Unit
Unit I 1
Moral and Non-Moral Problems
Introduction
People encounter various problems every day, some are simple and some are complex. In
all aspects of life, things are not always simple. From the time one wakes up in the morning until
practically bedtime, one may be preoccupied with something to be done or about things that are
undone. Not everything is foreseeable. There are always things that are missing; some others need
immediate fixing like someone getting a flat tire just before leaving for work and many more
situations of the same type. We are not always ready and we cannot foresee everything.
Somewhere, somehow, something is not alright. But as soon as you deal with them, they are easily
fixed.
However, there are problems that are more complicated in nature needing more
considerations. Some of these problems or situations are those that call for moral or ethical
valuation or judgment. It may be about contemplating whether or not to tell a teacher about a
cheating incident during an examination. As a student, a problem may be about what to do having
known that she is pregnant. Should she reveal to her parents about it? What could be her parents’
reaction? Should a student lie to his/her professors for not having been in class very often for no
reason at all? Must one spread rumors using the social media about someone he/she hates since
his/her identity can remain unknown and can inflict more pain and moral damage on the person?
Is suicide a better solution to end all the troubles? There can be other serious problems that anyone
is going through and the question is what to do in these difficult circumstances. In these cases,
solutions are not easily attainable but require thorough analysis and investigation.
Distinguishing between a moral problem and non- moral problem is the aim of this topic.
When do you say a problem pertains to what is right or wrong or when it is simply a matter of
fact?
Learning Outcomes
1. Differentiate between moral and non-moral problems
2. Describe what a moral experience is as it happens in different levels of human experience.
Activating Prior Learning
In a group of 5, list down rules in your school, at home, in your community or organization.
Evaluate the rules by responding to the following questions:
a. Which of the rules do you find constricting (in the sense of restricting)? Why?
b. Why are rules important to social beings?
Try these:
In school, you may come up with rules relative to the wearing of school uniforms, ID’s and
many more which you believe are constricting or restricting.
At home, you may come up with rules which you believe curtail your freedom. These rules
may include curfew time imposed by your parents, table manners, requiring evening prayers,
telling the truth, respect for each member of the family, eating together or that the last one to finish
eating will have to fix the table, etc.
In the community, you may discuss rules that may involve anti-littering, segregation of
garbage, leashing pets, curfew time, rules restricting public disturbance and gambling, rules
prohibiting driving without license, etc.
Presentation of Contents
Distinction between Moral and Non-Moral Problems
In the context of the discussion about constricting rules, there are rules that are formulated
by authorities for the common good or for improvement but are not moral precepts. As such, they
are clearer when they are expressed in the imperative mood, like those we read, “No ID, No Entry”
or “Children below 12 years old are not allowed inside.” They are constricting rules but are not
moral concerns and hence, are classified as non-moral rules.
When does a rule become a moral problem or enter the domain of morality? It can be stated
that a rule becomes a moral rule if it violates certain standards. For instance, a rule may be stated
in the following terms: HIV infected individuals will be treated with disdain and are not allowed
to join any public forum. Such rule violates the inherent human dignity and the right of an
individual to be part of the larger society. This type of rule implies moral valuation. The rightness
or the wrongness of the rule is put into question. Should people who are victims of the curse of the
virus be treated in such a manner? Is isolating them the appropriate way of dealing with them? Do
human dignity and the right of the human person end when one gets contaminated with the virus?
Your response to this can be further clarified by knowing the different kinds of
valuations.
Kinds of Valuations that do not imply Moral Judgment or are not part of Ethics
1. Aesthetic Valuation. Some things are considered good or bad because of their appeal
to the senses. It is possible that one finds the food served by the waiter as good or bad
depending on whether the taste buds approve or disapprove them. Or, one might
consider a painting good because it is pleasing to the eyes when looking at it. Or,
someone could not appreciate a piece of music because it disturbs and is irritating to
one’s tympanic membrane and is therefore judged to be bad. These valuations or
judgments require the sense of approval or disapproval depending on whether or not
they have good appeal to the senses. But they are not valuations in the realm of ethics.
These are known as aesthetic valuations.
Quite a number of times people use this type of valuation in different situations. People
make judgments but they have nothing to do with morality or ethics. It is important that
people know that they are not making a judgment that has moral implication but simply
a manner of making an appreciation relative to their senses.
2. Technical Valuations. Some things are considered right or wrong depending on
whether or not the proper manner of doing them has been respected. This type of
valuation is within the realm of technical valuation. When baking a cake, one must see
to it that the right procedure and right amount of ingredients are respected. If they have
been respected, chances are the result of the effort in baking will be good. If not
respected, the cake might taste bad. In the same manner, as a driver, most likely,
passengers will be anxious if the driver does not execute the proper rules of driving.
Driving too fast or sudden stops will make passengers uncomfortable and fear an
eminent danger. We say that the driver is either a good or a bad driver. These examples
are not; however, properly considered within the realm of ethics but are proper to
technical knowledge and skills.
3. Etiquette. People approve or may disapprove about certain ways of doing. For
example, inside a library, I see to it that I do not make noise because people inside need
to concentrate on their studies. Or, I greet my teachers when I happen to meet them
along the school corridor. Knocking at the door before entering an office is perceived
to be the proper manner. These ways of doing are judged to be the proper observation
of certain standards or etiquette but are not judged according to ethical standards.
Individuals who demonstrate the proper etiquettes are appreciated and those who lack
them are not. However, there is a need to properly distinguish what is in the realm of
etiquette and one which is beyond this realm. It is a good demonstration of a good
etiquette when offering a seat to an elderly inside a bus for the person to feel more
comfortable and safer but it would be utterly deplorable if you push an elderly out of
the bus while it is in motion (Bulaong Jr. et al., 2018).
4. Acts of Man versus Human Acts. The distinction between acts of man versus human
acts will further help to consider certain activities that absolutely imply no coloration
of ethical concern and one which is clearly within the domain of morality. The acts of
man refer to the involuntary activities that are necessary to sustain human life, like in
the case of breathing, the continuous beating of the heart and involuntary movements
of the intestines and lungs. They are crucial activities that sustain life and without them,
life ceases to exist. Other than that, natural human activities like speaking, hearing,
eating and walking are also natural acts but have no moral implication as such. Not
unless these very same acts are done with malice. Nothing is wrong about speaking or
sleeping but backbiting someone or sleeping during working hours would be entirely
different.
On the other hand, helping someone in need and other gestures that relieve people from
their sufferings or the opposite, making people suffer and placing them in difficult
situation are human acts. Understandably, the activities categorized as acts of man carry
no ethical valuation. But those that fall under the category of human acts call for moral
or ethical considerations.
After the discussion on the different categories and situations that do not enter the
category of moral valuation, let us now consider situations and issues which call for
moral valuation or fall under the realm of morality or ethics. Below are some situations
in which moral valuations are called upon.
Valuations that Involve Moral or Ethical Valuations
1. Moral problems according to Bulaong Jr. et al. (2018) “involve valuations that belong to
the sphere of human actions characterized by certain gravity and concern the well-being or
human life itself.” Pre-meditating or making a plan to kill someone is an act that qualifies
under moral problems. Or, deciding whether to allow passive euthanasia is a decision with
gravity and concerns the well-being or human life itself. These and other acts relative to
one’s well-being and the well-being of others involve ethical or moral valuations.
Furthermore, acts that may not be directly an affront to human life but if their consequences
clearly indicate serious threat to it, may demand ethical consideration. For instance, open
pit mining is certainly an activity that is intended to benefit people involved in it. However,
it is a system that seriously damage nature resulting to environmental catastrophe
sometimes beyond imagination and seriously affecting the lives of people living close to
the mining site. In fact, it might even lead to more damages resulting to natural imbalance
with greater impact affecting an entire region and beyond as in the case of certain
publicized mining catastrophes.
2. Something is also about moral problem when it violates certain standards. Example,
cultural practices and values are perceived as standards of behaviour. Disrespectful
attitudes are judged as wrong. Among Filipinos, a very strong cultural element is respect
to the elderly. Anyone who treats the elderly with respect is considered a person of
excellent moral upbringing. However, anyone who treats the elderly with disdain is
unethical. It is ethically right to respect the elderly and ethically wrong to disrespect them.
3. A religious belief may also qualify as a moral standard. The religious conviction that it is a
call to assist someone in need is a moral demand and maybe a moral imperative. Thousands
of people and maybe more are deeply motivated by such conviction that it is an ethical
obligation to help others who are in need. People do not hesitate to give their all-out support
and donate whatever they can to victims of devastating natural calamities. Imagine what
happened to Tacloban and other events that triggered so much anguish and loss of lives.
People moved by their compassion and religious commitment offered whatever they could
without second thoughts to save lives and ease the effect of almost annihilating
circumstances.
4. In the same vein of ideas, an act is a moral problem if it violates certain moral principles.
The examples below of some moral principles will clarify this perspective.
a.“That we should not use people.”
b.“That we should not kill one person to save another.”
c.“That every life is sacred.”
d.“That it is wrong to discriminate against the handicapped” (Rachels, 2003)
These moral rules or principles imply that they help us live a morally acceptable fashion.
Their violation would be judged as morally or ethically wrong or incorrect. There are other
standards and principles of this kind. They are considered standards by which we pattern our life
and tell us whether we are morally upright or unethical in the way we live. These standards are
particularly valuable and make sense when we experience extreme difficulties and the easier way
out is to violate them. Kudos to the few taxi drivers who inspite of financial need, returned the
money left by their passengers and took the effort to find them.
In any culture and as a way of life, most of us agree that honesty is the best policy. It is
expected that in any situation one should always be honest. One’s value of honesty is especially
challenged when one is in a difficult situation like that of deprivation. At this moment, a person is
tempted to give up honesty if it would become a way out of the situation of deprivation. I might
consider stealing as an option knowing that it will relieve me from my discomfort and respond to
certain needs. Before acting however on such alternative, the individual makes a thorough
consideration how the act can possibly affect the people who would be victim or victims of the act
and what it implies to the individual himself or herself. Is the act worth considering? Are there
other alternatives that are better than stealing and will not negatively affect others or make them
suffer? Doing acts that violate moral rules and principles are not easily acted upon because they
call for moral judgment and people know they are violating important principles.
Activity
In the same group, discuss why only human beings can be ethical.
Why only human beings can be ethical?
From St. Thomas Aquinas point of view, the human being is ethical because the human
person has the rational soul. If plants according to him have the vegetative soul and animals have
sentient soul, only human beings have the rational soul, the highest form of soul. Plants may have
the capacity to feel but they are incapable of responding being unable to move and express their
feelings. Animals may have more than what plants possess and are capable of movements but
possess no capacity for understanding. They have limited capacity and cannot exercise judgement.
Rationality which individuals or human beings possess allows them to be aware of their situation
and their environment. Their consciousness and their ability to think make them capable of making
judgment. These capacities allow them to foresee the consequences of their actions and make a
judgment about the rightness or wrongness of their actions. Only human beings have this capacity.
Hence, according to St. Thomas, we can ascribe morality only to human beings.
Also, the ethical assumptions; namely, free will and reason are important bases that
determine why only human beings can be ethical. Reason or rationality and freedom are important
elements to determine whether actions are within the realm of morality or not. For without such
assumptions no amount or degree of ethical valuation can be ascribed to an act. Only human beings
have them, which make them the only ethical beings. (This will be further discussed in the topic
dealing specifically with the moral assumptions.) We also add the element of conscience or the
inner voice that tells one about the rightness or wrongness of an act. It is an aspect only true to
human beings. Conscience tells us whether or not we did what we ought to do and whether we
have done the right thing or the opposite. It makes one happy or comfortable when he or she knows
the right thing was done and feels guilty or suffers from deep sense of remorse knowing that what
was wrong has been committed. The three, reason, freedom and conscience altogether determine
therefore why only human beings can be ethical.
Another authority explains that human beings have rules, principles, desires (the desire to
do what is good), consciousness, sensitivity to higher order (ability to recognize God) and
AKRASIA (Greek word for courage). AKRASIA or courage is ability. As ability it has a double
meaning. Someone can have the ability to do something unacceptable or otherwise it also signifies
ability to do something acceptable. Doing something moral or ethical, or immoral or unethical
depends on one’s courage to do it. Whether acceptable or unacceptable, it requires the persistence
for doing it. When one insists on doing something, it requires the courage to do it.
What is moral experience and how moral rule is born?
Professor Bitanga explains how moral rule is born. For instance, you found a wallet that
contains 5,000 pesos and an ATM card with the pin number as well! Something inside tells you to
get it but at the same time you remember the prohibition; “Thou shall not steal.” That is a moral
experience and where moral rule is born. It calls for judgment.
Summary
A moral rule constitutes a moral situation that calls for or requires moral judgment to do
good or the opposite. This knowledge of what constitute moral problems as well as the parameters
to identify them is significant so that individuals are guided when they make decisions. By that,
one considers with seriousness their plans before acting, considering their consequences and the
principles that can possibly be violated by the acts. It is important because individuals whose
actions imply moral valuations also imply moral responsibilities. Therefore, one cannot just ignore
actions that carry with them important ethical implications.
It is probably the mistake of many who confuse moral actions with those without. If people
think that whatever actions they do are just any other action, there is a danger of ignoring their
actual responsibility over the action. Without having to make distinction between those morally
loaded and those that carry no moral significance, people make instant decisions and act
instinctively knowing that they have no responsibility over them. If we think in this manner, we
lose the chance to be better individuals and become a “neighbor” to others. With such thinking,
we permit ourselves to make promises without the intention of fulfilling them. Deceiving others
will make no difference at all.
Assessment
Identify the items below as non-moral (NM) (has nothing to do with morality) or moral
(M). Write your answer on the space before the item.
_______ 1. Changing landmark position in the evening.
_______2. No children below ten years old are allowed.
_______3. Abort fetuses with severe deformation.
_______4. Quarrelling children.
_______5. Throwing of garbage in the river.
_______6. Criticizing someone in the social media.
_______7. No leashing of animals.
_______8. Telling someone jokingly that her parents had a serious accident.
_______9. Receiving gifts from your clients.
_______10. Not observing silence inside the library.
Reflection
Do I make decisions and do certain acts without assuming responsibility over them? Do I
make decisions without reflecting first on their possible consequences? Am I not impulsive in my
actions?
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