De La Salle University-Manila

College of Liberal Arts

Department of Philosophy

ETHICS
Course Syllabus

COLLEGE: College of Liberal Arts___ ___ _ DEPARTMENT: Department of Philosophy_ _

COURSE CODE: GEETHIC CLASS DAYS AND TIME: _
INSTRUCTOR: ROOM NO.: _
TERM, AY: CONSULTATION HOURS: ______ _

COURSE DESCRIPTION:
This course introduces the students to the principles of moral reasoning and ethical behavior at the levels of the individual person,
society, and ecological systems with the aim of promoting values and character formation. The course is divided into three major parts.
The first looks into the meaning, scope, and value of ethics as a philosophical discipline, and clarifies the nature of moral personhood
and conditions of accountability. The second examines the basic contentions of the normative ethical theories of consequentialism,
deontology, and virtue ethics, and their various forms. The third critically analyzes ethical issues as they occur in various concrete
contexts that include biomedicine, business, natural environment, computing, law and politics, arts, sports, and social media. Case
studies in both national and international settings shall be used in the explication of the ethical theories and in the applications of these
theories.

UNIVERSITY ELGAs LEARNING OUTCOMES

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

1. Culturally Sensitive Critical and • Identify moral issues and analyze moral dilemmas in light of different ethical
Creative Thinkers theories.
2. Effective Communicator • Resolve moral disagreements in ways that are rational, open-minded, and
3. Reflective Lifelong Learner and considerate of individual differences.
Competent Self-Nurturer • Develop a deep sense of obligation to do and promote what is morally correct.
4. Engaged and Service-Driven Citizen • Pursue personal development and professional growth in ways that are guided by
5. Virtue-Guided Decision-Maker ethical principles.
6. Technically Competent Professional

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FINAL COURSE OUTPUT:

Case Study. This constitutes 40% of the final grade. It has a group and an individual component. The group component is a group
project, while the individual component is a paper.

a. Individual Paper. This constitutes 50% of the total grade for the case study (or 20% of the final grade). The paper shall clearly
present the student’s own analysis of the ethical issue to be tackled by his/her group, and personal reflections on the outcomes or
conclusions of his/her group’s project.

b. Group Project. This constitutes 50% of the total grade for the case study (or 20% of the final grade). Using relevant ICT tools
(such as multimedia applications), it shall creatively present and critically examine a current ethical issue seriously affecting
Philippine society in general or the well-being of some Filipinos in particular, and will make proposals for an effective resolution
of the issue. The teacher shall decide on how the class will be divided into groups. The results of the project shall be presented in
class in the form of video documentary, poster exhibit, play, debate, and others (to be approved by the teacher).

• Case Study Proposal: Before working on the group project, each group must first submit a proposal to be approved by the
teacher. The group proposal constitutes 10% of the final grade.

LEARNING OUTCOMES REQUIRED OUTPUT DUE DATE

• Identify moral issues and analyze them in Project (Case Study) Proposal 7th Week
light of different ethical theories.
• Resolve moral disagreements in ways that Individual Paper 11th Week
are rational, open-minded, and considerate of
individual differences. Group Project 13-14th Week
• Develop a deep sense of obligation to do and (Presentation of Output)
promote what is morally correct.
• Pursue personal development and
professional growth in ways that are guided
by ethical principles.

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RUBRICS FOR ASSESSMENT:

A. Rubric for the Case Study Proposal

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING

4 3 2 1
CLARITY OF Problem and proposed Both problem and Problem is clearly stated Problem is not clearly
PURPOSE solution are clearly stated proposed solution are but has no clear proposed stated.
20% and the problem is properly clearly stated, but the solution.
introduced. problem is not properly
introduced.
RELEVANCE OF Proposed topic is extremely Proposed topic is Proposed topic is slightly Proposed topic is
TOPIC relevant given current social sufficiently relevant relevant given current outdated and is not
20% realities in our own country. given current social social realities. relevant given current
realities. social realities.
ORGANIZATION Proposal is well organized Proposal is sufficiently Proposal is somewhat Proposal is
20% and easy to follow. All ideas organized. All ideas organized. While some disorganized. Ideas
are coherently connected introduced are coherently ideas are coherently are not coherently
and they are presented in a connected. connected, some are not. connected.
reader-friendly manner.
CREATIVITY Proposal is very creative, Proposal is creative Proposal manifests some Proposal is plain and
20% which totally enhances the enough, but does not signs of creativity. shows no sign of
intelligibility of the totally enhance the creativity (like the
proposal’s purpose. intelligibility of the creative use of ICT
proposal’s purpose. tools)
INTER- Proposal accurately Proposal considers Proposal considers Proposal does not
DISCIPLINARY considers disciplinal disciplinal perspectives disciplinal perspectives but consider disciplinal
INTEGRATION perspectives and the which are accurately their presentation contain perspectives.
20% connections made among presented. misconceptions.
them are insightful and
innovative.

TOTAL:

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B. Rubric for the Group Project (Presentation of Output)

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING

4 3 2 1
ANALYSIS OF THE The problem is well The problem is well The problem is well The problem is
PROBLEM presented and well analyzed presented and well presented, but the analysis simply presented and
35% in terms of it causes. There analyzed in terms of it of its causes is not entirely described. There is no
is no instance of faulty causes. There is no sound. It contains some analysis of the
reasoning leading to instance of faulty instances of faulty problem in terms of
unsound conclusions. In reasoning leading to reasoning leading to its causes.
addition, the conclusions are unsound conclusions. unsound conclusions.
supported by references to
previous scholarly studies.
PLAUSIBILITY OF Solution offered to the Solution offered to the Solution offered to the No clear solution is
THE PROPOSED problem is rational, open- problem is rational, problem is either not offered to the
SOLUTION minded, and respectful of open-minded, and rational, not open-minded, problem.
35% individual differences. In respectful of individual or not respectful of
addition, it is defended differences. individual differences.
against possible objections.
ORGANIZATION Presentation is organized Presentation is organized Presentation of ideas is Presentation of ideas
10% from beginning to end. In from beginning to end. somewhat organized. In is disorganized.
addition, it is easy to follow. some instances, it is
The audience is well guided organized; but in some it is
in terms of how it proceeds. not.
CREATIVITY Presentation is very creative Presentation is creative Presentation manifests Presentation is plain
(Using ICT Tools) (maximizing the use of enough (sufficiently some signs of creativity and shows no sign of
10% appropriate ICT tools), utilizing appropriate ICT (with minimal use of some creativity (does not
which contributes well to the tools), but only slightly ICT tools) use ICT tools such as
articulation of the output. contributes to the multimedia
articulation of the output. applications)
INTER- Includes disciplinal Includes disciplinal Includes disciplinal Does not include
DISCIPLINARY perspectives in the analysis perspectives in the perspectives in the analysis disciplinal
INTEGRATION of the problem, whose analysis of the problem, of the problem; but its perspectives in the
10% relevance to the proposed whose relevance to the relevance to the proposed analysis of the
solution is well proposed solution is only solution is not problem.
demonstrated. slightly demonstrated. demonstrated.

TOTAL:

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C. Rubric for the Individual Paper

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING RATING

4 3 2 1
THESIS AND Thesis and coverage of the Thesis and coverage of Thesis and coverage are Thesis and coverage
COVERAGE paper are sufficiently clear. the paper are sufficiently indicated but not of the paper are either
15% In addition, their relevance clear; but their relevance sufficiently clear. unclear or not
is well demonstrated. is only slightly indicated.
demonstrated.
ORGANIZATION Well organized, materials Well organized and Somewhat organized and Disorganized and
AND CITATIONS used are properly cited, and materials used are the materials used are materials used are not
15% the flow of discussion is properly cited. either improperly cited or cited.
smooth and easy to follow. not cited at all.
REASONING There are no instances of There are no instances of The paper has some Has many instances
30% faulty reasoning in the faulty reasoning in the instances of faulty of faulty reasoning.
paper. In addition, it defends paper. reasoning. Conclusions made
its conclusions against are unsound.
possible objections.
ETHICAL Contains insightful and Contains insightful Contains some reflections Does not contain any
REFLECTIONS ON original reflections on how reflections on how the on how the paper’s reflection on how the
PERSONAL AND the paper’s conclusions will paper’s conclusions will conclusions will cultivate paper’s conclusions
PROFESSIONAL cultivate ethical pursuit of cultivate ethical pursuit ethical pursuit of personal will cultivate ethical
GROWTH personal development and of personal development development and pursuit of personal
30% professional growth. and professional growth. professional growth; but development and
these are not insightful. professional growth
INTER- Considers disciplinal Considers disciplinal Considers disciplinal Has no discussion of
DISCIPLINARY perspectives in the analysis perspectives in the perspectives in the analysis disciplinal
INTEGRATION of the issues; and the analysis of the issues; but of the issues; but they perspectives in the
10% connections made among the connections made contain misconceptions. analysis of the issues.
them are insightful and among them are not
innovative. insightful or innovative.

TOTAL:

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OTHER REQUIREMENTS AND ASSESSMENTS:

1. Mid-Term Examination. This is a written examination which constitutes 25% of the final grade. This measures the knowledge of
students regarding the various concepts and theories discussed in the lessons, and their ability to critically assess the strengths and
weaknesses of these theories. A student who does not pass the written examination may take a remedial oral examination, but
his/her maximum grade for the examination shall be lower than the original maximum grade for the written examination (the
percentage of which shall be determined by the teacher).

2. Class Participation, Reflection Papers, and Quizzes. They constitute 25% of the final grade.

GRADING SYSTEM:

Requirements Grade Percentage

Rating System
1. Case Study 40%
a. Individual Paper 20% 4.0 97-100 2.0 80-84
b. Group Project 20% 3.5 93-96 1.5 75-79
2. Mid-Term Examination 25% 3.0 89-92 1.0 70-74
3. Class Participation, Reflection Papers, Quizzes 25% 2.5 85-88 0.0 0-69
4. (Group) Case Study Proposal 10%
Total 100%

LEARNING PLAN:

Contact hours per week: 3 hours (divided into 2 meetings which are indicated as "a" and "b" of the week; thus “1a” and “1b”
indicate the first and second meeting, respectively, of Week 1)
Non-contact hours per week: 2 hours (for online learning activities and consultation)

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Culminating Topics Week Learning Learning Suggested Readings Modes of
Learning Nos. Objectives Activities Assessment
Outcomes

I. ETHICS AND THE (1-2)

Identify moral MORAL PERSON
issues and
analyze them
in light of A. Understanding Ethics 1a-2a Clearly explain Analysis of Elliot: “Ethics and Participation
different the meaning, cases intended Values” (online); in class
ethical • Ethics and Morality scope, and value to bring out the “Ethics” (Internet discussion
theories. • Value of Studying of ethics as a ethical biases of Encyclopedia of
Ethics major branch of students. Such Philosophy, online); Short
Resolve moral • Main Areas of Ethics philosophy. cases may be Benedict: "Defending reflection
disagreements • Nature of Moral those depicted Cultural Relativism"; paper
in ways that are Judgments in movies, Gensler and Tokmenko:
rational, open- • Characteristics of documentary “Against Cultural
minded, and Moral Standards films, journal Relativism”; Nagel:
considerate of • Issue of Ethical articles, and “Ethical Claims are
individual Relativism newspapers Objective” (ECR, 43-63)
differences. articles.
Evangelista and
Develop a deep Mabaquiao: Ethics:
sense of Theories and
obligation to Applications, Ch. 1.
do and promote
what is morally
correct. 2b Identify and Analysis of a “Responsibility” Participation
B. The Moral Person explain the case in terms of (Internet Encyclopedia of in class
Pursue 1. Theories of Moral criteria for moral the moral Philosophy, online); discussion
personal Personhood personhood and accountability of Clarke: “Freedom and
development 2. Moral Agency and the conditions for the persons Responsibility” (RCE, Short
and Patiency moral involved in the 263-274); Velasquez: reflection
professional accountability. case. “Moral Responsibility paper
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growth in ways 3. Conditions of Moral and Blame” (BECC, 43-
that are guided Accountability Lecture and 52)
by ethical discussion
principles. Evangelista and
Mabaquiao: Ethics:
Theories and
Applications, Ch. 2.

II. NORMATIVE (3-7)

ETHICS

3ab Explain clearly Analysis of Hooker: Participation

A. Consequentialism the basic elements relevant cases in “Consequentialism” in class
1. General Kinds of of various areas of (RCE); Mill: discussion
Consequentialism consequentialism applied ethics “Utilitarianism” (ECR,
2. Utilitarianism and its as a normative using the 196-201); Hare: “A Short
Different Versions ethical theory, framework of Utilitarian Approach” position
and the basic consequentialist (CTB, 85-90) paper
contentions of its ethics.
various forms Evangelista and
especially Lecture and Mabaquiao: Ethics:
utilitarianism. discussion Theories and
Applications, Ch. 3.

4a-5b Explain clearly Analysis of C.S. Lewis: “The Moral Participation

B. Deontology the basic elements relevant cases in Law is from God”; The in class
1. Divine Command of deontological various areas of Bible: “Love of God and discussion
Theory ethics in its applied ethics Neighbor” (ECR, 70-78);
2. Natural Law Ethics various forms. using the “The Natural Law Short
3. Kantian Categorical framework of Tradition in Ethics” position
Imperative Explain clearly deontological (Standford Encyclopedia paper
the basic elements ethics. of Philosophy, online);

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 4. Rossian Conditional of natural law Gensler: “Natural Law”
Deontology ethics in its Lecture and (ECI, 152-161); Kant:
various forms. discussion “Ethics is Based on
Reason” (ECR, 153-
157); Ross: “Prima
Facie Duties (ECR, 89-
98)

Evangelista and
Mabaquiao: Ethics:
Theories and
Applications, Ch. 4.

6a - 7b Explain clearly Analysis of Reyes, Jeremiah: "Loob Participation

C. Virtue Ethics the basic elements relevant cases in and Kapwa: An in class
1. Aristotelian Virtue of virtue ethics in various areas of Introduction to a Filipino discussion
Ethics its various forms. applied ethics Virtue Ethics"; Tablan,
2. Confucian Virtue using the Ferdinand: "Filipino Short
Ethics framework of Virtue Ethics and position
3. Buddhist Virtue virtue ethics. Meaningful Work"; paper
Ethics Aristotle:
4. Filipino Virtue Ethics Lecture and “Nichomachean Ethics”
5. Distributive Justice discussion (ECR, 240-249)
6. Feminist Ethics
(Ethics of Care) (Filipino values Bretzke: “The Tao of
and virtues may Confucian Virtue Ethics”
be discussed in (online); Oakley: “A
Filipino.) Virtue Ethics Approach”
(CTB, 91-104); Keown:
Buddhist Ethics: A Very
Short Introduction.

Velasquez: “Justice as
Fairness” (BECC, 112-

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 119); Feinberg:
“Distributive Justice”
(BEPR, 80-88)

Gilligan: “In a different

voice: Women’s
conception of self and
morality” (online);
Brennan: “Feminist
Ethics” (RCE, 514-524);
Manning: “A Care
Approach” (CTB, 105-
116)

Evangelista and
Mabaquiao: Ethics:
Theories and
Applications, Ch. 5.

Submission of Project 7b
(Case Study) Proposals

MID-TERM 8a
EXAMINATION
Evaluation of Case Study 8b
Proposals

III. APPLIED ETHICS (9-12)

9ab- Apply the various Analysis of See References (below)

A. Applied Ethics: 10ab ethical theories to relevant cases, for additional reading Group
General Areas the analysis and especially those reporting
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 1. Bioethics resolution of involving the materials that can be
2. Business Ethics practical moral use of modern used for each area. Short
3. Environmental issues. technologies. reflection
Ethics Evangelista and paper
Lecture and Mabaquiao: Ethics:
Note: All areas must be discussion Theories and
covered. Applications, Ch. 6-9.

11ab- Apply the various Analysis of See References (below) Group

B. Applied Ethics: 12ab ethical theories to relevant cases in for reading materials for reporting
Special Topics the analysis and specified areas. each area.
• AI Ethics / Machine resolution of Short
Ethics practical moral Lecture and reflection
• Social Media Ethics issues. discussion paper
• Legal Ethics
Develop a
• Political Ethics personal
• Animal Ethics conviction to
• Art and Media Ethics promote ethical
• Sports Ethics practices in one’s
• Sexual Ethics pursuit of
• Other Current Topics personal growth
and professional
Note: At least one area development.
must be covered, which
must be in line with the
degree/s that the students
are pursuing.

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 Presentation of Group 13a-
Projects 14b

Submission of Individual
Papers

REFERENCES:

Ethics in General
Besser-Jones, Lorraine and Michael Slote. (2015). The Routledge companion to virtue ethics. New York: Routledge
Bretzke, James. (1995). The Tao of Confucian virtue ethics. International Philosophical Quarterly, 35 (1): 25-41. Available online.
Deigh, John. (2010). An introduction to ethics. Cambridge: Cambridge University Press.
Denise, Theodore, et al., eds. (2007). Great traditions in ethics. CA: Wadsworth.
Evangelista, Francis & Mabaquiao, Napoleon. 2020. Ethics: Theories and applications. Mandaluyong: Anvil.
Foot, Philippa, ed. (2002). Theories of ethics. Oxford: Oxford University Press
Gensler, Harry, et al., eds. (2004). Ethics: Contemporary readings. London: Routledge. (ECR)
Gensler, Harry. (2011). Ethics: A contemporary introduction. 2nd Edition. London: Routledge. (ECI)
Keown, Damien (2020). Buddhist ethics: A very short introduction. Oxford: Oxford University Press.
Newton, Lisa. (2013). Ethical decision making: Introduction to cases and concepts in ethics. Dordrecht: Springer.
Rachels, James. (2013). The elements of moral philosophy. 7th Edition. New York: McGraw Hill.
Rachels, James & Rachels, Stuart. (2012). The right thing to do: Basic readings in moral philosophy. New York: McGraw Hill
Shoemaker, David, ed., (2013). Oxford studies in agency and responsibility (Volume 1). New York: Oxford University Press.
Skorupski, John. ed. (2010). The Routledge companion to ethics. London: Routledge. (RCE)

Bioethics
Kuhse, Helga and Peter Singer, eds. (2009). A companion to bioethics. 2nd Edition. Wiley-Blackwell.
Singer, Peter and A. M. Viens, eds. (2008). The Cambridge textbook of bioethics. Cambridge: Cambridge University Press.

Environmental Ethics
Boylan, Michael, ed. (2014). Environmental ethics. 2nd Edition. West Sussex: Wiley-Blackwell.
Rolston III, Holmes. (2012). A new environmental ethics: The next millenium for life on earth. London: Routledge.
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Business Ethics
Ferrell, O. C, et al., eds. (2011). Business ethics: Ethical Decision making and cases. 8th Edition. Mason, OH: South-Western Cengage
Learning.
Velasquez, Manuel. (2006). Business ethics: concepts and cases. 3rd ed. New Jersey: Prentice Hall. (BECC)

Computer Ethics
Barger, Robert. (2008). Computer ethics: A case-based approach. Cambridge: Cambridge University Press.
Kizza, Joseph Migga. (2016). Ethics in computing: A concise module. Doldrecht: Springer.

Legal Ethics
Luban, David. (2007). Legal ethics and human dignity. Cambridge: Cambridge University Press.
Markovits, Daniel. (2008). A modern legal ethics: Adversary advocacy in a democratic age. Princeton: Princeton University Press.

Political Ethics
Day, Richard and Joseph Masciulli. eds. (2007). Globalization and political ethics. Leiden: Brill.
Fives, Allyn. (2013). Political reason: Morality and the public sphere. New York: Palgrave MacMillan.

Machine Ethics
Bostrom, N. and E. Yudkowsky. (2011). The ethics of artificial intelligence. In Cambridge Handbook of Artificial Intelligence, edited by K.
Frankish and W. Ramsey. N.Y.: Cambridge University Press.
Anderson and Anderson, eds. (2011). Machine ethics. Cambridge: Cambridge University Press.

Animal Ethics
Aatola, Elisa and John Hadley, eds. (2015). Animal ethics and philosophy: Questioning the orthodoxy. New York: Rowman & Littlefield.
Gruen, Lori, ed. (2011). Ethics and animals: An introduction. Cambridge: Cambridge University Press.
Thomas, Natalie. (2016). Animal ethics and the autonomous animal self. London: Palgrave Macmillan.

Art and Media Ethics

Ward, Stephen. (2011). Ethics and the media: An introduction. Cambridge: Cambridge University Press.
Levinson, Jerrold, ed. (1998). Aesthetics and ethics: Essays at the intersection. Cambridge: Cambridge University Press.
Couldry, Nick, et al., eds. (2013). Ethics of media. New York: Palgrave Macmillan.

Sports Ethics
Lumpkin, Angela. (2009). Modern sports ethics: A reference handbook. Californian: ABC-CLIO.
Boone, Tommy and Sanchez-Gonzales, Marcos. (2009). Basic issues in sports ethics: The many ways of cheating. (eBook) N. Y.: Edwin
Mellen Press.
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Feminist Ethics and Care Ethics
Conly, Sarah. 2001. Why should feminists oppose feminist virtue ethics.
https://philosophynow.org/issues/33/Why_Feminists_Should_Oppose_Feminist_Virtue_Ethics
Gilligan, Carol. (1977). In a different voice: Women's conception of self and of morality. Harvard Educational Review, 47 (4): 481-517.
Available online at researchgate.net.
Held, V. (1987). "Feminism and moral theory". In E. Kittay and D. Meyers (eds.), Women and Moral Theory. Savage, Md.: Rowman and
Littlefield.
______. (1993). Feminist morality: Transforming culture, society, and politics. Chicago: University of Chicago Press.
Tong, Rosemarie & Williams, Nancy. (2008). Feminist ethics. Stanford Encyclopedia of Philosophy.
https://stanford.library.sydney.edu.au/archives/sum2008/entries/feminism-ethics/
van Boggart, Knapp & Oqunbanio, GA (2009). Feminism and the ethics of care, South African Family Practice, 51:2, 116-118,!

Filipino Virtue Ethics

Reyes, Jeremiah. 2015. Loób and Kapwa: An introduction to a Filipino virtue ethics, Asian Philosophy, 25:2, 148-171.
Tablan, Ferdinand. 2021. Filipino virtue ethics and meaningful work, Humanities Bulletin, 4(1), 20–40. Retrieved from
https://www.journals.lapub.co.uk/index.php/HB/article/view/1975

Online References:
• CEP Comprehensive Bibliography. Resource for information about environmental ethics.
• Ethics Updates. Ethics Updates is designed primarily to be used by ethics instructors and their students.
• EthicsWeb.ca. A collection of ethics-related websites, run by philosopher-ethicist Chris MacDonald.
• ETHXWeb. Journal articles, book chapters, bills, laws, court decisions, reports, books, audiovisuals, and news articles relating to
bioethics and professional ethics covering 1974-2009. [From: Philosophy Resources: Ethics Resources Online.
http://researchguides.library.vanderbilt.edu/c.php?g=68902&p=449587]
• Resources for Teachers - Online Ethics | MediaSmarts mediasmarts.ca/digital-media-literacy/.../online-ethics/resources-teachers-online-
ethics
• Online Ethics | MediaSmarts mediasmarts.ca/digital-media-literacy/digital-issues/online-ethics

CLASS POLICIES:
(To be formulated by the instructor in accordance with university, college, and department policies.)

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Noted by:

______________________________
Dr. Jeane Peracullo
Chair, Department of Philosophy

______________________________
Dr. Rhoderick Nuncio
Dean, College of Liberal Arts

Revised 6-23- 2022

(GEETHIC PLC: Mabaquiao, Boyles, Dacela, Biana, Aranilla)

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