Jaznah Grace B.
Abella
BS Architecture 2D
GEC 18: Ethics
A. General Questions
The morality of actions does not depend only to the act’s outcomes, rather a combination of a
deed (act itself), the intention (thoughts), and then the language (words) used. Explain with
ethical examples.
The morality of actions is not determined solely by their outcomes but rather by a
combination of the deed itself, the intention behind it, and the language used in expressing or
carrying out the act. For instance, if a person donates to charity with the sole aim of enhancing
their public image rather than out of genuine concern for others, the morally positive outcome is
undermined by the self-serving motive. Likewise, if a teacher disciplines a student harshly using
demeaning language, even if the goal is to encourage better behavior, the ethical value of the act
is compromised by the disrespectful communication.
This perspective aligns with the philosophy of Immanuel Kant, who argued that moral
worth lies not in consequences but in the intention and adherence to duty. According to Kant’s
concept of the categorical imperative, one must act according to principles that could be
universally applied, and must always treat others as ends in themselves, not merely as means.
Therefore, in Kantian ethics, a morally sound action requires a righteous deed, a morally guided
intention, and respectful, honest communication, reinforcing that morality is a matter of
principle, not just results.
Reference:
Kant, I. (2002). Groundwork for the Metaphysics of Morals (A. W. Wood, Trans.). Yale
University Press. (Original work published 1785)
B. For Architecture Students
What is (and is not) an ethical architectural and environmental design? How is Ethics manifested
through Architecture and Environmental Designs? Explain with an ethical example.
An ethical architectural and environmental design is one that promotes the well-being,
dignity, and sustainability of both people and the environment. It considers not only aesthetics
and function but also the social, cultural, and ecological impact of the built environment. Ethical
design ensures accessibility for all users, respects local communities, uses sustainable materials,
and minimizes environmental harm.
For example, a building that includes ramps and elevators for people with disabilities,
uses renewable energy, and incorporates green spaces demonstrates ethical sensitivity to human
and environmental needs. In contrast, an unethical design might prioritize cost-saving or visual
appeal at the expense of safety, inclusivity, or ecological responsibility such as constructing
luxury housing in areas that displace low-income residents or destroy natural habitats.
As an architecture student, the sole purpose of having ethics in architecture is manifested
through thoughtful planning, responsible material sourcing, and design decisions that reflect
respect for both human rights and environmental stewardship.
References:
● Guy, S., & Moore, S. A. (2005). Sustainable architectures: Cultures and natures in
Europe and North America. Routledge.
● Jencks, C., & Kropf, K. (1997). Theories and manifestoes of contemporary architecture.
Wiley-Academy.
● Living Building Challenge. (2023). The Bullitt Center.
[Link]
Jaznah Grace B. Abella
BS Architecture 2D
GEC 18: Ethics
Question 1: Why worship and be grateful to God for all the good things that happened but not
blame God for the bad things that happened?
The tendency to thank God for good events but not blame Him for bad ones can be
understood through the philosophy of St. Augustine. Augustine taught that all goodness comes
from God, who is perfectly good and unchanging, while evil arises from the misuse of human
free will. Blessings like recovery from illness or success are seen as signs of divine grace. In
contrast, suffering such as war, injustice, or tragedy is attributed to human moral failure or the
natural imperfections of the world, not to God.
For example, if someone suffers from violence, the fault lies with the wrongdoer, not with
God. Natural disasters, too, are viewed as part of the natural order, which humans must face with
resilience. Augustine believed that God allows suffering only if it can lead to a greater good, even
if that purpose is not immediately visible. Thus, people express gratitude to God for the good,
while recognizing that evil stems from human actions or the limitations of earthly life. This view
maintains belief in a wholly good God while addressing the existence of suffering and evil in the
world.
Reference:
Augustine. (1993). The City of God (H. Bettenson, Trans.). Penguin Classics. (Original work
published 426 CE)
Question 2: I love chocolate and value it even more when I know the company I get it from is
ethically funded, sourced, and sustainable. Yet, do disclosure and transparency, especially when
certified by a company that makes its money from this process, really make eating chocolate
ethical?
Appreciating ethically sourced and sustainable chocolate shows a sense of moral
responsibility, but ethical concerns become more complicated when certifications come from
organizations that profit from them. Disclosure and transparency can contribute to ethical
consumption. If the certifications are issued by organizations that benefit financially from the
process, there's a risk that ethical standards could be compromised or diluted to serve
commercial interests.
The philosopher Peter Singer, known for his work in practical ethics, would likely argue
that simply having disclosure and transparency, even with certification, doesn't automatically
make an action ethical. Singer's utilitarian perspective emphasizes the consequences of our
actions and the need to minimize harm and maximize well-being for all sentient beings involved.
He would scrutinize the entire process, from cocoa bean cultivation to the final chocolate bar,
asking whether it truly minimizes suffering and exploitation for farmers, workers, and the
environment.
For Singer, true ethical consumption would require a deeper understanding of the supply
chain and a commitment to supporting practices that genuinely promote fairness and
sustainability, going beyond mere disclosure
Reference:
(Singer, P. (2011). Practical ethics (3rd ed.). Cambridge University Press.)
Question 3: Why should I be good, true, just, and loving? Discuss this in light of natural law
ethics.
According to natural law ethics, embodying goodness, truth, justice, and love is not
simply a matter of personal choice or societal norm, but rather a realization of human essence
and aim. Natural law theory, based on Thomas Aquinas's philosophy, posits that moral principles
are embedded in the inherent nature of humanity and the universe. Aquinas posits that all
humans possess an inherent tendency toward fundamental goods like sustaining life, pursuing
truth, fostering community, and engaging in virtuous actions while steering clear of wrongdoing.
These tendencies establish the foundation for moral principles that are universal, objective, and
can be discovered through reason.
To be good is to behave in manners that encourage human development. Assisting a
person in need fosters the inherent goodness of community. Being genuine respects our inherent
desire for knowledge and comprehension, and is crucial for trust and collaboration. Exercising
justice maintains equity and structure within society, in accordance with the natural law belief
that everyone is entitled to their rightful share. Ultimately, being affectionate lies at the core of
our social and relational existence. It links us to one another in manners that foster harmony and
mutual regard.
Reference:
Aquinas, T. (1947). Summa Theologica (Fathers of the English Dominican Province, Trans.).
Benziger Bros. (Original work published 1265–1274)
Question 4: The “brain drain” effect of globalization is another ethical issue; it refers to talented
or educated people in third world countries who leave their countries of origin for better
opportunities in first world countries. This leaves third world countries lacking homegrown,
educated professionals such as doctors, architects, teachers, nurses and engineers. What is your
ethical response to this issue?
Using the lens of Aristotle’s virtue ethics, the ethical response to brain drain lies in the
pursuit of eudaimonia, or human flourishing, not just for individuals but for the community as a
whole. While individuals have the right to seek better opportunities, virtue ethics emphasizes
balance between personal well-being and social responsibility. When professionals abandon their
communities, especially those that funded or supported their education, they risk acting out of
self-interest rather than justice and civic responsibility.
Ethically, there must be a sense of gratitude and obligation to serve one’s homeland, at
least temporarily, especially where needs are dire. Virtuous action would involve either returning
to serve or contributing to national development through knowledge-sharing, remote services, or
policy advocacy. Therefore, the brain drain becomes ethically problematic when it undermines
collective good without efforts to give back.
Reference:
Aristotle. (1999). Nicomachean Ethics (T. Irwin, Trans.). Hackett Publishing. (Original work
written ca. 4th century BCE)
Jaznah Grace B. Abella
BS Architecture 2D
GEC 18: Ethics
The Incriminating Email
Assuming the position of the network administrator faced with the dilemma of whether to
disclose a sensitive email to a friend at the risk of violating company policy, I would prioritize
informing my friend. The content of the email suggests that my friend’s spouse is engaging in an
extramarital affair, which could severely impact their marriage and well-being. However, this
action should be taken with caution and professionalism. Seeking permission from company
authorities before disclosing any information would ensure I followed its policies and legal
boundaries. Furthermore, given that adultery is considered a legal offense, it could be justified as
a legitimate concern rather than a breach of confidentiality. Thus, with proper authorization, the
act of informing the affected individual is ethically and professionally justifiable.
The Plagiarised Report
As an English teacher confronted with a case of student plagiarism, I would adopt an
alternative approach rather than choosing to report the incident, reject the student’s work, or
proceed with grading it. While I acknowledge that plagiarism is a serious academic offense, I
believe in addressing such matters through an educational lens. I would provide counseling as to
why she did the misconduct by asking her personal circumstances, including potential
health-related challenges. If it becomes evident that her academic performance is being
compromised by her deteriorating health, I would suggest she take a temporary leave of absence
to focus on recovery. This course of action not only addresses the ethical breach but also aligns
with the educational responsibility to prioritize student well-being.