Form No.

FM-USeP-PRS-01
Republic of the Philippines
University of Southeastern Philippines Issue Status 02

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 01

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 01 March 2018
Email: [email protected] Approved by President

COURSE SYLLABUS IN (Name of Course)

VISION
INSTITUTIONAL GRADUATE ATTRIBUTES
By becoming a premier university in the ASEAN Region, the USEP shall be a center of excellence and development,
responsive and adaptive to fast-changing environments. USEP shall be known as the leading university in the country
that fosters innovation and applies knowledge to create value towards social, economic, and technological developments. Leadership Skills

MISSION Creates and inspires positive changes in the organization; exercises responsibility with integrity and accountability in the
practice of one’s profession or vocation.
USeP shall produce world-class graduates and relevant research and extension through quality education and
sustainable resource management. Critical and Analytical Thinking Skills

Particularly, USEP is committed to: Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available resources to develop new
 Provide quality education for students to grow in knowledge, promote their well-rounded development, and make knowledge, methods, processes, systems, and value-added technologies.
them globally competitive in the world of work;
 Engage in high impact research, not only for knowledge’s sake, but also for its practical benefits to society; and, Service Oriented
 Promote entrepreneurship and industry collaboration.
Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-cultural, environmental
GOALS concern, and sustainability.

To achieve its mission, the University aims to: Lifelong Learning

 produce globally competitive and morally upright graduates.
 develop a strong RDE culture with competent human resource and responsive and relevant researches that are Demonstrates enthusiasm and passion for continuous personal and professional development.
adapted and utilized for development.
 produce an effective and efficient generation, allocation, and utilization of resources within the academe. Professional Competence

Demonstrates proficiency and flexibility in the area of specialization and in conveying information in accordance with global
standards.

COURSE SYLLABUS in ETHICS

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 I. COURSE INFORMATION
Workload of Students:
Course Code: GE 124
(A description on how much effort students should exert for the course. It may include
Course Title: Ethics
time for actual face to face, research work, internet activities, projects and others.)
Pre-requisite: none
Students are expected to attend lectures and participate in all class activity every meeting
Credit: 3 units
to enhance their knowledge and application of the concepts being discussed. Students
Level: should be able to use ethical judgments based on principles and facts and be able to
internalize the principle of ethical behavior in modern society and in interaction with the
Semester: First-Second/2018-2019
environment and other resources.

Course Description:
Faculty Information:
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 resources. Name: FRANCIS N. REGINIO
Email: [email protected]
Morality pertains to the standards of right and wrong that an individual originally Contact Number (Office): 227-81-92 local 290
picks up from the community. This course also teaches students to make moral decisions Consultation Schedule: TBA
by using dominant moral frameworks and applying a seven-step moral reasoning model
to analyze and solve moral dilemmas.
The course is organized according to the three (3) main elements of the moral
experience: (a) agent, including context – cultural, communal, and environment; (b) the
act; and (c) reason or framework (for the act).

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 II. COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Institutional Graduate Attributes Aligned

Performance Indicators Course Outcomes
to
IGA 1 Leadership Skill 1.1 Work effectively as a member of multi-disciplinary and multi-
cultural
groups
1.2 Display good judgment of people’s actions and ideas and CO1 Work effectively in multi-disciplinary and multi-cultural groups
Communicate with them effectively and efficiently CO2 Apply sound moral decision making skills when confronted with various issues
1.3 Demonstrate effective leadership, coordination and decision-
making
skills
IGA 2 Professional Competence 2.1 Actualize sound ethical decision-making in other field of
CO3 Effectively respond to various issues on moral dilemmas
specialization
IGA 3 Service Oriented 3.1 Articulate the contribution of one’s profession in society and nation
Building
3.2 Articulate the ethical responsibilities of a Filipino citizen in relation CO4 Demonstrate professional , social, and ethical responsibility, especially in practicing
To the rest of the world. intellectual property rights, and sustainable development
3.3 Demonstrate respect for intellectual property rights
3.4 Explain professional and ethical responsibilities

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LE1 Write-Up Dilemma Moral dilemma should be based on the experience of students CO1, CO2, CO3.CO4
LE2 Group Case Analysis (Video Review) (Group Report) Students identify dilemmas in cases submitted by their classmates CO2, CO3.CO4
LE3 Reflection Paper A critical piece of academic writing on certain topics CO1, CO2, CO3.CO4

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 IV. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess: LE1: Write-Up

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable

Interesting content and Some interesting content, points are Few interesting content, points not Conventional ideas or clichés; Cursory; gives the impression of writing just
Content presentation, ideas are well- sustained and fully developed sustained and not fully developed little supporting details are to complete the assignment
conceived and developed with included
sufficient examples
Logical progression of ideas with Logical progression with some little Logical progression of ideas but Gaps in logic or no transitions Disorganized; appears to have been written
Structure, Logic and Transition well-executed transitions executed transition other lacks transitions as thoughts occurred to the writer
Appropriate level of complexity in Some level of appropriate Confined to simpler sentences or Errors frequently affect Message is large incomprehensible due to
syntax with very few errors, if any. complexity in syntax with few errors, structures with very few errors or comprehensibility; or very inaccurate grammar, which alters or
Grammatical Accuracy if any. shows variety and complexity in basic types of errors (subject- obscures it, or reader msut know English to
syntax with errors that do not affect verb agreement; noun- comprehend much of the message.
comprehensibility. adjective agreement, etc).
Uses sufficient, appropriate, and Uses appropriate vocabulary, Usually uses appropriate Often uses inappropriate, or Uses only elementary vocabulary; creates
varied vocabulary; English English influence apparent, some vocabulary with some variety; non-specific vocabulary; lack non-existent words from English or words in
Vocabulary/Word Choice influence apparent , rich variety of variety of idioms some errors in usage that do not of variety in word choice; English
idioms affect the message; occasional avoids use of idioms English-
appropriate use of idioms. influenced word choice
Punctuation, Spelling and Presentation Correct spelling (including accents) Very few mechanical errors Some mechanical errors Frequent mechanical errors Incorrect spelling and punctuation; no
and punctuation, neat and correct accents; mechanical errors in most
format as specified sentences

Learning Evidence/Output to Assess: LE2: Group Case Analysis (Video Review)

Parameters of Evaluation 5 4 3 2 1
Knowledge of issue is exceptionally Issue is accurately explained and uses Issue is explained with some accuracy Issue is explained but need more Issue needs to use more accurate
Knowledge/Understanding accurate and is explained clearly and many and uses many details and and details with some variety of details and more variety of sources information and details or examples.
effectively during explanation using various sources in presentation with sources and less reliance on notes and less reliance on notes Heavy reliance on notes during
details and little reliance on notes some reliance on notes presentation.
Exceptional critical comments and Proficient critical comments and Some critical comments given to issue Very few critical comments given to Lack of critical or analytical thought in
analysis of analysis of issue/interpretation and and effects, more details, insight and issue and effects, more details, insight comments and little to no insight used
Thinking/Inquiry issue/interpretations/impact/effect/usin impact using many details and critical thought needed and critical thought needed
g details, insights, evidence from evidence and some insights
essay and comprehensive thought
Communication Exceptional delivery and timing of Proficient delivery and timing of Delivery and timing of information is Just enough delivery and timing of Poor delivery and timing of information;
information; exceptional discussion information; proficient discussion enough and smooth discussed; more information; discussion less controlled discussion needs to be controlled and
initiated and maintained to further started and maintained active interaction and discussion and less dynamic dynamic
student learning
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 Learning Evidence/Output to Assess: LE3: Reflection Paper
Parameters of Evaluation Exemplary Satisfactory Deficient
Understanding and Interpretation  Excellent understanding of language and reasoning.  General understanding of terminology and reasoning.  Inadequate understanding of terminology and reasoning.
 Precise interpretation of text of text of accurate rendering  Roughly renders content and meaning of text.  Misinterpret ideas and assertions.
of content.  Partially grasps context and intellectual motivation  Lacks any apprehension of context and motivation
 Apprehends entirely context and rationale of ideas.

Analysis and Argumentation  Thorough articulation of arguments  Main lines of arguments indicated.  No analysis of argumentation offered
 Logic of assertions fully clarified  An intuitive grasp of logical patterns.  No awareness of logical relations and structure.
 Well argued critical points  Certain critical argumentation attempted.  No argumentation attempted.
Claim Support and Use of Sources  Relevant facts/examples adduced.  Insufficient factual basis established.  No use of sources
 Various sources consulted and appraised.  Limited sources consulted  Sheer statements of agreement or disagreement.
 Adequate applications identified and proper conclusions  Conclusions undeveloped or suggested by association. Guesswork without support
drawn.  Superficial or irrelevant conclusions or no conclusions at
all.
Style and Correctness  Penetrating insights and interesting observations.  Scattered comments and remarks  Disorganized and shallow presentation
 Outstanding articulation and autonomous  Excessive dependency on original wording (direct quotes  No conceptualization, no use of theoretical tools.
conceptualization of issues. and paraphrasing)  Broken colloquial style-statements loosely connected.
 Clear and thoughtful exposition-sophisticated style.  “Normal” flat style and exposition
Scoring 1.0 2.0 3.0

OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Major Examination Midterm and Final Exam CO1

AA2 Quizzes Short test after every topic discussed CO2

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 V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Major Examination 20%
AA2 Quizzes 30%
LE1 Write Up Dilemma 20%

LE2 Group Case Analysis (Video Review) 20%

LE3 Reflection Paper or Forum 10%

100%

Passing Grade 3.0

Passing Grade conditions:

Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.). The choice is with the teacher handling the course. If the course will be working of combination of numeric or decimal
grades then an equivalence table should be provided in the syllabus. There are courses who has a passing grade condition, examples include (a) no grade of 0.0 in any assessment (b) a minimum of a grade of 2.5 is needed to
pass (c) no project – automatic fail in the course.

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 VI. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through this learning plan

Intended Learning Outcomes Course Teaching-Learning Activities Assessment

Topics Weeks Required Reading Learning Output
(ILO) Outcome (TLA) Activities
 Recall rules they have to follow CO1 Orientation to the course 1-3 Student Activity: Class Homework that Student Handbook Evaluation of rules
 Explain why they have to follow CO2 discussion: What rules do you requires student to
CO3 Difference between moral and non-moral find constricting? Why rules? pay close attention List of rules in basketball Articles citing moral and
rules
 Different between moral and non- standards to school and non-moral standards
Rachels, James. “What is Morality?”
moral standards Mini-lecture: Why rules are community rules Chap. 1 in The Elements of Moral
 Recognize and recall a moral What are moral dilemmas? important to social beings experienced in daily Philosophy, 1-15, 4th ed. New York, Give two of these
experience life. McGraw-Hill College, 2004. dilemmas (all personal
 Detect a moral dilemma The three levels of moral dilemmas: Student Activity: Class and age appropriate) in a
 Identify the three levels of moral Individual, Organizational and Structural discussion: When do you say it Quiz #1 to test first Palma-Angeles, Antonette, and Rowena written exercise where
is a moral experience? and second topics. Azada-Palacios. Medicine Prices, Price students identify and
dilemmas Controls and the Philippine
Question/s: Cite two write the dilemmas. Then
Pharmaceutical Industry. Makati: Ateneo
Student Activity: For individual to three differences discuss results with
Graduate School of Business, 2011.
dilemmas: Case discussion on between moral and writers of the dilemma.
student’s mora dilemmas non-moral News clips. (Teacher will have to choose
For organizational dilemma: standards, one of from current events)
(Based on “I Can Hear your which should be the
Voice” Film) most important. Cases written by students
For structural dilemmas:
(Based on “I Can Hear your Group discussion:
Voice” Film) Students identify
dilemmas in cases
Lecture: submitted by
a. What are moral dilemmas? classmates.
Examples of dilemmas
b. The three levels of moral
dilemmas

 Explain why only human beings CO1 Freedom as foundation for moral acts 4-6 Viewing of video clip Class discussion to A Clockwork Orange. Directed by Reflection Paper on
can be ethical CO2 demonstrating unlimited freedom bring out reactions Stanley Kubrick. Burbank, CA. reactions and insights on
 Articulate what culture means CO3 What is culture? How does it define our or the absence of freedom and insights on the Warner Bros, 1971 the movie.
 Attribute facets of personal moral behavior? video clip, zeroing in
behavior to culture Lecture: Freedom as foundation on why freedom is Cultural artifacts brought by students Quiz #2 Question/s:
 Recognize differences in moral Cultural relativism : definition, advantages of of ethics crucial to the ethical to class Explain the position in
behavior of different cultures recognizing the differences, and the dangers experience ethics called cultural
of the position in ethics Student Activity: Class relativism. Discuss its
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 Intended Learning Outcomes Course Teaching-Learning Activities Assessment
Topics Weeks Required Reading Learning Output
(ILO) Outcome (TLA) Activities
 Appreciate the differences discussion: How do you think Class discussion to strengths and
 Evaluate the strengths and The Filipino way your community influences your elicit student’s weakneses.
weaknesses of cultural relativism behavior? understanding of the
 Analyze crucial qualities of the Universal values cultural
Filipino moral identity in their own Lecture: What is culture? How embeddedness of
experiences does it define moral behavior? their behavior.
 Evaluate elements that need to Two Cases: Differences in
be changed practices Class discussion:
 Identify universal values Description of
 Explain why universal values are Lecture: Why can’t all cultural highlights of Filipino
necessary for human survival practices be always correct? culture

Viewing of video clip on the Class Discussion:

Filipino way Strengths and
weaknesses of the
Lecture: Why there are universal Filipino moral
values character

 Recall defining moments in their CO1 How is moral character developed? 7-8 Student Activity: At the start of Class Discussion:
moral formation CO2 the class discussion, bring out Moral Character as
 Explain the relationship between CO3 Stages of moral development students’ understanding of disposition; how it is
individual acts and character contributory elements to their developed
 Identify and articulate each stage Reason and impartiality as requirement for moral character
of moral development ethics
 Check their personal growth, and Use of graphics: Circularity of
three other cases, against the relationship of individual acts
stages of development and moral character
 Recall immediate responses to
moral dilemmas Lecture; The six stages of moral
Differentiate responses based on development
reason and those based on
feelings Student Activity: Draw a chart of
their life’s 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: Students are

given three situations - from
medical ethics, end-of-life

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 Intended Learning Outcomes Course Teaching-Learning Activities Assessment
Topics Weeks Required Reading Learning Output
(ILO) Outcome (TLA) Activities
involving a dying parent,
payment of facilitation fee to a
custom officer by a finance
employee, and from ethics in
government, the use of an
official car to bring one’s
daughter to school every day –
and are asked to role-play three
moral experiences

Moral agents in these three

situations respond emotionally
and/or rationally.

Lecture: What is reason? What

is impartiality?
MIDTERM EXAM 9
 Capture and analyze their CO1 Feelings and reason: Upsurge of feelings is 10-11 Class discussion: Personal Class critiques the Cases.(will provide after discussion Role-play: three cases,
feelings in personal moral CO2 natural and what we do with them is what experiences and feelings behavior and with committee) highlighting in one case
experiences CO3 makes us ethical or unethical attached to these responses of agents an emotional response,
 Compare reasonable and in the three cases Rae, Scott B. and Kenman L. Wong. and in the other a
emotional responses The ethical requirement of reason and Lecture: “A Model for Moral Decision Making.” rational response
impartiality (a) Feelings – importance, origin Chap. 16 in Beyond Integrity: A Judeo-
 Check real-life cases against the
and disadvantages Group Case Analysis Christian Approach to Business Ethics. Reflection on most
7-step model, a model that uses Grand Rapids, MI: Zondervan, 1996.
reason and impartiality The 7-step moral reasoning model (b) Reason and impartiality #1 using the 7-step recent personal dilemma:
 Differentiate knowing and model on the How did I decide and
Que, Nemesio S., S.J. “Notes on Moral
actually executing a good moral Student Activity: Group business ethics case what did I actually do
Deliberation.” Introduction to course
decision discussion: Stories from news called the Star notes for PH104: Foundations of Moral during my most
 Judge their own moral behavior clips highlighting emotional and Employee Value. Ateneo de Manila University. important moral
in terms of planning and rational responses Werhane, Patricia H. Moral experience in the past
execution in important moral Imagination and Management year?
experience. Lecture: The 7-step model Decision Making. New York: Oxford
University Press, 1999.
Student Activity: Class
discussion: Using the model to
solve a case.

 Explain the role of mental frames CO1 The difference between reason and will 12-13 Lecture: Reason and will Individual recitation Case on virtue ethics Reflection Paper: What
in moral experience CO2 is the bigger context in
 Classify the dominant mental CO3 Moral theories and mental frames and why Student Activity: Case Oral recitation Aristotle. Books I-II in the which I make my
frames they are important discussion highlighting that a Nicomachean Ethics. Translated by individual decisions?
 Articulate what virtue ethics is good rational moral decision is Group discussion on Martin Oswald. Indianapolis: Bobbs
 Critique virtue ethics Virtue Ethics not always executed, and then St, Thomas and the Merrill Educational Publishing, 1983. Quiz

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 Intended Learning Outcomes Course Teaching-Learning Activities Assessment
Topics Weeks Required Reading Learning Output
(ILO) Outcome (TLA) Activities
 Make use of virtue ethics 1. Aristotle analyze why natural law
a. Telos Aquinas, Thomas. On law, eternal Student’s view on gay
b. Virtue as Habit Lecture: Moral theories as law, and natural law. Summa marriage using the
c. Happiness as virtue frames of moral experiences Theologiae, vol. 28 edited by Aristotelian and
2. St. Thomas: Natural Law Thomas Gilby, 5-97. Cambridge: Thomistic
a. The nature and its tenets Lecture: Blackfriars, in conjunction with perspectives
b. Happiness as constitutive of a. Aristotle McGraw-Hill Book Company, New
moral and cardinal virtues b. St. Thomas York, 1966.

Student Activity: Students will

interview parents and church
leaders about positions on
contentious social issues, e.g.
gay marriage, divorce, etc.

 Understand and articulate the CO1 A. Kant and right theorists 14-15 Lecture: Analysis in class of a Case on rights: Informed Consent: Quiz #4 What is the
rights theory CO2 1. Kant a. Kant and rights theorists case highlighting Right of the Dying and rights of the difference between the
 Differentiate a legal from a moral CO3 a. Good Will b. What is legal is not moral why the option taken family rights and virtues
right b. Categorical Imperative by the agent may be theories?
 Critique virtue ethics Student Activity: Analysis of a legal but not moral. Kant, Immanuel. “ Categorical
 Make use of the rights theory 2. Different kinds of rights case using rights theory Imperative.” In Groundwork of the
 Articulate what utilitarianism is a. Legal Metaphysics of Morals , translated
 Critique utilitarianism b. Moral Lecture Individual Case by H. J. Paton, 162-76. New York:
Analysis #1 The Harper and Row Publishers, Inc.,
 Make use of utilitarianism
B. Utilitarianism Student Activity: Case Analysis: Marcopper and the 1964
1. Origins and nature of theory Ford’s problem with the Pinto Boac River case
2. Business’s fascination with Case on utilitarianism
utilitarianism Lecture

 Articulate what justice and CO1 Justice and fairness: Promoting the common 16 Lecture: The state and citizens Discussion and Case on justice and fairness
fairness are CO2 good responsibilities to each other: debate:
 Critique justice and fairness CO3 1. The nature of the theory The principles of taxation and Social housing – Rawls, John. “A Theory of Justice.”
 Make use of justice and fairness 2. Distributive justice inclusive growth. who should pay for In Reason at Work:
a. Egalitarian the cost Introductory Readings in
b. Capitalist Philosophy, edited by Steven M.
c. Socialist Who should carry Cahn and George Sher, 262- 76.
the burden of Fort Worth, TX: Hardcourt Brace
taxation? Who College Publishers, 1996.
should benefit from
taxes
 Identify the important moral CO1 Globalization and its Ethical challenges 17-18 Viewing of video clip on facets of Identify the important Knicker, Nicole. “McDonald’s:
challenges of globalization CO3 globalization: Ethical challenges moral challenges of Winning Global Marketing
 Compare responses to shared Millennials and filinnials: Ethical challenges for business that works in globalization Strategies.” Global
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 Intended Learning Outcomes Course Teaching-Learning Activities Assessment
Topics Weeks Required Reading Learning Output
(ILO) Outcome (TLA) Activities
moral dilemmas of baby boomers and responses globalized world; and what E Brands, September 15, 2013.
and millennials standards do workers follow? Individual case http://globalebrands.com/mcdonalds
 State qualities of the filinnials analysis: How do I -winning-at-global -marketing-
 Construct a plan for coping with Class discussion: The moral respond to the strategies
the challenges of globalization challenges of globalization challenges of
 Differentiate ethics from religion globalization and the Friedman, Thomas. The Lexus and
 Appreciate the role of religion in a Viewing of video clip on filinnials. differences of the Olive Tree: Understanding
globalized world mindsets caused by Globalization. 1st ed. New York:
Student Activity: Class differing generational Anchor Books, 2000
discussion: relations to
a. What are the issues that technology and Parents as guests, discussing (with
cause moral friction between social media? chosen members of the class) an
millennials/filinnials and their issue (e.g. pre-marital sex)
parents?
b. How should we resolve the Reyes, Ramon Castillo. “ Relation
friction? Who is right? between Ethics and Religious
Belief.” In The Moral Dimension:
Essays in Honor of Ramon Castillo
Reyes, edited by Nemesio S. Que,
S.J. Oscar G. Bulaong Jr. and
Michael Ner. E. Mariano, 107-12.
Quezon City, PH: Office of Research
and Publications, Ateneo de Manila
University, 2003.

Campbell, W. Keith. “ The

Narcissism Epidemic,” Interview by
Steve Paikin. The Agenda with
Steve Paikin, July 31, 2013.

https://youtube/lv2LkAWc7Tk.

“Filipino American Millennials,”

Makilala TV, October 4, 2014.

https://youtube/H2rvFsl64k8..

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 Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE 
ANALYZE  DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

VII. REFERENCES/ARTICLES TO READ: (Must be written in APA Format)

Angeles, Antonette and Azada, Rowena, “Medicine Prices, Price Controls and the Philippine Pharmaceutical Industry” Monograph produced by the Jose B. Fernandez, Jr. Ethics Center and Ateneo
Graduate School of Business, 2011.
Aquinas, Thomas: On Law, Eternal Law and Natural Law, Summa Theologiae, vol. 28, Blackfriars in conjunction with McGraw-Hill Bool Company, New York, 1966.
Aristotle, Book I-II, Nicomachean Ethics trans. Martin Oswald, Indianapolis: Bobbs-Merrill Educational Publishing, 1983.
Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization. 1st ed. New York: Anchor Books, 2000.
Gula, R.M. Reason Informed by Faith. New York: Paulist Press, 1989.
Kant, Immanuel, “Categorical Imperative,” in Groundwork of the Metaphysics of Morals, Trans. H.J. Paton.
Kohlberg, Lawrence, Essays on Moral Development, Vol 1 The Philosophy of Moral Development.
Kubrick, Stanley. Clockwork Orange (video clip). Burbank, CA: Warner Bros., 1971.
Licuanan, Patricia et al. “A Moral Recovery Program: Building a People – Building Nation.” In Values in Philippine Culture and Education: Philippine Philosophical Studies I, edited by
Manuel B. Dy Jr., Washington DC. The Council for Research in Values and Philosophy, 1994.
Palma-Angeles, Antonette. “Cultural Drivers of Corruption in Business and Governance.” In Business Ethics in Asia: Issues and Cases, edited by Oscar G. Bulaong Jr., Ike Danita, and
J. Sedfrey Santiago, Quezon City, PH: Ateneo de Manila University Press, 2014.
Que, NemesioS., S.J. “Notes on Moral Deliberation.” Introduction to course notes for PH104: Foundation of Moral Value. Ateneo de Manila University.
Rachels, James. “What is Morality”, Chapter 1 and “The Challenge of Cultural Relativism”, Chapter 2 in The Elements of Moral Philosophy. 4th ed. New York: McGraw-Hill College, 2004.
Rae, Scott. “A Model for Moral Decision Making” Chapter 16, Beyond Integrity.
Werhane, Patricia H. Moral Imaginationand Management Decision Making. New York: Oxford University Press, 1999.

VIII. CLASSROOM POLICIES:

1. Attendance: There will be strict monitoring of each student’s attendance separately done by the teacher. Students who will come within fifteen minutes after the designated start of the class will be considered late
and shall merit deductions in their grades. Students who will come fifteen minutes after the designated start of the class shall be considered absent. Incurring several absences within the semester will merit the
status a drop from the course.
2. Proper decorum shall be observed:
A. Observance of the daily uniform with identification card.
B. Observance of PE uniform on scheduled day of PE class
C. Observance of decent outfit on Wednesdays
D. Sitting properly in class.
E. Proper addressing of the teacher at all times.
3. Any form of cheating shall be sanctioned and given proper disciplinary action.
4. No make-up quizzes and exams (except for the final exam) will be given if you fail to take any of the tests given for any reason EXCEPT for serious illness or death of a family member. Failure to take the final
examination would mean an INC grade.
5. Make sure that you are familiar with computer and internet because you will be using them for your paper works and online assignments.
6. Cellphone usage is not allowed during class discussions. It is strongly discouraged!
7. Read all the readings in advance! It is through extensive reading of all assigned articles in each topic that you will find wisdom in this course.
8. Cleanliness in the classroom is the business of everyone. Be responsible with your trash. Avoid littering. As much as possible practice CLAYGO!
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 Prepared by: Reviewed by: Recommending Approval: Approved:

____________________ ________________ ______________________ __________________ ___________________

Faculty Subject Committee ICA Head Program Head/Chair Dean

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