COURSE OUTLINE
GEC Ethics
Course Description: Ethics deals with principles of ethical behavior in modern society at the level of the person, society, and interaction with the
environment and other shared resources. (CMO 20 s 2013). Morality pertains to the standards of right and wrong that an individual originally
picks from the community. The course discusses the context and principles of ethical behavior in modern society at the level of individual, society,
and interaction with environment and other shared resources. The course also teaches students to make moral decisions by using dominant
moral frameworks and by 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 environmental, (b) the act, and (c)
reason or framework (for the act).
General Objectives: Within the semester, the pre-service teachers should be able to:
1. differentiate between moral and non-moral problems.
2. describe what a moral experience is as it happens in different levels of human existence.
3. explain the influence of Filipino culture on the way students look at moral experiences and solve moral dilemmas
4. describe the elements of moral development and moral experience.
5. use ethical frameworks or principles to analyze moral experiences.
6. make sound ethical judgements based on principles, facts, and the stakeholders affected.
7. develop sensitivity to the common good.
8. understand and internalize the principles of ethical behavior in modern society at the level of the person, society, and in interaction with the
environment and other shared resources
Pre-course Orientation Time Allocation
VMGO 1.5 hrs.
Student Manual 1.5 hrs.
Course Contents:
Weeks Topics Learning Outcomes Methodologies Assessment Tools
1. Identify the ethical aspect of human Case Study Class Participation and
life and the scope of ethical thinking. Recitation
Class Lecture
2. Define and explain the terms that are
The Ethical Quiz
relevant to ethical thinking. Personal Reflection
Week 1-3 Dimension of 3. Evaluate the difficulties that are Reflection Paper
Human Existence involved in maintaining certain Group Discussion
commonly-held notions on ethics. Group Report
Case Analysis
Case Analysis
1. Discuss the basic principles of Case Study Class Participation and
utilitarian ethics. Recitation
Class Lecture
2. Distinguish between two utilitarian
Quiz
models: the quantitative model of Personal Reflection
Jeremy Bentham and the qualitative Reflection Paper
model of John Stuart Mill. Group Discussion
Week 4-6 Utilitarianism 3. Apply utilitarianism in understanding Group Report
Case Analysis
and evaluating local and international
Case Analysis
scenarios. [Take note that at the end of
Chapters 2, 3, 4, and 5, an
“Activity Page” is provided to
enhance the relevant learning
outcomes.]
1. Recognize how Thomas Aquinas Case Study Class Participation and
makes use of ancient Greek concepts Recitation
Class Lecture
to provide a rational grounding to an
Quiz
ethical theory based on the Christian Personal Reflection
faith. Reflection Paper
2. Identify the natural law in distinction Group Discussion
Natural Law
Week 7-9 from – but also in relation to – the Group Report
Case Analysis
other types of law mentioned by
Case Analysis
Aquinas: eternal law, human law, and [Take note that at the end of
divine law. Chapters 2, 3, 4, and 5, an
3. Apply the precepts of the natural law “Activity Page” is provided to
to contemporary moral concerns. enhance the relevant learning
outcomes.]
1. Discuss the basic principles of Case Study Class Participation and
deontology; Recitation
Class Lecture
2. Apply the concepts of agency and
Quiz
autonomy to one’s moral experience; Personal Reflection
and Reflection Paper
3. evaluate actions using the Group Discussion
Week 10-12 Deontology universalizability test Group Report
Case Analysis
Case Analysis
[Take note that at the end of
Chapters 2, 3, 4, and 5, an
“Activity Page” is provided to
enhance the relevant learning
outcomes.]
1. Discuss the meaning and basic Case Study Class Participation and
principles of virtue ethics. Recitation
2. Distinguish virtuous acts from non- Class Lecture
virtuous acts. Quiz
3. Apply Aristotle’s ethics in Personal Reflection
Virtue Ethics
understanding the Filipino character. Reflection Paper
Group Discussion
Week 13-15 Group Report
Case Analysis
Case Analysis
[Take note that at the end of
Chapters 2, 3, 4, and 5, an
“Activity Page” is provided to
enhance the relevant learning
outcomes.]
1. Identify the different factors that Case Study Class Participation and
shape an individual in her moral Recitation
Class Lecture
decision-making;
Quiz
2. Internalize the necessary steps Personal Reflection
Synthesis : Making toward making informed moral Reflection Paper
Week 16-18 Group Discussion
Informed Decisions decisions; and
3. Apply the ethical theories or Group Report
Case Analysis
frameworks on moral issues involving
Case Analysis
the self, society, and the non-human
environment. Final Examination
Requirements of the Course
1. See Assessment Tools
Evaluation Procedures (Approved Grading System Applicable to the Course/Program)
60% Class Standing 40% Major Examinations
- 30% Quizzes
- 20% Activities
- 10% Projects
Main Material
Behan, Dawn. (2015). Taking sides: clashing views in special education. McGraw-Hill.
Clark, B. (2010). Characteristics of gifted children with disabilities, excerpt from Growing Up Gifted: Developing the Potential of Children at Home
and at School. 2008 ed, p.362-364.
Escowitz S. (n.d.) Multiple Disabilities in Your Classroom: 10 Tips for Teachers. The Special Ed Wiki. Sped.wikidot.com/emotional-behavioraldisorder-
disorders.
Fliess, S. D. (n.d.) Twice exceptional children. http://www.education.com/magazine/article/Ed_Twice_Exceptional/?page=2
Gargiulo, Richard M. (2015). Special Education in Contemporary Society: An Introduction to Exceptionality. Los Angeles: SAGE Publications.
Griffin, (2015). Handbook of Learning Disabilities. The Guilford Press.(D)
Imray, Peter. (2013). Curricula for Teaching Children and Young people with severe or profound and multiple learning disabilities. Convention on
the Rights of the Child
UN Standard Rules on the Equalization of Opportunities for persons with Disabilities 1993. Rule 6
UNESCO- Salamanca Statement and Framework for Action 1994
Education for All World Forum, Dakar Framework for Action 2000
Millenium Development Goal2. Universal primary Education by 2015
EFA Fast Track Initiative 2002
UN Convention on the Rights of Persons with Disabilities
DepEd Inclusive Education Policy Framework
Differentiation and Enrichment Strategies for Gifted Students
Prepared By:
Ronnel Victor B. Kilat, MA
Instructor
