NOTRE DAME-SIENA COLLEGE OF POLOMOLOK

Midterm examination of Ethics

Summer Class

Name: Keana Ella F. Barnaja Date: June 28, 2022

Year&Course: 2nd year BSED-Filipino Course Code: GE 8

1. Is it possible for a person to be moral but not ethical or ethical but not moral? (200words)

Answer:

Morality and ethics sometimes are being used interchangeably. Morality is the
individual's discernment of right and wrong conduct, based on how he or she was raised by
his or her environment. On the other hand, ethics are principles coming for external sources
such as workplace or religions. These are rules set by these external sources that an
individual must adhere to. Put another way, moral decision-making relocates ethical decision-
making away from an individualistic reflection on imperatives, utility or virtue, into a social
space. In that space one is implicitly aware of the other, wherein we understand from the start
that we need to have a dialogue. There is a difference between what I should do in an ethical
dilemma, and what we should do in a moral dilemma.

Say for example, a teacher fell in love with her student. It is morally correct to fall in love
with someone who is not minor or who is not married by law. Clearly, there is nothing wrong
with that. However, professionals such as teachers are governed by ethics. One of which is
that they are not allowed to have romantic relationships with their students. In conclusion,
the action is morally correct but unethical.

2. What is the complementary rational between meta-ethics and normative ethics? (200
words)

Answer:

Two main fields of ethics are Meta -ethics and normative ethics. While Meta -ethics
is concerned with determining the sense and objectivity of moral terms such as good and
evil, or right and wrong, normative ethics is concerned with determining which character
characteristics are good and which acts are wrong. The primary distinction between Meta -
ethics and normative ethics is that Meta -ethics is concerned with the essence of ethics,
while normative ethics is concerned with ethical conduct. Meta -ethics looks at what people
mean when they say things like "good," "evil," "right "and" wrong". It also raises concerns
about the essence of moral decisions, such as whether they are universal or relative, of one
kind or several kinds, and so on. It considers how we can determine if anything is correct or
incorrect. Meta -ethics, unlike normative ethics, does not seek to rate individual decisions as
great, worse, decent, poor, or evil.

The argument "stealing is wrong" is true if and only if your culture forbids stealing, the
assertion "war is wrong" is true if and only if God has prohibited war, and the word "morally
wrong" means "disapproved of by my culture" are all examples of meta ethical statements.
It's important because Meta -ethics investigates the relationship between beliefs, motives
for behavior, and human motivation.

3. What is sociocentrism? Elaborate on your answer by citing an example (200words)

Answer:

Meta-ethics is the study of what ethical statements mean, normative ethics is the
study of what ethical statements should be. For example, one issue can be when people
make decisions for others - such as by influencing voting decisions or helping donors make
charitable contributions. The moral question with regard to this decision would be whether it
is right for an individual to use their power over others in order to change their opinion or
behavior without consent or knowledge. Ethics is concerned with morals, with what is right
and wrong, as well as what is better and bad. Ethics defines principles through statements
or decisions. Normative or prescriptive statements are the opposite of evaluative claims.
Normative arguments state or confirm what should be the case.

Stealing is wrong, killing in self-defense is morally justified, and war is wrong, to name a few
normative statements. Meta -ethical theories are statements about the nature of moral
principles, normative argument truth conditions, and study of moral properties or facts.

4. Discuss the theory of Sigmund Freud (3 examples of each theory)

Answer:

Sigmund Freud proposed the psychoanalytic theory which emphasized how the
unconscious the reservoir of hidden urges feelings thoughts and memories that people are
unaware of influences the behavior that people are aware of. Freud asserts that the
unconscious can be accessed and understood by analyzing individuals’ dream among the key
ideas of Freud is the structure of the mind divided into three agents.

The id is the part of the unconscious that seeks only what is pleasurable.

For example:

1. I want to eat seafood, but I think I’ll get fat.

For example:

1. I consider this day as cheat day, so I ate seafood together with my friends.
2. I caught my husband cheating. He dated my best friend, my most trusted best friend
also betrayed me. I never expect this day will come.
3. I thought I would never win, it's a good thing I didn't back out and I'm thankful that my
friends inspired me.

The superego which incorporates society's morals strives for perfection and is often at odds
with the id.

For example:

1. One break won’t hurt you. This is why a lot of people worry about treating themselves.
They believe that a reward may send them down the path of temptation, back to square
one. But, as long as you exercise discipline, there’s little chance of this happening.
2. A certain amount of trust is necessary for relationships. But trusting other people is not
always easy; it often becomes harder to put your faith in people in the future.
3. "Trust the process" no matter what comes along, the process will teach you what you
need to learn if you are willing to listen, pause, and believe something good will come
out of the chaos.

5. Discuss the theory of Jean Piaget (3 examples of each theory).

Answer:

French physician Jean Piaget specialized in the study of child development. There
are four stages of brain development identified by Piaget: sensorimotor, preoperational,
concrete functional and formal functional. These phases provide the foundation for his
theory of mental development.

The sensorimotor stage which begins at birth and last for about two years is the first
period of mental change. All during this era, children learn about the world via their faculties
and engine activity.

For example:

1. A new object introduced to an infant may be reflexively pulled into their mouth.
Accommodation occurs when the infant is required to modify their response to a new
object.
2. To place a novel object into their mouth, the infant may need to open their mouth wider.
3. Infants may throw a ball, and then throw a spoon, and then throw their food to gauge the
consequence of that action.

Two to seven years of age is the preoperational stage, which is the second mental turn of
events. At this age, children begin to utilize words and pictures, but they are still unable to
think logically.

For example:

1. Drawing people and objects from their own life but understanding they are only
representations
2. Pretending a stick is a sword or that a broom is a horse during play
3. Imagining that they are a superhero or someone they admire

The concrete operational stage, children also become able to apply logical, concrete rules
to physical objects. However, they cannot yet do the same thing for abstract concepts.

For example:

1. Understanding that water can freeze and then melt again but that other changes are
permanent
2. Being able to organize crayons into groups based on their color
3. Being able to sort their toys into order, based on their size or importance

Formal operational stage which occurs between the ages of 7 and 11, is known as the
major functional stage. During this stage, children begin to think about more important
issues and events.

For example:

1. A child at the formal operational stage can think of numerous ways of solving a single
problem, and then choose the best option based on how logical or successful it is likely
to be.
2. If a child has to create a model of the solar system using materials they have at home,
there are a number of ways they could use them. Thinking of several possibilities and
then using the one that is the most logical or effective shows they have hypothetical-
deductive reasoning skills.
3. Children at this stage can also examine and evaluate their own thoughts and actions. If
they argue with a friend, they can consider how their opinions or behavior might have
contributed. They can then decide how to approach the situation.