INSTITUTE OF TEACHER EDUCATION

SYLLABUS IN ETHICS

I. VISION : We shall be the premier academic community through quality education and training.

II. MISSION : We provide: holistic, responsive, and globally recognized academic and training programs.

III. GOALS : Guided by its vision and mission, the college aims:

1. To provide quality education by promoting academic excellence at all levels.

2. To maintain partnerships with other academic institutions and organizations thereby forming alliances with the industry to promote entrepreneurship and global
competitiveness.
3. To create a strong research culture among all levels of the institution.
4. To exercise sound socio-civic practices.

IV. PROGRAM SPECIALIZATION OUTCOMES

1. Articulate and discuss the latest techniques in teaching.

2. Effectively educate students by using modern technologies.
3. Work effectively and independently by the help of computers
4. To give students a quality education.

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V. COURSE CODE : GE8

VI. COURSE TITLE : ETHICS

VII. COURSE DESCRIPTION : The course deals with the concepts of logic and how they can be applied by the student in actual situations, not only in argumentation, but also in day-
to-day conversation, and written communication, and analysis of statements and arguments in different disciplines. Examples and illustrations are
provided to facilitate comprehension and learning.

It is an introduction to the moral theory in relation to the human person based on the meaning of human dignity and the purpose of justice, living well,
moral duty, utility, and natural law. The course makes an examination of the vital issues of bioethics such as abortion, euthanasia and genetics from the
point of view of human dignity and conscience. It also examines the moral status of non-human animals and the preservation of the environment
VIII. COURSE OBJECTIVES

At the end of the course, the student should be able to:

1. Evaluate statements and arguments.

2. Construct sound and valid arguments.
3. Acquire and develop sensitivity for the forms in language, a thorough understanding of which is indispensable to clear, effective, meaningful communication.
4. Able to recognize and avoid fallacies in arguments.
5. Able to evaluate statements and arguments using the different techniques and rules for proving the validity of arguments and be able to formulate and construct
good arguments.
6. Evaluate their actions in terms of rightness, fairness, and justice.
7. Illustrate and explain the value of living well, living the good life, in the context of the dignity of the person as a human being.
8. Illustrate the explain the harmony in human nature and the natural law which compels man to love, to do good, and avoid evil.
9. Appreciate the emotional, and spiritual value of living a good life, doing good and avoiding evil, and exercising fairness and justice.
10. Manifest moral endowments through action and words as they relate to others.
11. Appreciate the value of contributing to the conservation and preservation of the environment and non-human creatures.
12. Make adjustments in personal attitude, behavior, and beliefs towards self and others.
13. Exhibit personal commitment to the conservation and preservation of the environment and non-human creatures.

IX. COURSE CONTENT

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 DESIRED STUDENT EVIDENCE OF
COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

ORIENTATION – 1st day

1. Define logic and Ethics A. EHICS & Logic, 1. Guided Lecture 1. Students will be able to Recitation log, Objective test,
2. Know and understand the statements, and 2. Students will form groups define logic, statements, Analytic Rubric
reasons for studying it. arguments of two and make arguments and the
3. Identify statements and statements out of components of
their truth value. B. Definition and importance premises and conclusion arguments.
4. Define arguments of Ethics indicators. 2. They will be able to
5. Identify arguments and C. Statement and truth values 3. Students will be required identify and apply or use
their components. D. Arguments and their to bring editorials from premises and conclusion
6. Identify premises and components national dailies and find indicators.
conclusions E. Restructurimng arguments. the arguments therefrom. 3. Student output in
7. Restructure statements F. Restructuring arguments After finding and analysis of arguments
into logical arguments. into logical forms. identifying the from newspaper
arguments, the students editorials restructured
in groups will restructure into logical arguments.
them in logical order. indicating premises and
conclusions.

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Identify deductive
arguments II. Valid and invalid arguments 1. Guided lectures and 1. Students are able to Recitation log, Analytic Rubric,
2. Determine the validity and graphic illustrations on A, analyze arguments in Objective test
invalidity of deductive A. Valid deductive arguments B, C, D. terms of validity and
arguments B. Invalid deductive arguments 2. Students work in pairs or soundness and display
3. Displaying argument’s C. Unsound deductive arguments groups in them using symbols and
form using symbols and D. General principles of logic re: a. Constructing letters.
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 letters truth of statements and arguments 2. Student outputs in analysis
4. Determining sound and validity of reasoning. b. Displaying of arguments indicating
unsound deductive argument forms their validity and/or
arguments c. Evaluating invalidity.
5. Apply the principles of soundness and
logic re: truth of validity of
statements and validity of arguments.
reasoning
1. Identify inductive III. Inductive arguments 1. Guided lectures on A, B, 1. Students are able to
arguments and C. identify inductive Recitation log, Analytic Rubric,
2. Identify strong and weak A. Strong inductive arguments 2. Working in groups, arguments Objective test
inductive arguments B. Weak inductive arguments students identify inductive 2. They are able to determine
3. Test the strength of C. Testing the strength of arguments and the strength and/or
inductive arguments. inductive arguments. 3. Test the arguments for weakness of arguments
strength and/or 3. Student output on analysis
weaknesses. of inductive arguments
indicating their strengths
or weaknesses

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Able to translate arguments IV. Syllogistic logic 1. Guided Lecture (A, B, C, C, Students submit papers on a. Recitation log, Analytic Rubric,
into syllogistic language E, F) reconstruction of arguments Objective test
2. Understand and use well- A. Well-formed formulas (wff) 2. Working in groups, using wffs
formed formulas (wffs) B. The star test students apply the well- b. determination of validity of
3. Identify distributed and C. Distributed and undistributred formed formulas and the arguments through the star
undistrubited, general, and terms star test. test.
singular terms. D. General and singular terms 3. Students are given c. translation of difficult
4. Implement the star test for E. Drawing conclusions selections of passages and passages into arguments.
valid and invalid F. Venn diagrams translate them into d. deriving conclusions from
arguments. arguments. propositional statements.
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5. Using wffs for arguments 4. Working in groups, e. Analysis of arguments using
with difficult translations. students are given Venn diagrams.
6. Apply the Venn diagram in passages from which they
analyzing validity and draw conclusions.
invalidity of arguments. 5. Students apply the Venn
diagrams to determine
validity and invalidity.

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Identify the uses of V. Meanings and 1. Guided lectures on the Students are able Recitation log, Analytic
languages reflected in four definitions course contents. 1. to translate words and rubric, Objective essay
types of sentences. VI. 2. Working in groups, phrases from emotional to
2. Apply lexical definitions and A. Types of sentences students practice and neutral forms and vice
the interchange test. B. Uses of language apply the different versa.
3. Apply the 5 rules of lexical C. Emotional language definitions and statements. 2. Determine good lexical
definitions D. Lexical definitions and the definitions.
4. Apply stipulative definitions rules 3. Give examples of the
5. Apply clarifying definitions E. Stipulative definitions different types of
6. Apply recursive definitions F. Clarifying definitions definitions
7. Apply definitions by example G. Recursive definitions 4. Submit examples of
8. Distinguish analytic from H. Definitions by example analytic and synthetic
synthetic statements and I. Analytic and synthetic statements
construct examples. statements 5. Examples of a posteriori
9. Distinguish a posteriori and J. A posteriori and a priori and a priori statements.
a priori knowledge and statements
construct examples.

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 DESIRED STUDENT EVIDENCE OF
COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Explain and discuss the VII. Fallacies (28th to 35th 1. Guided lecture on the Students are able Recitation log, Analytic Rubric,
attributes of a good day) course content. 1. to point out fallacies Objective test
argument. 2. Formed into groups, according to their
2. Identify or determine A. How fallacies occur students will analyze classifications.
when fallacies occur in B. Formal fallacies editorials and news and 2. Submit lists of fallacies
arguments. C. Informal fallacies other selected statements containing the examples
3. Idenfity formal fallacies 1. Fallacies of relevance and identify fallacies and they formulated.
and determine in what 2. Fallacies of weak induction determine their
kind of arguments they 3. Fallacies of presumption classifications.
occur. 4. Fallacies of ambiguity
4. Explain and discuss how 5. Fallacies of grammatical
fallacies achieve their analogy
purpose.
5. Identify, explain, and
discuss fallacies according
to their classification and
describe their effect on the
agreement and arguer.

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Explain and discuss the VIII. The Human Person 1. Guided lecture on the Students are able to Recitation log, Analytic Rubric,
value of respect for (36th to 38th day) course content evaluate the rightness and Objective test
human life and its moral 2. Formed into groups, 1. wrongness of actions
dimension students will be given 2. place under what domain
2. Discuss what is expected cases to analyze and draw certain actions belog.

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 of human beings conclusions therefor. 3. Find their roles in
3. Adhere to the pursuit of promoting justice among
justice and the good life people and institutions.
even in the presence of A. Moral dimension of human life 4. Student output on case
evil. B. Ethics and its functions analysis.
4. Explain and discuss what C. Domains of human action
is ethics. D. Criteria for assessing the
morality of an act
E. The urgency of not only
knowing, but more so doing
the moral good.
F. What human reason does for
us
G. Justice and the creation of a
just world
DESIRED STUDENT LEARNING
COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY EVIDENCE OF PERFORMANCE ASSESSMENT TOOLS
OUTCOME

1. Understanding of the self IX. Moral Virtue 1. Guided lecture on the 1. Students exhibit positive Recitation log, Analytic Rubric,
2. Explain and discuss moral course content changes in attitude and Objective test
wisdom 2. Case analysis and behavior.
3. Know, understand, and X. The ultimate end of evaluation of cases by 2. Adherence of students to
explain the process in the human action students grouped into 2 or concepts of virtue
attainment of happiness A. Virtue and human flourishing 3. 3. Students appreciate the
4. Understand, explain and B. Happiness as living well happiness that material
discuss the ultimate C. Making life worth living. things could not provide.
purpose of human life 4. Students submit their case
5. Values virtue, the real good analysis and evaluation
life, and true happiness
that comes from
worthwhile living.
1. Able to discuss and explain XI. Moral Duty. 1. Guided lectures on the 1. Manifestation of the ability Recitation log, Analytic Rubric,
the concept of moral course content. to make judgement where Objective test
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 obligation. A. Principles of moral obligation 2. Grouped into 3 or more, duty and love come in
2. Identify and explain what and the moral choice students are assigned to conflict.
are involved in making a B. Moral good and human reason analyze cases that tears a 2. Students submit analysis of
moral choice. C. Human autonomy and self- man between love and cases where they make
3. Explain the concept of rule duty, such as between choices between love and
human autonomy D. Hypothetical imperative parents and duty, etc. duty.
4. Identify and explain the E. Categorical imperative
imperatives in relation to F. Duty and love: where they
moral obligation. begin and end.
5. Explain the conflict arising
from love and duty

DESIRED STUDENT EVIDENCE OF

COURSE CONTENT/DURATION INSTRUCTIONAL DELIVERY ASSESSMENT TOOLS
LEARNING OUTCOME PERFORMANCE

1. Explain and discuss the XII. Utilitarianism 1. Guided lectures on the 1. Students submit their Recitation log, Analytic Rubric,
concept of utilitarianism as course contents output on case analysis Objective test
it relates to human action 2. Grouped students take on 2. They are able to explain
and those of institutions. A. The theory of cases involving their judgment on the
2. Discuss and explain how utilitarianism utilitarianism perspective cases
one can find the balance B. The utilitarian calculus and discuss the results of 3. Manifest analytical and
between the utilitarian C. Act and rule utilitarianism, their analysis and decision-making ability on
perspective and the D. Maximum utility and evaluation, as well as their conflicting issues involving
morality of actions. individual preferences. judgment on the issues. love and duty.
3. Differentiate rule and act
utilitarianism.
4. Discuss and explain the
dilemma of maximum
utility and individual
preferences.
1. Discuss and explain when XIII. Abortion and Human 1. Guided lectures on the 1. Students are able to form Recitation log, Analytic Rubric,
human life begins Life course contents their opinions about when Objective test
2. Define and explain the 2. Group reports on case life begins in the womb or

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 basic procedures of analysis involving out of the womb.
abortion. A. The beginning of human life abortion. 2. They submit outputs
3. Discuss and explain the B. What is abortion? involving analysis of a
position of the church on C. Church’s position on abortion abortion cases.
abortion. D. Legalization of abortion
4. Explain the reasons for the E. The types of abortion
legalization of abortion
5. Discuss and explain the
types of abortion.

X. COURSE REFERENCES

TEXTBOOKS:

1. Gensler, Harry J. (2010) Introduction to Logic, 2nd Ed. Routledge. New York, U.S. A.
2. Hurley, Patrick J . (2000). A Concise Introduction to Logic, 7th Ed.. C & E Publishing, Wadsworth-Thomson Learning. CA., U. S. A.
3. Babor, Eddie R. (2003). Logic: The Philosophical Discipline of Correct Thinking. C&E Publishing, Inc. Quezon City, Philippines.
4. Umali, Pepe San Miguel (2007). Logic: The Art of Living with Reason. Mindshapers Co., Inc. Manila, Philippines
5. Wood, Nancy V. (1998). Perspectives on Argument. Prentice Hall. New Jersey, U. S. A.
6. Hatch, Garry Layne (1999) Arguing in Communities. Mayfield Publishing Co. California, U. S. A.
7. Maboloc, Christopher Ryan B. (2010). Ethics and Human Dignity. Rex Book Store, Inc. Manila, Philippines
8. Quito, Emerita S. (2008) Fundamentals of Ethics. C&E Publishing, Inc. Quezon City, Philippines.
9. Steinbock, Bonnie, Ed. (2007) The Oxford Handbook of Bioethics. New York, U. S. A.

ADDITIONAL /SUPPLEMENTARY MATERIALS

1. https://www.coursehero.com/file/7175172/Objections-to-Util/ . Professor Donald C. Hubin discusses the inapplicability of utilitarian principles and its calculus.
2. http://www.bbc.co.uk/ethics/introduction/intro_1.shtml . Ethics: a General Introduction. This is a general and practical paper on the application of ethics in
everyday life.
3. http://www.philosophybasics.com/branch_logic.html . The Basics of Phhilosophy: Logic. Logic is discussed in detailed points for laymen.

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 XI. PERFORMANCE INDICATORS AND EVIDENCES PERFORMANCE

DESIRED STUDENT LEARNING OUTCOME EVIDENCE OF PERFORMANCE PERFORMANCE STANDARDS

1. Define logic.
2. Know and understand the reasons for studying it. 1. Word List and Readers’ Journals Criteria:
3. Identify statements and their truth value. 60% - Qualitative Output
4. Define arguments 2. Submission of output in analysis of arguments 35% - Quantitative Output
5. Identify arguments and their components. from newspaper editorials restructured into 5% - Time of Submission
6. Identify premises and conclusions logical arguments. indicating premises and
7. Restructure statements into logical arguments. conclusions.

1. Identify deductive arguments 1. Word list and Readers’ Journal

2. Determine the validity and invalidity of deductive 2. Students are able to analyze arguments in terms Criteria:
arguments of validity and soundness and display them using 60% - Qualitative Output
3. Displaying argument’s form using symbols and symbols and letters. 35% - Quantitative Output
letters 3. Submission of outputs in analysis of arguments 5% - Time of Submission
4. Determining sound and unsound deductive indicating their validity and/or invalidity.
arguments
5. Apply the principles of logic re: truth of
statements and validity of reasoning
1. Identify inductive arguments 1. Word list and Readers’ Journal
2. Identify strong and weak inductive 2. Students are able to identify inductive arguments Criteria:
arguments 3. They are able to determine the strength and/or 60% - Qualitative Output
3. Test the strength of inductive arguments. weakness of arguments 35% - Quantitative Output
4. Student output on analysis of inductive arguments 5% - Time of Submission
indicating their strengths or weaknesse

1. Able to translate arguments into syllogistic 1. Word list and Readers’ Journal
language 2. Students submit papers on Criteria:
2. Understand and use well-formed formulas a. reconstruction of arguments using wffs 60% - Qualitative Output

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 (wffs) b. determination of validity of arguments 35% - Quantitative Output
3. Identify distributed and undistrubited, general, through the star test. 5% - Time of Submission
and singular terms. c. translation of difficult passages into
4. Implement the star test for valid and invalid arguments.
arguments. d. deriving conclusions from propositional
5. Using wffs for arguments with difficult statements.
translations. e. Analysis of arguments using Venn diagrams.
6. Apply the Venn diagram in analyzing validity
and invalidity of arguments.
1. Word list and Readers’ Journal
10.Identify the uses of languages reflected in four types 2. Students are able Criteria:
of sentences. a. to translate words and phrases from 60% - Qualitative Output
11.Apply lexical definitions and the interchange test. emotional to neutral forms and vice versa. 35% - Quantitative Output
12.Apply the 5 rules of lexical definitions b. Determine good lexical definitions. 5% - Time of Submission
13.Apply stipulative definitions c. Give examples of the different types of
14.Apply clarifying definitions definitions
15.Apply recursive definitions 3. Submit examples of analytic and synthetic
16.Apply definitions by example statements
17.Distinguish analytic from synthetic statements and 4. Submit examples of a posteriori and a priori
construct examples. statements.
18.Distinguish a posteriori and a priori knowledge and
construct examples.
Word list and Readers’ Journal.
1. Explain and discuss the attributes of a good Students are able Criteria:
argument. 1. to point out fallacies according to their 60% - Qualitative Output
2. Identify or determine when fallacies occur in classifications. 35% - Quantitative Output
arguments. 2. Submit lists of fallacies containing the 5% - Time of Submission
3. Idenfity formal fallacies and determine in what examples they formulated.
kind of arguments they occur.
4. Explain and discuss how fallacies achieve their
purpose.
5. Identify, explain, and discuss fallacies
according to their classification and describe their

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effect on the agreement and arguer.
1. Explain and discuss the value of respect for Word list and Readers’ Journal
human life and its moral dimension Students are able to Criteria:
2. Discuss what is expected of human beings 1. evaluate the rightness and wrongness of actions 60% - Qualitative Output
3. Adhere to the pursuit of justice and the good 2. place under what domain certain actions belog. 35% - Quantitative Output
life even in the presence of evil. 3. Find their roles in promoting justice among people 5% - Time of Submission
4. Explain and discuss what is ethics. and institutions.
Students submit output on case analysis.
1. Understanding of the self 1. Word list and Readers’ Journal
2. Explain and discuss moral wisdom 2. Students exhibit positive changes in attitude and Criteria:
3. Know, understand, and explain the process in behavior. 60% - Qualitative Output
the attainment of happiness 3. Adherence of students to concepts of virtue 35% - Quantitative Output
4. Understand, explain and discuss the ultimate 4. Students appreciate the happiness that material 5% - Time of Submission
purpose of human life things could not provide.
5. Values virtue, the real good life, and true 5. Students submit their case analysis and evaluation
happiness that comes from worthwhile living.

1. Able to discuss and explain the concept of 1. Word list and Readers’ Journal
moral obligation. 2. Manifestation of the ability to make judgement Criteria:
2. Identify and explain what are involved in where duty and love come in conflict. 60% - Qualitative Output
making a moral choice. 3. Students submit analysis of cases where they 35% - Quantitative Output
3. Explain the concept of human autonomy make choices between love and duty. 5% - Time of Submission
4. Identify and explain the imperatives in relation
to moral obligation.
5. Explain the conflict arising from love and duty

1. Word list and Readers’ Journal

1. Explain and discuss the concept of 2. Students submit their output on case analysis Criteria:
utilitarianism as it relates to human action and 3. They are able to explain their judgment on the 60% - Qualitative Output
those of institutions. cases 35% - Quantitative Output
2. Discuss and explain how one can find the 4. Manifest analytical and decision-making ability on 5% - Time of Submission
balance between the utilitarian perspective and conflicting issues involving love and duty.
the morality of actions.

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 3. Differentiate rule and act utilitarianism.
4. Discuss and explain the dilemma of maximum
utility and individual preferences.
1. Discuss and explain when human life begins 1. Word list and Readers’ Journal Criteria:
2. Define and explain the basic procedures of 2. Students are able to form their opinions about 60% - Qualitative Output
abortion. when life begins in the womb or out of the womb. 35% - Quantitative Output
3. Discuss and explain the position of the church 3. They submit outputs involving analysis of a 5% - Time of Submission
on abortion. abortion cases.
4. Explain the reasons for the legalization of
abortion
5. Discuss and explain the types of abortion.

XII. GRADING SYSTEM

PRELIM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

MIDTERM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

FINAL GRADING PERIOD = CLASS STANDING (40%) + MAJOR EXAMINATION (60%)

FINAL GRADE = PRELIM GRADE + MIDTERM GRADE + FINAL GRADE

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XIII. COURSE REQUIREMENTS

Class Standing 60% (Prelims & Midterms) Class Standing 40% (Finals)
Attendance Attendance
Seatwork/ Assignments/ Journal Reading Seatwork/Assignments/ Journal Reading
Quizzes Quizzes
Recitations Recitations
Group Activities (Case Analyses, Reaction Papers) Compendium (Case Analyses,Reactions Papers and other Activities)
Major Examination 40% Major Examination 60%

XIV. COURSE POLICIES AND GUIDELINES

1. Students should maintain a facebook messenger to retrieve supplementary learning materials such as handouts, take home activities, worksheets and the like. In
addition, the students can also post their concerns about the subject/lesson.
2. Students are expected to study their lessons before entering the class to maximize class participation.
3. Eating and chewing gums inside the classroom is not allowed.
4. Requirements such as assignments/projects should be submitted on time. Failure to meet the deadline would mean demerit of 10% from the actual grade on a
daily basis.
5. Coordinate with the professor within the given consultation hours regarding concerns about the subject requirements.
6. Use of cellphones and other gadgets is strictly prohibited inside the classroom unless highly needed.
7. Practice “Clean as you Go” (CLAYGO).
8. Non-compliance to the requirements given will be marked as incomplete from the course.
9. Students who failed to take quizzes or major examination should comply within one week after the date of examination and are required to present an excuse
letter stating non-compliance to the said activity before taking a special exam.
10. Please refer to the Student’s Handbook concerning the following: tardiness; absences; acquisition of special quizzes, activities & major examination

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 XV. CONSULTATION HOURS

Days Time Room

Monday, Wednesday, and Friday 2:00 P.M. - 3:00 PM ITED FACULTY Rm.

Prepared by: Reviewed/Verified/ Approved by:

Jeric Pangilinan David Dr.Vilma V. Esparrago

Faculty VPAA

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