I. The Presentation of the Materials A.
The Text “Kantian Ethics and the Categorical Imperative” This lesson introduces Kantian
I. The Presentation of the Materials
A. The Text
“Kantian Ethics and the Categorical Imperative”
This lesson introduces Kantian Ethics as a modern ethical perspective developed by
Immanuel Kant. Kant grounds morality not on emotions, consequences, or social
approval, but on reason. His ethical theory begins with his epistemology. According
to Kant, human beings experience reality through the forms of Time and Space. In
this realm, we encounter phenomena (things as they appear to us), while noumena or
“things-in-themselves” cannot be directly experienced.
From these phenomenal experiences, knowledge is formed. However, for knowledge
to be considered true and universal, it must be tested through reason. Kant proposes
the formulation of a maxim, a personal principle of action. This maxim must undergo
universalization: one must ask whether it can be applied consistently in all possible
situations without contradiction. If it can be universally validated, then it becomes a
Categorical Imperative, an absolute and unconditional moral law.
The Categorical Imperative commands action not based on conditions (“if”) but as a
duty grounded in reason. From the Catholic Christian perspective, this universal and
rational moral law corresponds to the Absolute Moral Principle, which upholds
objective moral truth. (A Medelian Text)
B. Title
Kantian Ethics: Knowledge, Maxim, and the Categorical Imperative
C. Topic
The Ethical Perspective of Immanuel Kant
D. Goal
To help students understand how knowledge derived from human experience leads to
the formulation of universal moral principles through reason.
E. Task
Students will:
Analyze how knowledge is formed through phenomena.
Explain the process of creating a maxim.
Determine whether a maxim can be universalized as a Categorical Imperative.
II. Observation Process
A. Empirically (at least 5)
People experience reality within time and space.
Individuals encounter objects and events through their senses.
Humans form ideas based on experiences.
People create personal rules before making decisions.
Some actions, when universally practiced, create contradictions (e.g., lying).
B. Interpretively (at least 5)
Knowledge begins from phenomenal experience.
Universal truth requires validation beyond personal opinion.
A maxim guides individual moral decision-making.
An action is moral only if it can be applied universally.
Moral duty is grounded in reason, not emotion or consequences.
III. Objective-Making Procedure
By the end of this activity, students are expected to:
A. Cognitive Domain
Explain Kant’s distinction between phenomena and noumena.
Describe the process of forming a maxim.
Define the Categorical Imperative.
B. Psychomotor Domain
Formulate sample maxims from real-life situations.
Test maxims using the principle of universalization.
C. Affective Domain
Appreciate the importance of moral duty.
Value universal moral principles.
Develop commitment to rational and responsible decision-making.
IV. Critical / Textual Analysis (at least 100 words)
The text presents Kantian ethics as a moral philosophy grounded in reason and
universality. Immanuel Kant begins with the human experience of time and space,
emphasizing that knowledge arises from phenomena, not from direct access to
noumena. However, knowledge alone is insufficient for morality unless it is tested by
reason. The formulation of a maxim allows an individual to articulate a guiding
principle for action. Through universalization, this maxim is evaluated to determine
whether it can consistently apply to all rational beings. If it passes this test, it becomes
a Categorical Imperative, binding universally and unconditionally. Unlike ethical
systems based on consequences or emotions, Kant’s framework emphasizes duty and
rational consistency. From a Catholic Christian perspective, this aligns with the
concept of an Absolute Moral Principle, affirming that morality is objective and
universally binding.
V. Show of Relevance (at least 50 words)
This topic is relevant because students constantly face decisions involving honesty,
academic integrity, and interpersonal relationships. Kantian ethics teaches that actions
must be evaluated based on their universality. Before acting, students can ask: “Can I
will that everyone do the same?” This approach strengthens moral reasoning,
promotes accountability, and encourages decisions based on principle rather than
convenience, emotion, or peer influence.
VI. Valuation: Integration of Values
A. Augustinian Values (at least 5)
Unitas – Unity in truth and moral commitment.
Veritas – Pursuit of truth grounded in reason.
Caritas – Love expressed through moral responsibility.
Interioritas – Reflection and inner moral examination.
Communitas – Living morally within a community.
B. Cultural Filipino Values (in Filipino terms, at least 5)
Pananagutan – Responsibility for one’s actions.
Katapatan – Honesty and integrity.
Pagpapakatao – Upholding human dignity.
Paggalang sa batas moral – Respect for moral law.
Disiplina sa sarili – Self-control and moral discipline.