
 Ethical guidelines or codes are used
by groups and organizations to define
what actions are morally right and
wrong.
 Examples of societal ethical behavior can include such
things as:

 Respect for another's property.

 Refraining from violence against
another.
 Treating others with civility.
 Importance of Ethics
 Satisfying Basic Human Needs:
-Being fair, honest and ethical is one the
basic human needs. Every employee
desires to be such himself and to work for
an organization that is fair and ethical in
its practices.
 Its Purpose
 Another purpose of a code of ethics is
to provide guidance and set
common ethical standards to promote
consistency in behavior across all levels
of employment.
 Code governs the actions and working
relationships of board members and top
management with employees and in
dealings with other stakeholders.
 Two basic assumptions of
Ethics
 Man is a rational being,
 Man is free.
These basic assumptions affect the degree
of our moral responsibility.
We discussed the two objects of Ethics:
the physical object or the doer of the act,
and the nonphysical object or the act
done by the doer.
 The nonphysical object of the Ethics has two
types, the acts of man and the human acts.
 Because it has moral value, moral acts
or human acts are said to be the formal
object of Ethics.
 Ethics seeks to resolve questions of human
morality by defining concepts such as good
and evil, right and wrong, virtue and vice,
justice and crime.
 Ethical Questions
 1. Kelan pa naging mabuti (good) ang
pagpatay?
 2. Wala na bang karapatan maging tama
(right) ang isang taong nakulong ng
isang mabigat na krimen?
 3. Sino ang may mas mabigat na
kasalanang ginawa kay Kristo, si Hudas
na naging traydor or ang pagtanggi ni
Pedro kay Kristo ng tatlong beses.
Pagsasalin at Pagtatapat: Pagtuturo ng Etika sa
Wikang Tagalog (ADMU)

 Dr. Wilhelm P.J. Strebel, in his welcome

address, mentioned the limit, scope and
concern in teaching Ethics. Para sa
kanya, may dalawang klase sa pagtuturo
ng Etika: Ito ay ang Dogmatiko o
Kritikal na pamamaraan.
 But he discouraged the Dogmatic way of
teaching, instead encouraged Kritikal as
a model in teaching Ethics.
Role of the Teacher in teaching
Ethics
 For him, dogmatic teaching is only a
memory concept.
 Ang papel ng guro sa pagturo ay ang
Kritikal na modelo, wherein students
expand their ideas and encourage
students to go deeper into their learning
process and be able to expand their
curiosity.
 So, the role of philosophy is not
authoritative rather a friendly knowledge
Role of the Teacher in teaching
Ethics
 So, the role of philosophy is not authoritative
rather a friendly knowledge to lead in
searching the truth.
 It is putting one’s curiosity its very best to
deeply understand what we necessarily seek.
 The role of students is to internalize in their
understanding the questions of philosophy and
understand how things are being faced in
confronting life.
ETHICS: Moral versus Non Moral Standards
University of Saint Louis Tuguegarao
 Recitation on Reading
Assignment
 1. Why the need to distinguish moral
standards from non moral ones?
 2. Do cultures have different moral
standards?
 3. What is a matter of taste of moral
indifference?
 4. Differentiate Moral values from Human
Values.
 5. Give an example of Moral standard and Non
moral standard.
 Moral Indifference
 What is a matter of moral indifference?
- a matter of taste in one culture may be a
matter of moral significance in another.
 Moral and Human Values
 Values are either moral or non moral
 Moral Values- regard matters of right
and wrong.
 Human Values- helps a person to
distinguish between right from wrong.
 Diversity of cultures have diff.
moral standards
 to undermine moral values (moral na
halaga) of society.
 People have to know moral
standards/norms (mga pamantayan).
 to identify fundamental ethical values
that may guide our actions.
Moral Vs. Non Moral Standards
 Moral standards concerns on behavior that is
of serious consequence to human welfare that
can profoundly injure or benefit people.
 Non-Moral Standards refers to standards by
which we judge what is good or bad and right
or wrong in a non-moral way. These are
matters of taste or preference.
 Example: standards of Etiquette, the Law,
Standards of Aesthetics, and Rules of Conduct.
Moral Vs. Non Moral Standards
Moral Standards
 values that corresponds to right
and wrong
 FORCE OTHERS TO ACT
ACCORDINGLY
 DO NOT HARM INNOCENT
PEOPLE
 DO NOT HURT FEELINGS OF
OTHERS BY TELLING LIES
Non Moral Standards
 vaues that have nothing to do
with right and wrong
 NOT CONECTED WITH MORALITY
OR ETHICS
 NOT MORAL OR NOT IMMORAL
 WE HAVE NO RIGHT TO IMPOSE
ON OTHERS
 DO NOT TALK WHILE YOUR
MOUTH IS FULL
 WEARING SOCKS WITH SANDALS
 DO NOT TEXT WHILE DRIVING
 NORMS+VALUES= MORAL STANDARDS

 NORMS (MGA PAMANTAYAN)- general

rules about actions or behaviors.
“KILLING INNOCENT PEOPLE IS
ABSOLUTELY WRONG”
 VALUES (MGA HALAGA)- beliefs about
what is good and desirable or not.
“HELPING THE POOR IS GOOD”
 Characteristics of Moral Standards

 1. Deal with matters we think can seriously injure or

benefit humans, animals and the environment.
 2. Not established or changed by the decisions of
authoritative individuals or bodies.
 3. Overriding, that is, take precedence over other
standard and considerations, especially of self-interest.
 4. Based on impartial (unbiased) considerations
 5. Associated with special emotions and vocabulary
 Seatwork: Determine whether the case has a (A)
moral standard or (B) does not have moral
standard
 1. Do not throw your garbges anywhere
 2. Come to class and hand in assignments on time
 3. Being truthful and sincere to your partner
 4. Being considerate and treating others well
 5. Treating chidren equally and fairly
 6. Seat down properly inside the classroom
 7. Use proper uniform in the school
 8. Be courteous in dealing with others
 9. Be kind in treating people, animals, and the
environment
 10. Eat good and healthy food
 Dilemma
 BridgeMaster-Son.mp4
 Dilemma
 A situation where a person is forced to
choose between two or more conflicting
options, neither of which is acceptable.
Protect and preserve a Allow miners and loggers
virgin forest for economic
development
 When do we call it Ethical or
Moral Dilemmas?
 When dilemmas involve human actions
which have moral implications.
 Moral Dilemmas
 Are situations where persons, who are
called “moral agents” in ethics, are
forced to choose between two or more
conflicting oprtions, neither of which
resolves the situation in a morally
acceptable manner.
 A person must have moral reasons for
choosing each action.
 Moral Dilemmas: Three
Conditions
 Three conditions that must be present in
moral dilemmas:
1. The person or the agent of a moral action is
obliged to make a decision about which course
of action is best.
2. There must be different courses of action to
choose from.
3. No matter what course of action is taken,
some moral principles are always compromised.
 Benjiemen Labastin
In moral dilemmas, the moral agent
“seems fated to commit something wrong,
which implies that she is bound to morally
fail because in one way or another she will
fail to do something which she ought to
do. In other words, by choosing one of
the possible moral requirements, the
person also fails on others.”
Three Levels of Moral Dilemma
 Individual
 Organizational
 Structural or Systemic
Three Levels of Moral Dilemma
 Individual
-a person maybe into a moral dilemma if
there is always the absence of impartiality
in his/her decision making.
Three Levels of Moral Dilemma
 Organizational
-Given the fact that individuals are social
beings, moral dilemma occurs in the
organizational level when there is
arbitrariness in dealing with each other.
Three Levels of Moral Dilemma
 Structural or Systemic
-Structural moral dilemma can be best
understood in cases of corruption within
the Government and or political system.
 Types of Moral Dilemmas
1. Epistemic and Ontological dilemmas
2. Self-imposed and world-imposed
dilemmas
3. Obligation dilemmas and prohibition
dilemmas
4. Single agent and multi-person
dilemmas
 Epistemic moral dilemmas
 There are two or more moral
requirements that conflict with each
other.
 The moral agent hardly knows which
one takes precedence over the other.
 Example
 Is an important purpose being served by
my getting home early?
 How serious is the condition of the sick
old man?
-One option must be better than the
other; only, it needs fuller knowledge of
the situation; thus, Epistemic.
 Ontological moral dilemmas
 There are two or more moral
requirements that conflict with each
other, yet neither of these conflicting
moral requirements overrides each
other.
 Neither of the moral requirements is
stronger than the other; hence, the
moral agent can hardly choose between
the conflicting moral requirements.
 Example
 A military doctor is attending to the
needs of the wounded soldiers in the
middle of the war. Unfortunately, two
soldiers urgently need a blood
transfusion. However, only one bag of
blood is available at the moment.
 To whom shall the doctor administer the
blood transfusion?
 Self-imposed moral dilemma
 caused by the moral agent's
wrongdoings.

NO TO MINING! DEAL WITH

PROTECT OUR LAND! BUSINESSMEN IN
as expressed by the MINING CORPORATION
People BUSINESS VENTURE
World-imposed moral dilemma
 certain events in the world place the moral agent in
a situation of moral conflict.
 Sophie Zawistowska
 Fritz Jemand von Niemand only grants a
dispensation to only one of her children. If she does
not choose which one should live. Dr. Von Niemand
will send both to their death.
SOPHIE'S CHOICE
Sophie chooses Eva to go to Sophie chooses Jan to go to
the gas chamber while Jan is the gas chamber while Eva is
sent to the Children's Camp. sent to the Children's Camp.
 Obligation and Prohibition
Dilemmas
 OD: More than one feasible action is
obligatory. (Sartre's Student)-family,
nation, or obligation to care for his
mother, and obligation to avenge his
brother's death. The student had to
invent his own solution to the problem.

 PD: All feasible actions are forbidden

Classic example: Sophie's Choice
 Single agent and Multi-person
dilemma
 SD: The agent ”ought, all things
considered, to do A, ought, all things
considered, to do B, and she cannot do
both A and B.”
 M-PD: “One agent, P1, ought to do A, a
second agent, P2, ought to do B. and
though each agent can do what he
ought to do, it is not possible both for P1
to do A and P2 to do B.”
 The multi-person dilemma requires more
than choosing what is right; it also
entails that the persons involved reached
a general consensus.
 Examples
 Lifeboat Dilemma (LMS)
 Heinz Dilemma (LMS)
 The Trolley Problem

 Cite one experience of yours that you

think has led you into a moral dilemma.