Joseph M.

Gaa
BSEE-2/BLOCK 2
ACTIVITY 1: ESSAY
Direction: On a letter-size bond paper, write your answer to the question below.
1. Check and discuss your personal growth against the stages of moral development.
- Reflecting on my own growth through stages of moral development:
Initially, I operated at the Pre-Conventional Level, focusing on avoiding negative consequences and seeking rewards. Over time, I
moved to the Conventional Level, valuing social norms and the expectations of others. My reasoning became more about societal
roles and the importance of following rules. Recently, I’ve shifted towards the Post-Conventional Level, where I consider broader
ethical principles and social contracts. My decisions are increasingly guided by universal values and the greater good, rather than
just conforming to societal norms or immediate self-interest. This evolution reflects a deeper understanding of complex moral
issues.
2. By way of summary, compare and contrast simple subjectivism and emotivism.
-Simple subjectivism and emotivism are both metaethical theories about moral judgments, but they differ in focus. Simple
subjectivism asserts that moral statements reflect individual preferences or attitudes, suggesting that if someone says "X is wrong,"
they are expressing personal disapproval of X. In contrast, emotivism posits that moral statements are expressions of emotional
reactions or attitudes rather than factual claims. For emotivists, saying "X is wrong" is akin to shouting "Boo to X!" rather than
asserting a personal opinion. Both reject objective moral truths but differ in how they conceptualize the nature of moral expressions
and judgments.
3. Recall immediate responses to moral dilemmas. Differentiate responses based on reason and those based on feelings.
-Immediate responses to moral dilemmas often fall into two categories: reason-based and feeling-based. Reason-based responses
involve analyzing the situation logically, weighing pros and cons, and applying ethical principles or rules. For example, deciding to
tell the truth because it aligns with a principle of honesty reflects reasoned deliberation. Feeling-based responses, on the other
hand, are driven by emotions and personal intuitions. For instance, choosing to help someone because it feels right or evokes
empathy is driven by feelings. While reason provides structured guidance, feelings offer immediate, often visceral reactions,
influencing moral decisions in different ways.
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.
-A recent news story about a hero rescuing a trapped animal stirred varied reactions. Emotionally, I felt immense relief and
admiration for the hero's bravery, driven by empathy for both the animal and the rescuer. This emotional response highlighted the
 human tendency to connect with stories of courage and compassion. Rationally, I considered the practical aspects, such as the
risks involved and the broader implications for animal rescue efforts. While my emotional reaction focused on the heroism and
empathy, my rational analysis assessed the effectiveness and potential lessons from the rescue. Both responses provided a fuller
understanding of the event's impact.

5. check real-life cases against the 7-step model, a model that uses reason and impartiality.
1. Identify the Problem: Limited ICU beds need allocation.
2. Gather Information: Assess patient conditions, medical needs, and potential outcomes.
3. Identify Stakeholders: Patients, families, hospital staff.
4. Consider Alternatives: Prioritize based on severity, potential for recovery, or other criteria.
5. Evaluate Alternatives: Use ethical principles like fairness and equity to weigh options.
6. Make a Decision: Allocate beds based on the evaluation.
7. Implement and Reflect: Execute the decision and review its impacts on patients and staff.

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.

Here are some principles I received from parents, teachers, and friends that reflect cultural values:

1. Respect for Others: Taught by parents and teachers, this principle emphasizes treating everyone with dignity and consideration,
fostering harmonious relationships and understanding.

2. Integrity and Honesty: Instilled by both parents and teachers, this value highlights the importance of being truthful and
transparent in actions and communication.

3. Responsibility and Accountability: Emphasized by parents and teachers, this principle focuses on owning one’s actions and
their consequences, and fulfilling obligations reliably.
4. Empathy and Compassion: Encouraged by friends and teachers, this value underscores understanding and sharing in others'
feelings, promoting kindness and support.

5. Hard Work and Perseverance: Motivated by parents and teachers, this principle stresses the importance of dedication and effort
in achieving goals and overcoming challenges.

6. Equality and Fairness: Promoted by teachers and friends, this value involves treating all individuals fairly and advocating for
equal opportunities.

7. Family and Community Ties: Highlighted by parents and friends, this principle values strong connections with family and
contributing positively to the community.

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:

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.
3 - Work with Others: Have close working relationships with a group; work asa team toward common goals.
2 - Competition: Engage in activities that put my abilities against others in asituation where there is clear win-loseout comes.
4 - Make Decisions: Have the power to decide courses of action, policies,
etc.
3 - Work Under Pressure: Work in situations where time pressure is prevalentand/or the quality of my work is judged critically by
supervisors.
3 - Power and Authority: Control the work activities or (partially) the destiniesof other people.
3 - Work Alone: Do projects by myself, without any significant amount ofcontact with others.
4 - Intellectual Status: Be regarded as a person of high intellectual prowessor as one who is an acknowledged "Expert"in a given
field.
4 - 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 workdone by others.
3 - Change and Variety: Have work responsibilities that frequently change in their content and setting.
3 -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.
2 - 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.
3 - Moral Fulfillment: Feel that my work is contributing significantly to a set of moral standards that I feel are very important.
3 - 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.