Module 4

Teacher as a Person in
Society

In this Module

1. Morality and Its Foundational Moral Principles

2. Teachers as Persons of Good Moral Character and

Values

3. A Universal Declaration of Human Rights

Module Overview:

Hi! We welcome you to this fourth module of the course. This module will give
you some principles underlying the conduct of teacher as a person in society. Concepts of
morality and its foundational principles will be discussed as essential knowledge to guide
his conduct. This will also give you some backgrounds on good moral character and
formation of values as a sure guide in fulfilling your role in your chosen profession,
vocation, and a mission. Finally, a summarized version of the Universal Declaration of
Human Rights will be presented in this module to guide the conduct of a virtuous teacher
in the society. To accomplish this, you will go through the four (4) phases of each lesson
to wit; activity, analysis, abstraction, and application.

Module Outcomes:

In this module, you are expected to be able to:

1. Demonstrate an understanding of the principles of morality and values.
2. Explain the formation of values in a person.
3. Manifest a dignity in the teaching profession through virtuous conduct.
4. Demonstrate an understanding of the existing laws regarding human rights.
5. Create a case scenario on the application of legal rights and freedoms of humans.

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Lesson
Morality and Its Foundational Moral Principles
1

Lesson Outcomes:
1. Discuss what morality is all about.
2. Differentiate the foundational principles of morality from different perspectives.
3. Map out the the different perspectives of the foundational principlmorality.
Time Frame: 2 hours

Introduction
This lesson will provide you some concepts about morality and its existence. It also gives
you a discussion on the foundational moral principles from different perspectives.
Specifically, you will find in this lesson how these principles are viewed by Christians,
Islam, and Buddhists. In the end, you will find yourself mapping out the difference of
these foundational moral principles. Hi! We welcome you to this fourth module of the
course.

ACTIVITY: Pick a Spot

Below is a box containing the spots labeled as A,B,C,D. Pick at least 2 spots of your
choice and write your explanation if you agree or not on the blanks provided.
A B
Your dog gave birth to 4 puppies, but you The teacher in the classroom reminds everyone
have only space for 2 puppies. So you kill not to draw any images relating to God.
the other two. Is this right? Yes or No. Is this right? Yes or No. Why?
Why? _______________________________________
_______________________________________
No, Because puppies is just like human, _______________________________________
they breath, they have life so we don't have
a right to kill animals. instead, we should
treat them as a human, we love them, care
and give them birth as they're happiness.

C D
A boy called a dinner party for his friends While on live streaming, you kill a puppy with a
where he serves chocolate cookies, but the knife. Is this ok? Yes or No. Why?
cookies were formed like a dog poop.

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 Is it alright? Yes or No. Why? No, this is not right! Why don’t you kill puppy
___________________________________ in the off cam.? And the most important is you
_ don’t need to kill puppy because puppy is just
___________________________________ like us, they had also life like us as human
_ It really breaks my heart when I saw pet killed
___________________________________ by others people.
_

ANALYSIS: Let us answer these questions.

1. How do you find the spots above?
As we can see, we have ABCD to identify the spot. The spot that I've chosen is all
about killing a dog. And the dog is a guard in our home if ever there are a thief it
help us to know through barking.

2. What are your bases of saying Yes or No? Cite here.

I’ve follow the directions and when we read the spot, we can see the following
questions such as: Yes or no then it should be why?

3. How do you call these bases? How does community call them?
As what I’ve say, we can find in the instruction first, and even if don’t have
direction, when we read the whole spot there, we can say to our mind that maybe
this is it. Why can’t we base there. Maybe community will be able to understand
them and respect them.

You may call them in many ways; however, let’s take a look on what is morality and its
foundation principles.

ABSTRACTION
What is Morality?
Many authors defined morality as simply referring to a “code of conduct put forward by
an actual group, including a society” (Standford, 2002). It is also defined as “a body of
standards or principles derived from a code of conduct from a particular philosophy,
religion, or culture.” (Long and Sedley, 1987). It is actually synonymous with ‘goodness’
and ‘rightness’ (Standard University, 2011). Apparently, morality is the “quality of
human acts in which we call them right wrong, good or evil” (Panizo, 1964). Based on
these definitions, we could say that morality deals with human and his conduct in relation
to a code of conduct accepted by a particular group or culture.

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Existence of Morality
But the question on how did it come to existence still lingers our mind. Morality comes
from the Greek word moralis which means customs or manners (Perle, 2004). This has
something to do with ethics which deals with right or wrong, good or bad. We usually
mean ethical or moral when the conduct is good and right, while we mean unethical and
immoral when the conduct is bad or wrong. Man’s actions, whether good or bad, is
governed by his intellect and free will. His intellect will give him the discernment and
right judgment of the morality of his conduct because he is capable of thinking and
reasoning. His free will is his ability to choose for certain conduct of action or character.
Intellect and free will make humans different from all other animals. Thus any human
action is good when it is completely done as a natural man, and it is immoral when it runs
counter to human nature.

Foundational Principles of Morality

The principle of morality issue differs from each group of culture, religion, or group. The
word principle came from the word princeps, which means the source or the beginning.
Foundational principles mean the universal accepted norms by which all principles of
rightness or wrongness of actions are built upon. These are based on natural law. The
natural law is ‘already written in the hearts of man’ (Romans 2:15). Fo the theist or
believers, it is a ‘man’s share in the Eternal Law of God’ (Panizo, 1964.). In short, the
foundational moral principles are ‘‘do good and avoid evil.’ The following are some
sources:
1. The Golden Rule – ‘Do unto others what you want them to do unto you.’
2. The Two Great Commandments – ‘Love God with all your heart, with all your
souls, and all your might’ and “ Love your neighbor as yourself.’ This is
especially true to the followers of Christ who are called the Christians. So, when
you love God you will be faithful to Him; when you love your fellowmen, you
will not do harm to them.
3. Immanuel Kant – ‘Act in such a way that your maxim can be the maxim of all.’
4. Buddhist – ‘Hatred does cease by hatred, but hatred ceases only by love.’ With
this principle,
5. Muslim – The Islamic Qur’an ‘forbids, lying, stealing, adultery, and murder.
Let’s elaborate some perspectives of morality for these three big groups of religion
through aschematic diagram:

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A. Christianity – They are believers of the Bible as God-breathed Scripture, which
consists of the Old and New Testament. They are believers of the Ten
Commandments that God gave to Moses, as reflected in Exodus 20. These 10
commandments are also called the Law of Moses.

Old Testament, Exodus 20 New Testament, Matthew 22

Ten Commandments
1. You shall have no other Gods before me.
2. You shall not make for yourselves an Love God with all your heart,
idol. with all your soul, and with all
3. You shall not misuse the name of the your strength.
Lord your God.
4. Remember the Sabbath day by keeping
it holy.
5. Honor your father and your mother
6. You shall not murder Love your neighbor as you
7. You shall not commit adultery love yourself.
8. You shall not steal.
9. You shall not give false testimony.
10. You shall not covet.

B. Islam for Muslims- This group of religion is a believer of the Qur’an. They are
believers on the following Islamic principles:

Qur’an Principles
1.The Islamic Qur’an ‘forbids,
lying, stealing, adultery, and Five Pillars of Islam
murder. 1. Prayer
2. It teaches ‘honor to parents, 2. Self-purification by
kindness to slaves, protection for fasting.
the orphaned and the widowed,
and charity for the poor.” 3. Fasting

3. It teaches ‘virtues of faith in 4. Alms-giving

God, pateince, kindness, honesty, 5. Pilgrimage to different types of
C. - showing devotion
indutry, honor, andtogenerosity’.
the Buddha through ceremonies, festivals,
meditation and retreats.  Mecca.
4. It also condems ‘mistrust,
impatience, and cruelty.

Eight-fold Path
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1.Strive to know the truth.
101
2. Strive to resist evil.
 5 Moral Principles of
Buddhism
1. You shall not kill.
 2. You shall steal.
 3. You shall not
misuse you senses or engage
in sexual misconduct.
 4. You shall not speak
lies or gossip.
 5. You shall not take
intoxicants that cloud the
mind (drugs, alcohol).

Looking at the foundational principles of morality, it can be gleaned that morality is

applied into four areas such as:
1. Religion. Morality is determined by the relationship between man and his God.
2. Nature. Morality is determined by the relationship between man and the creation
around him.
3. Individuality. Morality is determined by the relationship the individual has to him or
herself.
4. Society. Morality is determined by the relationship between man and his society.

Notice then the similarities and differences of the foundational principles of morality in
each perspective. As future teachers of the young, and as a person in society, you must
be guided with proper principles of morality so that you can be called worthy of to your
chosen profession.

APPLICATION: Mind Mapping

At the center of the mind map, write the word morality; around it, map its different
foundational principles by writing the keywords associated with each.

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 Independe Buddhist
nce Perspective
Humanity
Islam

Society
Religion

Unity Christian

MORALITY

Health Social

Status Interaction
Individualit
Nature
y

Perspectiv Health
e

Knowledg
Mindset e
Closure
Great work! You’re done with Lesson 1. Please proceed to Lesson 2

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 Teachers as Persons of Good Moral
Lesson
2 Character and Values

Lesson Outcomes:
1. Describe a person with good moral character.
2. Explain the formation of values in a person.
3. Identify some appropriate conducts of a virtuous teacher.
Time Frame: 2 hours

Introduction:
Welcome to Lesson 2. You may always believe that teachers are models of conduct and
fortitude. This lesson will give you a strong background about good moral character and
values formation. You will also find in this lesson, how moral values of teachers are
described and are given emphasis as licensed professionals. In the end, you will be able
to identify some conducts of a virtuous teacher.
ACTIVITY: Descriptive Graphic Organizer (DGO)
You can find a DGO below. Describe a person whom you know has good moral
character and of values by writing his/her name (not real name of a classmate/ teacher/
best friend) at the center. Write the descriptive words along or in between prongs of the
circle.

Good influencer

Best mother Lovable

Mom

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 Encourager

Understandin
g

Very kind

ANALYSIS: Let’s answer these question.

1. Why do you say that person is of good moral character and of values?
Base on her good threatening to others, she’s very good mom ever. The way she
treat others, we can that she’s the kind of mother that we have.

2. Describe in your own perspective what is a person of good moral character and of
values. A good person is they understand situations, more patiently for others.and,
they choose good.

ABSTRACTION
A. Teacher as a Person of Good Moral Character
What is good moral character? Rogers (2000) defined good moral character as ‘an ideal
state of a person's beliefs and values that is considered most beneficial to society.’ The
goodness or not of a person’s character depends largely on the person assessing the
character. However, there are legal judgment to this concern that are widely accepted
such as honesty, diligence, respect, integrity, trustworthiness and the like.

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In the teaching profession, the good moral of a teacher is defined in the Ethical Standards
for Teachers, in short, the Code of Ethics. Let’s take a look on the preamble of the Code
of Ethics for Teachers…
‘Teachers  are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to, observe, and practice
this set of  ethical  and moral principles, standards, and values.’
A preamble is an introductory statement of any law or statute that presents that purpose,
aims, and justification of the deed. From above lines of preamble taken from the Code of
Ethics for Teachers, the word moral values are properly stressed by mentioning it twice
in a single statement. But what makes up good moral character? A Christian author
named William Cosgrave (2004) describe this virtue into four (4) ways to wit:
1. Being fully human – meaning you have substantially realized your potential as a
human.
2. Being a loving person – you are caring in an unselfish and mature manner with
yourself, other people and God.
3. Being a virtuous person- you have acquired good habits and attitudes and you
practice them consistently in your daily life and;
4. Being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental
stage.
This description denotes that it is a good thing for a person to develop his full potential
and continuously care and love himself so that he may be able to translate this love to
others. As a future teacher and as a person in society, it is expected that you will live a
life full of virtues, that is, as you grow and develop spiritually, intellectually, socially,
and emotionally, you will become humble and not arrogant of your achievements, but
conduct yourself with propriety and integrity as a model person of good moral character
in the community where you belong. To conclude, to become a teacher that will make a
difference in the society is to possess these virtues in an increasing measure in your daily
lifestyle.

B. Teachers’ Value Formation

Where does value come from, and what really values are? These are the common
questions overheard. A value can be associated with the thought of axiology, the branch
of philosophy which studies about the nature of value and valuation of which is
‘primarily concerned with classifying what things are good, and how good they
are.’  Values are principles or qualities of human character that are held dearly by

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individual, group, or society. It is the steering wheel of a person’s actions and decision as
well as the holder of group ideal in a thing called core values. 

Objectively, there three (3) possibilities of the origin of values:

1. It is a given by a Supernatural Being (Supernatural Theory).
2. It is fabricated by the nature (objectivism).
3. It is part of the ‘furniture’ of the world, that is on human beings (subjectivism).

With these, values can be evaluated in three (3) positions, such as the objective,
subjective, and situational, that is emerging out of context. Supernatural-given values are
also called transcendent values or objective values that are held by the idealists and are
not changed beyond times and space such as love, care, concern, and the like. Values that
are dependent are called subjective and are primarily held by relativists. These are the
values that can be changed by the context of situation, culture, and society.

Now, we will talk about value formation. What is formation then? A formation is a
process of developing something into its tangible state. In the formation of values, it must
be barely understood that values are both caught and taught. It is caught because it should
be the product of teaching and learning. A child’s values may be refined after he had
learned something from his teacher.

Value formation takes on different forms of dimension. It has to be formed in the mind
(cognitive), in the heart (affective), and in behavior (action) aspects of a teacher. Value
formation is a training of the intellect and will. Your intellect and will are your rational
appetitive powers that need to be enriched with training so that it could generate proper
formation of ideas useful for giving judgment and reasoning. The will should not yield to
impulse because it will only result to lack of self-control. To have a strong will means it’s
a full control of the mind in order to remain compose in any situational occurrence. This
is what we call a virtuous life, a life that constantly do an effort to do things well in spite
of hardships and circumstances. Never give in to a vicious life where it corrupts good
values and character and ruined yourself in the end.

Let’s take a shot glance at Max Scheler’s Hierarchy of values below:

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 Values of the Holy

Spiritual Values

Vital Values
Pleasure Values

Values of the Holy: this refers to absolute things such as belief, bliss, adoration.
Spiritual values: refers to spiritual acts of preference like loving vs hating, values of right
and wrong, values of pure knowledge, aesthetic values.
Vital Values: these are values refers to vital feeling of the individual or society like
health, vitality, capability, excellence.
Pleasure values: these refer to sensual feelings such as pleasant vs unpleasant, agreeable
vs disagreeable.
Based on the values hierarchy, the highest values that a person can possess are the values
coming from the Supreme Being, which is God, and the lowest values are the values that
based on human senses. When a person is full of godly values, he is a person worth of
emulation and respect.

APPLICATION: Theme Graphic Organizer

I AM A TEACHER OF GOOD MORAL

CHARACTER AND VALUES

My behavior in the family: My conduct in the society:

My behavior in the family is sometimes I I can respect every people that I’ve
am not a good daughter to my family but I encounter in different places. I’ll show
have a respect and a good heart to them. what they deserve.

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 My manner in the church and school:
Of course, I am comfortable when I’m in the
church my mind’s direct to him, and praise him,
and by respecting others. I’ll show the love.

AGREEMENT: Research Work

Read about the teaching as a profession, vocation, and a mission. Fill in below:

Vocation, As a teacher my voaction is only for

T some who are really dedicated not just to work
E but also to serve other people.
A _______________________________________.
C Mission, my mission is to instill the belief in my
students that they can achieve anything. I will
H
treat students as individuals and try to meet their
I intellectual and emotional needs.

N Profession, I should help the students to acquire

G their knowledge.

_______________________________________.

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By answering the agreement, you’re done! Please proceed to Lesson 3

Lesson
Universal Declaration of Human Rights
3

Lesson Outcomes:
1. Enumerate the different rights and freedom of humans.
2. Analyze some cases involving violations of human rights and freedom.
3. Uphold the ideals of humanity in the teaching profession.
Time Frame: 2 hours

Introduction:
Teachers as worth of emulation when they demonstrate virtuous conduct. To continue
acting in this manner, they should have enough knowledge about the rights and freedoms
of humans as they are in the frontline services. Bearing this, a summarized universal
declaration of human rights document is presented in this lesson. You may expect that at
the end of this lesson, you will be able to cite some applications of the said rights and
freedom. Here we go!

ACTIVITY: Guess me!

Pictures are herewith below. Guess what possible human right or freedom is shown.

A. Human rights

Freedom C

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ANALYSIS: Let’s take a look on your answers on the activity portion.
1. What human right is shown in picture A? Picture B? Picture C? and D?
The human right there is picture C which is person have the right to educate their
self to and do what she can write in the books she/he have.

2. How do you know that?

Through guessing the picture give above. When we see the picture of course we
can identify it clearly.

3. Can you guess what particular document embodies all these rights?
I think this is the recognition of limitations due to people and give value what is
the right thing to do.

Let’s find out further.

ABSTRACTION
Universal Declaration of Human Rights
On December 10, 1948, the United Nations adopted this Universal Declaration of Human
Rights (UN-UDHR) in answer to the barbaric acts during the Second World War. This
UN Charter was chaired by Eleanor Roosevelt. This charter is not a treaty nor an
international agreement, but a plain declaration of equal human rights for both men and
women, and of the nations large and small (Preamble UDHR, 1948).

This lesson adopted the simplified version of UDHR made by the StudyLib (2020). There
are thirty (30) human rights and freedom which are summarized below:

1. Right to equality: Everyone is free and we should all be treated in the same way.

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2. Freedom from Discrimination: Everyone is equal despite differences in skin
color, sex, religion, language, political or their opinion, national origin or other
status.
3. Right to Life, Liberty, Personal Security: Everyone has the right to life and to live
in freedom and safety.
4. Freedom from Slavery: No one has the right to treat you as a slave nor should
you make anyone your slave.
5. Freedom from Torture and Degrading Treatment: No one has the right to hurt
you or to torture you.
6. Right to Recognition as a Person before the Law: Everyone has the right to be
treated equally by the law.
7. Right to Equality before the Law: The law is the same for everyone, it should be
applied in the same way to all.
8. Right to Remedy by Competent Tribunal: Everyone has the right to ask for legal
help when their rights are not respected.
9. Freedom from Arbitrary Arrest and Exile: No one has the right to imprison you
unjustly or expel you from your own country.
10. Right to Fair Public Hearing: Everyone has the right to a fair and public trial.
11. Right to be Considered Innocent until Proven Guilty: Everyone should be
considered innocent until guilt is proved.
12. Freedom from Interference with Privacy, Family, Home and Correspondence:
Everyone has the right to ask for help if someone tries to harm you, but no one
can enter your home, open your letters or bother you or your family without a
good reason.
13. Right to Free Movement in and out of the Country: Everyone has the right to
travel as they wish.
14. Right to Asylum in other Countries from Persecution: Everyone has the right to
go to another country and ask for protection if they are being persecuted or are
in danger of being persecuted.
15. Right to a Nationality and the Freedom to Change It:
16. Right to Marriage and Family: Everyone has the right to marry and have a
family.
17. Right to Own Property: Everyone has the right to own property and possessions.
18. Freedom of Belief and Religion: Everyone has the right to practice and observe
all aspects of their own religion and change their religion if they want.
19. Freedom of Opinion and Information: Everyone has the right to say what they
think and to give and receive information.
20. Right of Peaceful Assembly and Association: Everyone has the right to take part
in meetings and to join associations in a peaceful way.
21. Right to Participate in Government and in Free Elections: Everyone has the right
to help choose and take part in the government of their country.

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 22. Right to Social Security: Everyone has the right to social security and to
opportunities to develop their skills.
23. Right to Desirable Work and to Join Trade Unions: Everyone has the right to
work for a fair wage in a safe environment and to join a trade union.
24. Right to Rest and Leisure: Everyone has the right to rest and leisure.
25. Right to Adequate Living Standard: Everyone has the right to an adequate
standard of living and medical help if they are ill.
26. Right to Education: Everyone has the right to go to school.
27. Right to Participate in the Cultural Life of Community: Everyone has the right to
share in their community’s cultural life.
28. Right to a Social Order that Articulates this Document: Everyone must respect
the ‘social order’ that is necessary for all these rights to be available.
29. Community Duties Essential to Free and Full Development: Everyone must
respect the rights of others, the community and public property.
30. Freedom from State or Personal Interference in the above Rights: No one has the
right to take away any of the rights in this declaration.

In conclusion, our rights and our obligations are protected by the law and the bigger
community around us. As teachers, let us be aware of these rights and obligations so that
in our daily undertaking with the people in the society, we become responsible for our
conduct at the same time educating people in our society to be good, responsible, and
productive citizens of our country.

APPLICATION: Case analysis

1. Mrs. Fellow became a widow 5 years ago and had a 12-year old daughter. She
wanted to marry, but her daughter would not allow her with a claim that she still
needs much attention from her mother. However, Mrs. Fellow has already decided
to marry the man she was in love with. Now, the child felt she is abandoned by
her mother and seeks refuge with her aunt. Her aunt brings the case to the DSWD
for attention. Was there any violation done in this scenario? Support your
discussion.

For me, parents should be the one to decide what they want for us as a child. We
should give value what our parents want for us. This problem is just for family no
one can involve not unless you’re the part of the family. But in the middle of the
situation we should why cant we balance the situation first before doing next
step.

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 2. In the class of Miss Funny, two of her students were in close academic
completion for valedictorian. Student A always got first from 1st to 3rd grading
but of a little grade difference from the grades of student B. At the end of the
year, student B became the valedictorian. The parent of student A went to Miss
Funny to find out why her child did not make it. She asked for her child’s scores
and performances, but she also wanted to see the scores and performances of
student B. Would Miss Funny allow her to see the performances of student B?
Yes, or no? Explain your answer by citing legal rights/freedom.

No, if I am the teacher I should not allow it because being professional I know
what I’m doing. It is still confidential you don’t have right to judge teacher about
the results. Because there are lot of things you’d never know
According to the records on March 1997

(NCES 97-859) Ordering information

Student education records are official and confidential documents protected by one of the
nation's strongest privacy protection laws, the Family Educational Rights and Privacy Act
(FERPA). FERPA, also known as the Buckley Amendment, defines education records as all
records that schools or education agencies maintain about students.

Closure
Congratulations! You’re done with Lesson 3. Please answer the Module Assessment
found on the next page.

Module Summary

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Module 4 has provided you with lessons about the teacher as a person in the
society. In acting as a person in the society, essential knowledge about
morality and its foundational principles were given as a guide in the daily
undertaking. Adding-on to this knowledge, discussed were virtues of
good moral character and value formation to concretize his conduct and
adhere to the expectations of the society in acting his chosen profession,
vocation, and mission. Finally, a simplified version of the United Nations
Universal Declaration of Human Rights (UN-UDHR) was presented in
order to give a thorough awareness of legal rights and freedom of
humans. Hopefully, these philosophical and legal knowledge gained
from this module would give you enough wisdom to act with discretion as
a person in the society.

Module Assessment

Direction: This is a summative assessment for the whole module. Answer each
item briefly in your own words. Total is 30 points.

1. What is morality? (5 points)

body of standards or principles derived from a code of conduct from a particular
philosophy, religion, or culture.”

2. Differentiate at least 3 foundational principles of morality? 5 points each

(15 points).
Nature, religion and society these three is part of the morality which have
sub parts.

3. Which of the Hierarchical Values of Max Scheler do you prefer to possess

and have more? Why? (5 points)

Spiritual and values, because when people understand this both it should
be have peace, and no doubts for others.

4. Create a basic situation where you can apply the Right to Participate in
the Cultural Life of Community. (5 points)

Example in religion, can we say that in Muslim they need to wear their proper
dress according to their belief. But some of them can’t follow what they belief.

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 If I were them why can’t I sent my religion because in the first place I am already
a Muslim. Why I prefer to choose being hard headed if when I do that my life will
not be peace.

REFERENCES
Cosgrave, William (2004). Foundations of Morality.
Crisp, Roger (2000). Nicomachean Ethics. Cambridge University Press
Long, A. A.; Sedley, D. N. (1987). The Hellenistic Philosophers: Translations of the Principal
Sources with Philosophical Commentary. Cambridge University Press.
Perle, S.M. (2004). Morality and Ethics: An Introduction. Dynamic Chiropractic – March 11,
2004, Vol. 22, Issue 06
Stanford University (14 March 2011). "The Definition of Morality". Stanford Encyclopedia
of Philosophy. Stanford University. Retrieved 22 March 2014
Value Theory. First published Tue Feb 5, 2008; substantive revision Thu Jul 28, 2016.

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