A DETAILED LESSON PLAN IN ETHICS

I. OBJECTIVES:

1. Identify the kant deontological

2. Show the difference between legal rights and morally rights

3. Explain the Universalizability,duty and Goodwill

II. SUBJECT MATTER:

A. Topic: kant deontological

B. Concept: Duty,Categorical imperative,Autonomy,goodwill and Means and end

C. Processes: identifying, describing, abstracting, analyzing

D. Reference: Kant, I. (1785/2012). Groundwork of the Metaphysics of Morals (M. Gregor & J.
Timmermann, Eds. & Trans.). Cambridge University Press.

E. Materials: powerpoint presentation,Laptop

F. Values Integration: Moral Responsibility

III. PROCEDURE:

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preparatory Activities
Good morning Class. Good morning Sir.
Let’s have a review of our lesson yesterday
using this template.

1. Review( Using Cross Pollination Strategy)

Question: What do you know about? Erica: I know that Moral Courage isthe bravery
and strength to act in accordance with one's
Teacher: I know that I know moral principles, even when facing significant
something about Moral Courage personal risks or consequences.
Lady: I know that the ability to stand up for and
I know that ……..
practice that which one considers ethical, moral
How about you Erica , What do you
behavior when faced with a dilemma, even if it
know abou moral courage.? means going against countervailing pressure to
Student 1: I know that….. How about do otherwise
you (lady ), What do you know about
Moral Courage?
(Repeat the process)

2. Forming of Concepts

I have here strips of paper with words

written on it and a puzzle.
 Legal Rights
+ D T

What do you call to the words written on

the strips of paper? Duty
It is something that is handed down from
the past, as a tradition

What do you think will be our lesson for today? Our lesson for today is about kant deontological

3. Formulating Questions 1. What is kant deontological

What do you know about kant deontological? 2. What are examples of kant
What do you want to know about kant deontological?
deontological? 3. Can the maxim of my action be
universalized without contradiction?
4. I sthe action based on a sense of duty or
Categorical imperative?
5. Does the action treat humanity?
6. How is the teacher in every philosophy is
teaching?
7. Why is each kant deontological being
taught?
What shall we do to answer all your questions
about philosophical heritage? -Read

B. Lesson Proper

1. Activity
a. Presentation and Preparation of materials
I will divide you into five groups. Each group will Group 1: Duty
be given a METACARD / ACTIVITY CARD. Choose Group 2: Categorical imperative
your leader to report the output of your activity. Group 3: legal rights
You will be given only 10minutes to complete Group 4: goodwill
your task. Group 5: Moral right

b. Orientation and Setting of Standards

What are the norms to follow during the group 1. Collaborate with your groupmates
activity? 2. Share your ideas
3. Obey to your group leader
4. Do the activity on time

Why do we need to follow the norms/ or rules in

performing an activity? 1. We need to follow the norms to set
orders during our activity.
2. To finished the activity on time with best
result/output.etc.
c. Performing the Activity
(Students will get the materials)
d. Reporting
(Leader presents their findings)

2. Analysis
Alright class, let us go back again with your group
activity. ( through PowerPoint presentation)
Guided by the questions you have formulated
awhile ago:

What is Kant's deontological ethics ? Kant's deontological ethics emphasizes duty and
moral rules, rather than consequences. Actions
are judged right or wrong based on whether they
adhere to moral principles, specifically the
categorical imperative. This imperative dictates
acting only according to maxims (rules) that could
be universally applied without contradiction.
Essentially, it's about acting morally regardless of
the outcome.

What is duty? Duty is a moral or legal obligation; a responsibility

to act in a certain way.

What is categorical imperative ? The categorical imperative, in Kant's ethics, is a

supreme principle of morality. It commands
actions that are morally right regardless of
desires or consequences, based on reason and
universality. Essentially, act only according to
principles you could will to become universal
laws.

Why is this categorical imperative being The categorical imperative is tough because it
tough? demands absolute adherence to moral principles,
regardless of personal desires or potential
positive outcomes. Applying universability and
the formulation of the Kingdom of Ends can be
challenging in complex real-world situations,
leading to difficult moral dilemmas.

What is legal rights? Legal rights are powers or privileges granted to

individuals or groups by law. These rights are
enforceable by legal institutions, meaning courts
can uphold them and provide remedies if
What is the role of legal rights in violated. Examples include the right to free
philosophy? speech, the right to a fair trial, and property
rights. They are distinct from moral rights, which
are not necessarily legally enforceable.

Why is good will being though? Good will, for Kant, is difficult because it requires
acting solely from a sense of duty and moral
obligation, not from inclination, self-interest, or
potential consequences. It demands overcoming
personal desires and acting according to reason
and the moral law, which can be challenging in
practice.
What is moral rights? Moral rights are entitlements based on ethical
principles, not necessarily on legal statutes. They
are claims that individuals or groups have that
ought to be respected, even if not legally
protected. Examples include the right to life,
liberty, and the pursuit of happiness. These rights
are often the basis for advocating for legal rights.

What is the example of moral right The right to life is a common example of a moral
right. While laws protect life in most societies,
the underlying belief that every human being has
a fundamental right to exist is a moral principle,
not solely a legal one.

Why is moral right in philosophy being

taught? Moral rights are taught in philosophy to develop
critical thinking skills, examine ethical
frameworks, and promote reasoned moral
decision-making. Understanding different
philosophical perspectives on rights helps
students analyze complex moral dilemmas and
form well-justified ethical positions. The study of
moral rights also encourages reflection on the
nature of justice, fairness, and individual
autonomy.
3. Abstraction Kant's focus on duty and universalizability
suggests assessing student work should prioritize
1. How does Kant's emphasis the student's intention and adherence to moral
principles, rather than solely focusing on the
on duty and
outcome. A well-intentioned effort, even if
universalizability impact flawed, might be judged more favorably than a
successful outcome achieved through unethical
the assessment of student means.
work?

Kant's categorical imperative could influence

educational policies by demanding fairness and
2. Can Kant's categorical consistency in rules and procedures. Curriculum
imperative be applied to development should aim to foster universally
applicable moral principles, while disciplinary
educational policies, and if actions should be applied impartially and
consistently, respecting student autonomy.
so, how might it influence
decisions regarding
curriculum development or
disciplinary actions?

. Kant's framework struggles with the

3. To what extent does Kant's complexities of human motivation. Students are
often driven by factors like self-interest or
deontological framework external pressures, not solely duty. A purely
account for the deontological approach might overlook the
nuances of student behavior and the need for
complexities of human understanding the underlying reasons for actions,
rather than simply judging actions as right or
motivation in the learning
wrong.
process, particularly when
students' actions are
driven by factors beyond a
pure sense of duty?

4. Generalization
(Using Metacognition strategy)

Question: What do you know about

5.
categorical impirative

I know that I know something about

____________________________.
First, I know that _______________
Second, I know that _____________
Then, I know that _______________
Finally, I know more now about
______________________________.
 Application

How does understanding Kant's deontological Kant's deontological ethics enhances a teacher's
ethics enhance a teacher's ability to create a just ability to create a just and ethical classroom by
and ethical classroom environment, and what emphasizing duty, universalizability, and treating
specific aspects of the theory are most relevant students as ends in themselves The categorical
to this goal? imperative, specifically its formulations on
universalizability (acting only according to
maxims that could be universal laws) and treating
humanity as an end (never merely as a means),
are most relevant. A just classroom environment,
according to Kant, would consistently apply fair
rules and treat all students with respect,
regardless of their background or performance

Regarding the cheating student, a Kantian

A student consistently cheats on assignments, teacher would address the situation by focusing
claiming the pressure to achieve high grades from on the moral duty to be honest and the
their parents is too great. Applying Kant's universalizabilityof cheating. The teacher should
deontological ethics, how should the teacher explain that if everyone cheated, the system of
respond, considering both the student's actions grading would collapse, undermining the very
and their motivations? What principles from the purpose of assessment. The teacher should also
categorical imperative should guide the teacher's address the student's motivations,
approach? acknowledging the pressure from parents but
emphasizing the student's autonomy and
responsibility for their actions. The teacher
should aim to help the student understand the
importance of acting according to moral
principles, rather than solely focusing on
achieving the desired outcome (high grades). The
teacher should treat the student with respect,
avoiding punitive measures that would treat the
student merely as a means to uphold classroom
rules. Instead, the focus should be on education
and moral development.

IV. EVALUATION

NSTRUCTIONS: For each scenario, we will analyze the situation using Immanuel Kant's deontological
ethical framework, specifically focusing on the categorical imperative. Your response should
demonstrate an understanding of Kant's theory and its application to real-world dilemmas.

1. The Whistleblower: An employee discovers their company is engaging in environmentally damaging

practices, violating regulations but boosting profits. They are considering revealing this information to
the authorities, but fear losing their job and harming their family's financial security

2.The Lost Wallet: A student finds a wallet containing a significant amount of cash and identification.
They are tempted to keep the money, as they are struggling financially, but know it's wrong to steal.
3.The Doctor's Dilemma: A doctor has a patient who is dying and in severe pain. The patient begs the
doctor to administer a lethal dose of medication to end their suffering. Euthanasia is illegal in this
country.

4.The Self-Driving Car: A self-driving car is faced with an unavoidable accident: it can either hit a
pedestrian or swerve and endanger its passengers. How should the car's programming be designed to
make this decision?

5.The Social Media Post: A student witnesses a friend posting false and damaging information about
another classmate on social media. They are considering reporting it to the school authorities, but fear
jeopardizing their friendship.

V. ASSIGNMENT

Write a short essay (1-2 pages) analyzing a chosen ethical dilemma using Kant's deontological
framework.