GEN006: Applied Ethics

Module #2 Student Activity Sheet

Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _______________________________________ Date: ______________

Learning Unit: Moral Dilemmas and Moral Development Learning Materials:

Learning Objectives: Student Activity Sheets (PEN Modules)
At the end of the module, the student should be able to:
1. Connect moral reasoning and moral development levels as Learning Resources:
maturational levels vis-à-vis decision making and acting. Kohlberg, L. (1968). The Child as Moral
Philosopher. Communications/Research/
2. Distinguish the levels of moral development according to Machines, Inc.
Rachels, J. (2004). The Elements of Moral
the basis of decision making and acting. Philosophy (4th Edition). McGraw-Hill Publishing.

A. LESSON PREVIEW/REVIEW

INTRODUCTION (5 MINS)
Recall of Previous Lesson:
MORALITY ETHICS
Beliefs held by an individual or group as to do Guiding principles held by an individual or
Meaning
what is right and wrong. group to decide (know) what is good or bad.
Cultural framework and principles for Normative standards of behavior pertaining
Nature
assessing and doing what is right or wrong. to the ideal code of conduct of human beings.
Culture, values, and principles inherited from Legal and institutional norms (ethical
Source families and communities, as well as religion frameworks such as Virtue Ethics,
(Christianity, Buddhism). Utilitarianism, Deontology) created by society.
Focus Doing what is right. Knowing what is right.

In this lesson, you will learn the basic units and concepts of Morality, specifically on Moral Experience and
Development, and to justify the significance of Morality on a personal and societal level through assessing
personal and moral dilemmas. This lesson will also broaden our understanding of the differences, as well as the
similarities of Morality and Ethics.

Instructions: Answer the following question/s and write your answers in 2-3 sentences only.
1. Why should we be moral? Elaborate your answer.
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B. MAIN LESSON

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 LESSON PRESENTATION/CONTENT NOTES (15 MINS)
Instructions: Take your time to read and understand all the important information you need to know about the
lesson. Also, please do not forget to highlight important information to help you remember.

MORAL EXPERIENCE
− An experience of moral value such that one’s moral consciousness comes to work as one is called to make a
moral response.
− Experience is a generic term in the sense that whatever affects a person can be called an ‘experience’. It can
be an emotion like love or hatred. It can be active or passive like love for a friend or love of a friend. One can
speak of one’s progress in studies as ‘knowledge experience.’ Any experience leaves behind an impression
or memory. Such impressions or memories cumulatively add up to one’s experience. The totality of such
experiences contributes to the formation of a human personality.

KEY FEATURES
MORAL MORAL MORAL CONTINUOUS MORAL IDEALS ACTION-ORIENT
CONSCIOUSNESS VALUES DEFINITIONS PROCESS ED
Pertain to what
Whether it’s the Refers to the Either we are Every is believed to In the face of a
arousal of moral quality of drawn towards experience constitute a life moral situation,
consciousness something an action demands that is worthy of we feel
that results in the being good or because of the thinking and humans which compelled to
occurrence of bad, right or good that we decision-making are products of respond and to
moral experience wrong, and just sense in it, or and there can be generations of respond
or the reverse, is or unjust. It we sense the no universal shaping via our personally and
hardly the point differs from good because of formula to solve tradition and right away. we
at issue here. other types of our own value every moral which come to become good
values because or that dilemma. Hence, the fore as not because we
it demands for ‘goodness’ that every moral summoned by believe in being
a response, it is in us. situation calls experience. good or
involves moral for our rational because our
responsibility, deliberation and parents are but
and it defines affirmation of because we
both the action our humanity. choose what is
and the human good and to be
agent. good in thought
and in action.

● MORAL PRINCIPLES
− Associated with a fixed set of rules that ignores the complexities of the situation and fails to adapt
one’s behavior to changing circumstances. It is a general sense of what ought to be done.
− Moral principles can then be regarded as statements picking out those factors of situations that can be
appealed to as moral reasons.

● DILEMMAS

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 − Experiences where an agent is confused about the right decision to make because there are several
competing values that are seemingly equally important and urgent.

1. Personal Dilemma. An extremely difficult situation for someone to handle. It can be moral or nonmoral.
Examples:
− A child choosing where to live when parents are separated, with his/her mother or father.
(non-moral)
− A member of the family decides to steal bread or starve to death. (moral)

2. Moral Dilemma. Any difficult moral problems that raise hard moral questions. It occurs when one moral
reason conflicts with another, nor normally conflict with religious or aesthetic reasons. A moral reason is
a requirement just in case it would be morally wrong not to act on it without an adequate justification.
Features:
− The agent is required to do each of two or more actions.
− The agent can do each of the actions, but they cannot do both or all the actions at the same time.
− The agent seems condemned to moral failure; no matter what s/he does, s/he will do something
wrong or fail to do something that he ought to do.

EVERY STUDENT’S DILEMMA

As a student, you have a scheduled periodical examination in one of your major subjects, at the same time, you
have an Ethics research paper due for the same day. You are supposed to study your lessons first before finishing
your research paper when you accidentally fall asleep. You woke up the next day at 6:30AM, an hour before your
Ethics class, and you realized that you have not yet finished your research paper. You know for a fact that your
subject teacher is very strict and firm with deadlines.

Interactive Question:
1. If you were the student, what would you do? Would you attend the class and get scolded by your subject
teacher? Or would you skip class, study for your periodical examination, and submit your research paper the next
day?

● MORAL ACTIONS
− For an action to be morally good, all three determinants must be complete. A lack, in any of them, will,
at least in a qualified way, make the morality of the act to be bad.
1. Object of the Act. Refers to the objective moral character of the act. There are actions that are
objectively in conformity or not in conformity, thus, actions in conformity or not in conformity are
objectively good or evil as such (e.g., Murder is objectively wrong because it messes with reality and
social order).
2. Intention of the Act. Refers to the purpose or motive of the act, the ends should always justify the
means. All intentions should be in conformity to the objective truth.
3. Circumstance of the Act. Refers to the conditions/elements of the act (time and place) that will modify
its morality. The who, what, when, and where of actions are bearing on the goodness or badness of the
action because they can increase or decrease the degree of goodness or evil in the act.

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 MORAL DEVELOPMENT
− It is an important part of the socialization process. It prevents people from acting on unchecked urges,
instead considering what is right for society and good for others.
1. Kohlberg’s Stages of Moral Development. Developed by Lawrence Kohlberg to focus on understanding
the development of morality throughout life. He used the idea of moral dilemma to expand cognitive
development. He also identified three levels of moral reasoning: (1) Pre-conventional, (2) Conventional,
and (3) Post-conventional which is associated with increasingly complex stages of moral development.

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

− Authority figures give reinforcement (punishment or reward) and are
LEVEL 1: PRE-CONVENTIONAL
obeyed for self-preservation.
(BIRTH – 9 YEARS OLD)
− Morality is externally controlled.

− Deciding what is right or wrong is based on what action is punished.

Stage 1: Punishment and
− The child obeys to avoid punishment.
Obedience Orientation
− The worse the punishment, the worse the act is perceived to be.

Stage 2: − Right behavior is defined as acts that are acceptable and approved by the

Instrumentalist-Relativist self, and that satisfies one’s needs or best interest.

Orientation
− Continue to follow rules for is it necessary to ensure positive interpersonal
LEVEL 2: CONVENTIONAL
relationships and society order.
(9-13 YEARS OLD)
− Approval of society/others is sought through actions.
Stage 3: Interpersonal − Right behavior is based on actions that are approved by others/society.
Concordance (Good Boy, Nice − Emphasis is placed on good behavior and people being ‘nice’ to others.
Girl Orientation)
− Right behavior is defined as acts that conforms with the rules set by society
Stage 4: Law and Order or authority figures.
Orientation − Individuals feel ‘duty bound’ to maintain social order or be conscious of
what others say.
− Morality is defined in terms of abstract principles and values. People now
believe that some laws are unjust and should be changed.
LEVEL 3: POST-CONVENTIONAL
− There is flexibility in accepting rules for an individual to develop their own
(13 YEARS OLD-ONWARDS)
ethical principles that includes basic human rights as life, liberty, and
justice.
− It is ‘wrong’ to violate the rights of other people.
Stage 5: Social-Contract − Laws are regarded as social contracts that should promote the greatest
Orientation good for the greatest number of people. If it does not, it should be
changed through compromise.
− Right behavior is based on universal principles such as justice and equality.
− An individual understands the principles of human rights and personal
Stage 6: Universal-Ethics
conscience, acts based on that understanding, and believes that trust is the
Orientation
basis of relationships.
− Laws are valid if they are grounded on justice.

2. Giligan’s Theory of Moral Development. Developed by Carol Giligan as a critique to Kohlberg where she
studied both men and women and identified that relationships are appropriate to the system of rules.

GILLIGAN'S THEORY OF MORAL DEVELOPMENT

LEVEL 1: PRE-CONVENTIONAL − Known as ‘Orientation of Individual Survival Transition’

(BIRTH – 9 YEARS OLD) − Concentrates on what is best for self (Self-Preservation)

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 − Selfish but dependent on others
Transition 1: Selfishness to − Recognizes connections to others
Responsibility − Makes more responsible choices in terms of self and others.
− Known as ‘Goodness and Self-Sacrifice Orientation’
LEVEL 2: CONVENTIONAL
− Puts needs of others ahead of own (Self-Sacrifice)
(9-13 YEARS OLD)
− Feels responsible for others, and becomes more independent
Transition 2: Goodness to Truth − Decisions based on intentions, consequences, and needs of self and others
− Known as ‘Morality of Non-violence’
LEVEL 3: POST-CONVENTIONAL − Self and others as morally equal (to harm other people is to harm the self)
(13 YEARS OLD-ONWARDS) − Right behavior is not dependent on the perception of other people, but on
the consequence or intention of actions.

SKILL-BUILDING ACTIVITY: EXPOSITORY ESSAY (30 MINS)

Instructions: Read and analyze the following moral dilemmas below. Choose one (1) dilemma and discuss what
you would do if you are in that situation. Elaborate your answer and write it in the space provided.

Situation 1: You’re a driver of a train that has lost its break. On your way, there are two opposite railways that
separately lead you to two groups of people tied together on the railway. If you turn right, you will crash into a
group of three elderly people; otherwise, if you turn left, you will crash into a group of five children. As the
controller of the train, which way would you choose?

Situation 2: You have discovered that your best friend who is running for a student government position at your
school is colluding with the Elections Committee to assure his/her victory. Should you tell the school’s
administration and risk ending your friendship, should you confront your best friend, or should you do nothing?
Do you have a moral duty at all here? Suppose you decide to talk to him/her first, and s/he denies the collusion.
You are convinced that s/he is lying. What should you do?

Write the situation number here: _____________________

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CHECK YOUR UNDERSTANDING: IDENTIFICATION (5 MINS)

Instructions: Identify what stage of moral development is being described. Write L1 for Pre-conventional, L2 for
Conventional, and L3 for Post-conventional.
_____________1. It is when you were appreciated for the good things you have done, and you kept repeating it.
_____________2. It is when you were whipped by your parents (with a hanger/broom) when you did something
wrong.
_____________3. It is when you think about the effects of your actions on the country or society.
_____________4. It is when you do the right things because it is what the law says.
_____________5. It is when you follow rules because of rewards.

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C. LESSON WRAP-UP

THINKING ABOUT LEARNING (5 MINS)

Think About Your learning. Take a few minutes to reflect on the quality of your work and effort.
1. What did you like about this lesson? Why did it make you feel this way? How did this feeling affect your
work?
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FREQUENTLY ASKED QUESTIONS (FAQs)

1. What is the importance of moral experiences and moral development?
- It teaches us that we, as humans, are moral agents capable of developing moral principles and concepts
that are necessary to interact with other people in society and to address personal and/or social issues.
2. What can you do if you’re facing a moral dilemma?
− Here are some helpful responses you can do: (1) Use your reason instead of emotion, (2) Compare the
advantages and disadvantages of each decision, and (3) Identify which decision creates the least amount
of pain or greatest amount of joy to all parties involved.

KEYS TO CORRECTION
CHECK YOUR UNDERSTANDING: IDENTIFICATION
1. L2
2. L1
3. L3
4. L2
5. L1
RUBRICS
ESSAYS
Content is comprehensive, Content is somewhat Content is incomplete and
accurate, and credible. It comprehensive but appears inappropriate. It
demonstrates an in-depth disorganized. It demonstrates a lack of
Content
reflection and analysis of the demonstrates a general reflection and analysis of the
lesson. (3) analysis and minimal lesson. (1)
reflection of the lesson. (2)
There are no/few spelling There are some spelling or There are significant spelling
Mechanics
and/or punctuation errors. (2) punctuation errors. (1) and punctuation errors. (0)

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