NAME: Keaven Rold D.

Formilos DATE: SEPTERMBER 08, 2021

COURSE/YEAR: BSME-2 SCORE: _________________

LEARNING ACTIVITY
DIRECTION: In a letter-size bond paper, do the following activities and submit it online on our Google
Classroom on the prescribed submission date.

ACTIVITY 1: ESSAY
Direction: In a letter size paper, write your answer to the following questions:

1. Check and discuss your personal growth against the stages of moral development.
Moral development is the process through which a person or a children develop proper attitudes and
behaviors toward other people in society, based on their social and cultural norms, rules, and laws. So in
my personal growth against the stages of moral development, it takes time to be morally developed
individual or person. As according to Lawrence Kohlberg, an American psychologist, stated that moral
development was a slow process and evolved over time. Therefore, in order to develop my personal
growth, I already encountered or I need to encounter some stages of moral development, and those are
the stages in Kohlberg’s Theory.

2. By way of summary, compare and contrast simple subjectivism and emotivism.

Simple subjectivism and emotivism are two incompatible views. You can be a simple subjectivist or an
emotivist, but not both. Simple subjectivism interprets moral judgments as statements that can be true
or false, so a sincere speaker is always right when it comes to moral judgments. Emotivism, on the other
hand, interprets moral judgments as either commands or attitudes; as such, they can be neither true nor
false. So in comparison, they are both subject of moral development and moral judgment that can be
neither true nor false. However in contrast, in simple subjectivism there is no such thing as objective right
or real wrong, but in emotivism it as an improved version of Subjectivism, it deemed invulnerable to many
objections.
3. Recall immediate responses to moral dilemmas. Differentiate responses based on reason and those
based on feelings.
Responses based on reason are usually much more calm and meticulous, while based on feelings
usually indicate some sort of emotion, unless it is an intuitive feeling. Some hold that reason and
emotion/feelings are not opposites. Both abstract inference and emotional intuitions or instincts are seen
as having relative roles in ethical thinking. For one thing, feelings or emotions are said to be judgments
about the accomplishment of one’s goals. Emotions, it is circumstance or agent accomplishes appropriate
objectives. Also, feelings are visceral or instinctual by motivating acts morally.

4. Look for stories from news clips (or the news online) that highlight emotional and rational responses.
Discuss your emotional and rational responses to the news.
The news that I’ve found online was about the “Cop shoots unarmed mother and son over 'boga' in
Tarlac”. Which has a report that in a Christmas week in the Philippines began with stains of blood. A
policeman shot and killed a mother and son in Tarlac province, north of Metro Manila on Sunday,
December 20, local police confirmed. Sonya Gregorio, 52, and her son Frank, 25, were shot by Police
Senior Master Sergeant Jonel Nuezca on Sunday evening. The shooting was captured on video and has
gone viral on social media with netizens using #StopTheKillingsPH and #JusticeForSonyaGregorio.
In this scenario or news you tend to use and realize your emotional or either rational response, by
which the police man shot the unarmed mother and her son. Your strong emotional responses may
include hurt, anger, and fear. Here we react to strong emotional responses by which some may helpful,
and others not. Also in terms of your rationality, we tend to use our reason or logical thinking out of a
problem, in which, why the police man kill the two people over what so called “boga”? or why he didn’t
tend to have a sincere talk so that this will not led to a heinous crime? By these we can recognize which
response we tend to use in terms of a story or a problem we encounter personally or either by reading
news and articles.

5. You may choose either one:

a. check real-life cases against the 7-step model, a model that uses reason and impartiality.
b. use the 7-step moral reasoning model to solve a case (moral dilemma).
Friends or peers are special and important to us, and we can’t do anything in order to harm them
or getting them in trouble. In these dilemma you caught your friend cheating on exam, but you pretended
that you don’t seen him cheating and then you’re not turning your chair so that your friend expected that
there’s no one have seen him cheating. After an hour and your exams are already done, your teacher also
done checking your papers and she was very happy and proud of what your friend’s score was, but your
teacher didn’t know that your friend was cheating in order to get a highest score and to ensure that he
passes the exam. What will you do? If you tell to your teacher about what have you seen during the exam,
your friendship will be finished and your friend got angry to you, on the other hand, if you shot up your
mouth the bonding that you have with your friend were still. In this scenario, you have arguably two
ethical choices, being a loyal friend or an ethical employee/student. Since these choices have implications
for society at large, it is important to us to understand the developmental course of such decisions and
what processes serve to influence and shape moral decision-making across time. Therefore, here in this
dilemma we tend to use the 7-step moral reasoning model to solve a case or a problem. This is not the
formula that will automatically generate the 'right’ answer to an ethical problem so that you can barely
face the problem, but this was a guidelines that can help you in ascertaining that all right questions are
being asked in the process of ethical deliberation. Therefore, if you apply and use these steps you can be
able to call as a morally or ethically a good person or student.
Employing this 7-step model, let us return to the aforementioned specific case to illustrate how
the model is used and clarify exactly what is meant by each of the elements in the model.
a. Gather the Facts. For you, the relevant facts in the case are:
- You saw your friend cheating during the exam
- Your friend didn’t know that you saw him cheating
- Your teacher didn’t know that your friend was cheating during the exam
- You witnessed that your teacher was very proud and happy about your friend’s score
b. Determine the Ethical Issue(s) In this case, the competing interests are those of the teacher who’s
very proud and happy on your friend and your friend who will be pressured by your teacher. Both
of them have interests in being a proud one but your friend did it in a wrong way and your teacher
didn’t know about it.
c. Identify the Principles that have a Bearing on the case. So, what principles have a bearing on the
case? Two ethical principles that speak to the case come out of how the moral issue is stated.
Then, these are being a loyal friend or an ethical employee/student.
d. List the alternatives. One option is to tell to your teacher that your friend was cheating during
exam. This alternative comes out of considering the duty to warn and to knowing about principle
as the higher priority. A second option is to refuse to tell to your teacher that information,
considering the confidentiality principle or for the sake of your friendship as carrying the most
weight, thereby upholding your friends request to you.
e. Compare Alternatives with Principles. You suggests that it may be that the alternative of
'encouraging your friend to study hard for your teacher’s being proud and happy that comes very
close to satisfying all the pertinent principles. Surely though, there are questions about the
adequacy. Will your teacher forgive your friend or teach him very well? Assume for the moment,
however, that appeal to principles does not resolve the dilemma.
f. Assess the Consequences. The undertaking here is to take the viable alternatives that attempt to
predict what the likely consequences (both positive and negative) of each would be. Furthermore,
it should be tried to estimate approximately how beneficial are the positive consequences and
how severe the negative ones are since some consequences are more substantial than others.
The option of telling your teacher:
- Your teacher will got angry to your friend
- Your friend will got angry to you
- Your friendship will end for surely
The option not telling your teacher:
- Your teacher will pressure your friend to answer some difficult question, for the reason that she
know he can answer those questions
- Your friend will be happy to know that you didn’t reported him
- Your friendship will be still
g. Make a Decision. You offers no decision under this final step but instead leaves us the following
further guiding questions: "What would you decide in this case? Which principles are the
weightiest? Are there others that you would include? Which alternatives are the most viable? Are
there others that you would suggest? Which consequences seem to you the most severe? Are
there others that you think will occur? Indeed, it is significant to understand that at some point,
we must stop deliberating and make a decision, as uncomfortable as that may be.
For one thing, Rae’s model or the 7-step model is good in the sense that it has room in it
to accommodate a whole host of different moral and ethical perspectives, considering the ethnic
and religious diversity of our society. The model is not necessarily tied to any one specific
perspective but can be employed comfortably with a variety of ethnic, cultural, and religious
backgrounds. Finally, it promotes the primal consideration of reason and impartiality in ethics
without necessarily eradicating the role of feelings in ethical deliberation.
EXERCISE 1:
Direction: In a letter size paper, write your answer to the following questions
A. List the principles you feel you received from your parents, teachers, and friends that reflect your
cultural values.
The principles that I felt I’ve received from my parents, teachers, and friends that reflects my
cultural values are:
1. Determination and Perseverance
2. Feeling of Responsibility
3. Having an exciting life
4. Unselfishness
5. Religious faith
6. Independence of thought and choice
7. Hard work
8. Justice and equal treatment for everybody
9. Imaginative and creative
10. Tolerance and respect for other people
11. Respect for tradition
12. Thrift, saving money and things
13. Obedience
14. Being helpful to people nearby
15. Loyalty to close people
16. Care for Nature and the environment
17. Success, money or prestige
18. Safety or being careful
19. Having fun or doing pleasurable things
20. Behaving properly and following rules

B. The list below describes a wide variety of satisfactions that people obtain from their jobs. Look at the
definitions of these various satisfactions and rate the degree of importance that you would assign to
each, using the scale below:
1 – Not important at all
2 – moderately important
3 – important
4 – very important
4 Help Society: Do something to contribute to making the world a better place in which to live.
4 Help Others: Be involved indirectly helping other people, with individuals or small groups.
3 Public Contact: Have a lot of day-to-day contact with people.
4 Work with Others: Have close working relationships with a group; work as a team toward common
goals.
3 Competition: Engage in activities that put my abilities against others in a situation where there is clear
win-lose outcomes.
3 Make Decisions: Have the power to decide courses of action, policies, etc.
3 Work Under Pressure: Work in situations where time pressure is prevalent and/or the quality of my
work is judged critically by supervisors.
3 Power and Authority: Control the work activities or (partially) the destinies of other people.
3 Work Alone: Do projects by myself, without any significant amount of contact with others.
3 Intellectual Status: Be regarded as a person of high intellectual prowess or as one who is an
acknowledged "Expert" in a given field.
3 Creativity (general): Create new ideas, programs, or systems not following a format previously
developed by others.
3 Supervision: Have a job in which I am directly responsible for the work done by others.
2 Change and Variety: Have work responsibilities that frequently change in their content and setting.
2 Precision Work: Work in situations where there is very little tolerance for error.
3 Security: Be assured of keeping my job and a reasonable financial reward.
3 Recognition: Be recognized for the quality of my work in some visible or public way.
3 Excitement: Experience a high degree of (or frequent) excitement in the course of my work.
2 Profit, Gain: Have a strong likelihood of accumulating large amounts of money or other material gains.

3 Independence: Be able to determine the nature of my work without significant direction from others;
be my boss.
4 Moral Fulfillment: Feel that my work is contributing significantly to a set of moral standards that I feel
are very important.
4 Location: Find a place to live (town, geographical area) that is conducive to my lifestyle and allows me
the opportunity to do the things I enjoy most.
3 Community: Live in a town or city where I can get involved in community affairs.
4 Time/Freedom: Have work responsibilities that I can work at according to my schedule.