we cannot deny that this challenge confronts everyone of us. There are everyday pressures or stresses left and right that sometimes we fall into set aside what is highly ethically upright actions.maybe we can all agree that our module in Executive class can be one challenge. This might be a test of who will last till the end- "survival of the fittest." and the journal we are discussing is a wake up call, suggesting that in the process of overcoming the challenges we dont sacrifice ethical excellence.[quote="luder"] i too agree with this idea. but it would be hard to point fingers. the anwer to this may be to have as the first module, for this proposed program, designed for the faculty. self awareness is the key as well as dedication to molding the student the right way as what sir josh is probably doing

yvette wrote:

With regards to your 2nd paragraph, I agree that one hindering factor is the moral and ethical background of the instructor, such it is important to develop self awareness prior involvement in class/activity.

[/quote]

Some people might think that time is not an issue, and can argue that those who claim that there is no much time alloted for incorporating ethical issues in instructional materials, are just making alibis. so i would like to ask everyone, is time really a factor? or it is our lack of intention to emphasize on what is morally upright because of hidden personal deisres? i am not pointing fingers, i am just speculating.[quote="yvette"]True. The concept of time has been the hindering factor from the article, and remains at present. There is no reason to wait, the best time to start is now.

luder wrote:

[size=18] yes, time is of the essence. the only question that i could think about regarding time is "when"? when are we going to start addressing ethical issues in education? particularly in nursing education? It will take time, all the more reason why we shoudn't wait any longer. evancarlo wrote: - As we look on other aspect that may hinder the approach to be effective is time, it is one of the major disadvantage of the approach by the authors. It will take a longer period for the students to understand the whole concept of ethics and its advantages. As far as an instructor is concern, do we uphold ethical values upon teaching? how about our moral background? These are the factors that i can think of that may hinder the instructor to use the approach in curriculum. That our society may not accept scientifical evidence due to scrutination of certain issue like cloning, mercy killing by religion's sake. [/size]

[/quote]

Thank you sir luder for your additional information (cited articles).
From your opinion, you have noted that 'many are lacking in ethical principle nowadays' to which I agree, despite the fact that Filipinos as a Christian nation advocates ethics (as sir josh has mentioned in his reflection). The negation lies to the assumption that instructors might have not imparted the knowledge well to the students. Thus, I join your desire to face the challenge.

luder wrote:

The importance of ethics in education is not a question. we do not want to produce students that act like robots, very capable of performing but has no means of knowing what is right from what is wrong. We can expect that in our everyday lives we will deal with situations that will test our sense of judgment. I do agree with the authors intentions of incorporating ethics into the curriculum. many others think that this is essential. in her article "Now Is the Time for Ethics in Education," Amy Haas (2005) cited Brent Inman, the partner in charge of U.S. recruiting at PricewaterhouseCoopers as saying, “Accounting and ethics are intertwined.” In the same article it was stated that majority of the accouting courses in the US provide inadequate coverage of ethical principles. In an essay by Carol Whitback (2005) entitled "Undergraduate Education in Practical Ethics," Case Western Reserve University's engineering program included in their freshman orientation short plays or skits that depicted the dillemas of college life. this is in an effort to trigger the students into thiking of how they live out their lives in the university. Moral responsibilities and academic honesty were being inculcated as early as possible. In the same university seniors students were also tasked to engage in ethics project usually concerning work, graduate or professional school circumstances, whichever was of most interest to them. in a way the students are given a chance to simulate an ethical situation which they might encounter in future. this experience gives them self-confidence in being able to resolve such problems as they proceed in the setting they wish to pursue. Carol Whitback's essay portrays a good example on how to integrate ethics into curriculum. but one problem that i can see in doing such is in how deep the students will take the lessons learned to heart. this is probably where instructional design comes in. ethical lessons must constructed in such a way as to really impact the students perception of what should and shouldn't be done either profressionally or personally. and the design must be constructed to provide continuity of the lessons learned for better inculcation throughout the course. As a future nurse educator, i would like to incorporate such practices into my would be classes. in my opinion, we are so lacking in ethical principles nowadays because we have lost focus on the direction we want to go. this is true at least for the present generation as i can observe. especially in nursing. we all know at some point that many of our colleagues as well as future colleagues went into nursing not of their own choice. how then can we make them accountable for their actions? i have seen nursing students, some of them i know, who do not take caution in their dealings with patients. and i believe they've already passed the board exam. i can only hope that they have changed their ways and turned for the better, or else... It is wonderful to imagine a curriculum that could implement this intervention successfully. to be effective, there should be consistency among the faculty and among the students as well. both must agree to the idea that they will benefit from this practice and the community which they represent as well. again, this is a challenge for instructional designers. Amy Haas (2005). "Now Is the Time for Ethics in Education" retrieved Aug16, 2008 from http://www.nysscpa.org/cpajournal/2005/605/essentials/p66.htm Caroline Whitback (2005). "Undergraduate Education in Practical Ethics" retrieved Aug 16, 2008 from http://temp.onlineethics.org/edu/cwethed.html

In what way then can we face this issue? You are correct sir luder and yvette, that as a Christian nation it is sad to see that some of the educators,and worse, prominent religious figures are seemingly disgracing the name of Christianity. How can we address this matter then, as educators and future leaders?[quote="yvette"]Thank you sir luder for your additional information (cited articles).
From your opinion, you have noted that 'many are lacking in ethical principle nowadays' to which I agree, despite the fact that Filipinos as a Christian nation advocates ethics (as sir josh has mentioned in his reflection). The negation lies to the assumption that instructors might have not imparted the knowledge well to the students. Thus, I join your desire to face the challenge.

luder wrote:

The importance of ethics in education is not a question. we do not want to produce students that act like robots, very capable of performing but has no means of knowing what is right from what is wrong. We can expect that in our everyday lives we will deal with situations that will test our sense of judgment. I do agree with the authors intentions of incorporating ethics into the curriculum. many others think that this is essential. in her article "Now Is the Time for Ethics in Education," Amy Haas (2005) cited Brent Inman, the partner in charge of U.S. recruiting at PricewaterhouseCoopers as saying, “Accounting and ethics are intertwined.” In the same article it was stated that majority of the accouting courses in the US provide inadequate coverage of ethical principles. In an essay by Carol Whitback (2005) entitled "Undergraduate Education in Practical Ethics," Case Western Reserve University's engineering program included in their freshman orientation short plays or skits that depicted the dillemas of college life. this is in an effort to trigger the students into thiking of how they live out their lives in the university. Moral responsibilities and academic honesty were being inculcated as early as possible. In the same university seniors students were also tasked to engage in ethics project usually concerning work, graduate or professional school circumstances, whichever was of most interest to them. in a way the students are given a chance to simulate an ethical situation which they might encounter in future. this experience gives them self-confidence in being able to resolve such problems as they proceed in the setting they wish to pursue. Carol Whitback's essay portrays a good example on how to integrate ethics into curriculum. but one problem that i can see in doing such is in how deep the students will take the lessons learned to heart. this is probably where instructional design comes in. ethical lessons must constructed in such a way as to really impact the students perception of what should and shouldn't be done either profressionally or personally. and the design must be constructed to provide continuity of the lessons learned for better inculcation throughout the course. As a future nurse educator, i would like to incorporate such practices into my would be classes. in my opinion, we are so lacking in ethical principles nowadays because we have lost focus on the direction we want to go. this is true at least for the present generation as i can observe. especially in nursing. we all know at some point that many of our colleagues as well as future colleagues went into nursing not of their own choice. how then can we make them accountable for their actions? i have seen nursing students, some of them i know, who do not take caution in their dealings with patients. and i believe they've already passed the board exam. i can only hope that they have changed their ways and turned for the better, or else... It is wonderful to imagine a curriculum that could implement this intervention successfully. to be effective, there should be consistency among the faculty and among the students as well. both must agree to the idea that they will benefit from this practice and the community which they represent as well. again, this is a challenge for instructional designers. Amy Haas (2005). "Now Is the Time for Ethics in Education" retrieved Aug16, 2008 from http://www.nysscpa.org/cpajournal/2005/605/essentials/p66.htm Caroline Whitback (2005). "Undergraduate Education in Practical Ethics" retrieved Aug 16, 2008 from http://temp.onlineethics.org/edu/cwethed.html

[/quote]

It is true that ethical issues are difficult to address especially if culture is to be considered. It all leads us back to our first discussion forum stressing the importance of self-awareness of the educators. Educators need to recognize and emphasize the essential moral elements already present throughout the curriculum especially through the literature they read, the topics they discuss, the pedagogy they implement, the behaviors they model and reinforce, the relationships they develop, and the virtues they practice everyday. This is why preparing and training students who will be potential educators of the next generation is stressed in the articles we've been reviewing for the past few days. If as early as now students are inspired to integrate ethics into their classes and are already able to appreciate the diversity of culture we have today, they will be capable of raising these awareness and understanding to the general public thus, creating future educators and leaders worthy to be followed and admired.

Josh wrote:

[size=18]In what way then can we face this issue? You are correct sir luder and yvette, that as a Christian nation it is sad to see that some of the educators,and worse, prominent religious figures are seemingly disgracing the name of Christianity. How can we address this matter then, as educators and future leaders

The struggke we have is that, we integrate ethical values in our instructional material or course syllabus, but some learners maybe confused because teachers or people they look up to and expected to practice what they preach are the primary violator-no difference with politicians, how can our learners then practice what we preach to them? Another speculation.

Divinia Joy Tuzon wrote:

It is true that ethical issues are difficult to address especially if culture is to be considered. It all leads us back to our first discussion forum stressing the importance of self-awareness of the educators. Educators need to recognize and emphasize the essential moral elements already present throughout the curriculum especially through the literature they read, the topics they discuss, the pedagogy they implement, the behaviors they model and reinforce, the relationships they develop, and the virtues they practice everyday. This is why preparing and training students who will be potential educators of the next generation is stressed in the articles we've been reviewing for the past few days. If as early as now students are inspired to integrate ethics into their classes and are already able to appreciate the diversity of culture we have today, they will be capable of raising these awareness and understanding to the general public thus, creating future educators and leaders worthy to be followed and admired. Josh wrote: [size=18]In what way then can we face this issue? You are correct sir luder and yvette, that as a Christian nation it is sad to see that some of the educators,and worse, prominent religious figures are seemingly disgracing the name of Christianity. How can we address this matter then, as educators and future leaders

Good point. It is one of the implications of the article. Instructors who have weak personalities may easily give up or be influenced, without reflecting their own original selves. To include, not only in our executive class as a student that we are challenge, but in our different roles as an individual as well.

Josh wrote:

we cannot deny that this challenge confronts everyone of us. There are everyday pressures or stresses left and right that sometimes we fall into set aside what is highly ethically upright actions.maybe we can all agree that our module in Executive class can be one challenge. This might be a test of who will last till the end- "survival of the fittest." and the journal we are discussing is a wake up call, suggesting that in the process of overcoming the challenges we dont sacrifice ethical excellence.[quote="luder"] i too agree with this idea. but it would be hard to point fingers. the anwer to this may be to have as the first module, for this proposed program, designed for the faculty. self awareness is the key as well as dedication to molding the student the right way as what sir josh is probably doing yvette wrote: With regards to your 2nd paragraph, I agree that one hindering factor is the moral and ethical background of the instructor, such it is important to develop self awareness prior involvement in class/activity.

[/quote]

Reading the article, “A Three-Tiered Approach to Enhance Undergraduate Education in Bioethics” brings its readers into a new perspective about the importance, or lack thereof, given to bioethics. Based on the article, this concept is, more often than not, put on the “trivial” side of class discussions while theories, facts, and equations were given more emphasis. The article may bring a big positive impact in the Philippine setting due to several reasons, namely: this article is an eye-opener towards the current trend of learning focus, the three-tiered approach is yet to be fully implemented in the local setting, and the article promotes existentialist and intrapersonal learning.

The authors of the article served as an advocate of the bioethical principles in the undergraduate curriculum. They mentioned in their observations that bioethics was taught with significantly lower emphasis than other subject matters. This new information is an alarming issue knowing that ethics is a vital to decision-making especially in the healthcare field (Aroskar, 1998). Identifying and floating the issue is the first step in change.

How about in the Philippines? Unfortunately, not all undergraduate healthcare curriculum included bioethics. Ateneo de Davao University’s BS Nursing curriculum, for example, have theology but ethics, specifically bioethics, is not offered in their program. In UERM MSN curriculum, for instance, there is no emphasis on either theology or bioethics. As emphasized by Father Clemente Ignacio in the 2008 Opening Ceremony, the curriculum could have this important subject included for the spiritual development of the students. However, it is also important to note that in the Instructional Design subject, there is introduction of ethics because a module on people management, or how to deal with different attitudes, is embedded. This is a very welcome module dealing with ethics in the workplace. Then again, development of specialized knowledge in ethics is yet to be implemented.

The use of existentialist and intrapersonal learning approach is suggested by the article. Field trips and reflection, according to the authors, are needed to introduce the concepts to students who may be indifferent. Gardner (as cited in Armstrong, 2000) indicated the need to use at least 3 of the multiple intelligences to facilitate learning. With the three-tiered approach tapping more intelligence, existentialist and intrapersonal, then this may bring a positive implication to the quality of graduates in the Philippines.

Overall, the three-tiered approach increases ethical awareness of students. The increased awareness will allow them to be more interested to take part in social responsibility, leading towards the totality of a quality graduate.


REFERENCES:

Armstrong, T. (2000). Multiple intelligences. Retrieved August 16, 2008 from http://www.thomasarmstrong.com/multiple_intelligences.htm

Aroscar, M. A. (1998). Administrative ethics: perspectives on patients and community-based care. The Online Journal of Issues in Nursing. Retrieved August 16, 2008, from http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol31998/No3Vol31998/AdministrativeEthicsPerspectives.aspx

Ateneo de Davao. BS Nursing curriculum. Retrieved August 16, 2008 from http://www.addu.edu.ph/index.php?option=com_content&task=view&id=163

yvette wrote:

1.What is the emphasis of each tier in relation to our instructional design class? 2.Cite other factors that may help/hinder the proposed approach in the curriculum. 3.Name advantages and disadvantages of the approach. How must these be dealt? 4.In your opinion, will the proposed approach be efficient and effective in the Philippine setting? Will you advocate it in your practice? 5.What are the implications of the approach?

I agree with you. The development of a total person not only includes cognitive, but spiritual/ethical as well.

silva731 wrote:

hi! The article is about the systematic integration of ethics into undergraduate programs which is a a key component to improving the understanding of ethical issues in science for a broad audience.They have proposed a three-tiered approach to integrating ethics and social issues that can be readily adapted to particular curricular needs.It is a concerted incorporation of ethics strategically targeted to each level of undergraduate education will improve the preparation of prospective research scientists, enhance K–12 teacher training, increase the scientific and ethical literacy of the general public, and improve the awareness of health professionals regarding ethics in medicine.They examined textbooks, programs, and faculty perspectives,and suggested areas in which changes can be made to incorporate ethics into undergraduate education. Including an ethics component in every subject is very important in my own opinion, this will instruct students about being aware of the relevance that biological knowledge has many issues which is of importance to our sociteya and because of this it will help enable students to become better scientist.

You are correct in saying that if the instructors have a moral background that is not congruent with the ethical principles, then we cannot expect them to prioritize this in their discussions. In turn, students may miss some opportunities to develop their knowledge on ethics.

Josh wrote:

As presented by the outcome of the survey conducted, the lack of time is the greatest challenge for the proposal of the authors. We can also speculate other factors like, the ethical and moral background of the instructors. This simply means that if the teacher has questionable moral background, we can not expect incorporation of ethics on his learning objects or learning contents. There are other factors like, the battle between the scientific relevance vs. ethical relevance. There are great inventions of science that basically abhorred by religion and subject to ethical scrutiny ( e.g. cloning) (answer to question #2).

You are correct. as was lectured on us also in this course, our instructional design starts at asking what is the vision/mission of the nstitution? Because from the vision/mission we get the ethical standard of the institution and that our instructional materials should be patterned accordingly.quote="patmarban"]Reading the article, “A Three-Tiered Approach to Enhance Undergraduate Education in Bioethics” brings its readers into a new perspective about the importance, or lack thereof, given to bioethics. Based on the article, this concept is, more often than not, put on the “trivial” side of class discussions while theories, facts, and equations were given more emphasis. The article may bring a big positive impact in the Philippine setting due to several reasons, namely: this article is an eye-opener towards the current trend of learning focus, the three-tiered approach is yet to be fully implemented in the local setting, and the article promotes existentialist and intrapersonal learning.

The authors of the article served as an advocate of the bioethical principles in the undergraduate curriculum. They mentioned in their observations that bioethics was taught with significantly lower emphasis than other subject matters. This new information is an alarming issue knowing that ethics is a vital to decision-making especially in the healthcare field (Aroskar, 1998). Identifying and floating the issue is the first step in change.

How about in the Philippines? Unfortunately, not all undergraduate healthcare curriculum included bioethics. Ateneo de Davao University’s BS Nursing curriculum, for example, have theology but ethics, specifically bioethics, is not offered in their program. In UERM MSN curriculum, for instance, there is no emphasis on either theology or bioethics. As emphasized by Father Clemente Ignacio in the 2008 Opening Ceremony, the curriculum could have this important subject included for the spiritual development of the students. However, it is also important to note that in the Instructional Design subject, there is introduction of ethics because a module on people management, or how to deal with different attitudes, is embedded. This is a very welcome module dealing with ethics in the workplace. Then again, development of specialized knowledge in ethics is yet to be implemented.

The use of existentialist and intrapersonal learning approach is suggested by the article. Field trips and reflection, according to the authors, are needed to introduce the concepts to students who may be indifferent. Gardner (as cited in Armstrong, 2000) indicated the need to use at least 3 of the multiple intelligences to facilitate learning. With the three-tiered approach tapping more intelligence, existentialist and intrapersonal, then this may bring a positive implication to the quality of graduates in the Philippines.

Overall, the three-tiered approach increases ethical awareness of students. The increased awareness will allow them to be more interested to take part in social responsibility, leading towards the totality of a quality graduate.


REFERENCES:

Armstrong, T. (2000). Multiple intelligences. Retrieved August 16, 2008 from http://www.thomasarmstrong.com/multiple_intelligences.htm

Aroscar, M. A. (1998). Administrative ethics: perspectives on patients and community-based care. The Online Journal of Issues in Nursing. Retrieved August 16, 2008, from http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol31998/No3Vol31998/AdministrativeEthicsPerspectives.aspx

Ateneo de Davao. BS Nursing curriculum. Retrieved August 16, 2008 from http://www.addu.edu.ph/index.php?option=com_content&task=view&id=163

yvette wrote:

1.What is the emphasis of each tier in relation to our instructional design class? 2.Cite other factors that may help/hinder the proposed approach in the curriculum. 3.Name advantages and disadvantages of the approach. How must these be dealt? 4.In your opinion, will the proposed approach be efficient and effective in the Philippine setting? Will you advocate it in your practice? 5.What are the implications of the approach?

[/quote]

I agree with you sir josh. It is true that many people have lost their moral ascendancy to teach others as they have tainted themselves with the very "sin" that they are trying to eradicate. the student could say to that person "do not preach what you cannot practice" (as quoted by St. paul himself). Integrity is what we need in a person who would teach us ethics. But it would be difficult to find such a person especially in this fast paced world where almost everyone is clawing themselves to the top in the expense of hurting others in the process.

Josh wrote:

The struggke we have is that, we integrate ethical values in our instructional material or course syllabus, but some learners maybe confused because teachers or people they look up to and expected to practice what they preach are the primary violator-no difference with politicians, how can our learners then practice what we preach to them? Another speculation. Divinia Joy Tuzon wrote: It is true that ethical issues are difficult to address especially if culture is to be considered. It all leads us back to our first discussion forum stressing the importance of self-awareness of the educators. Educators need to recognize and emphasize the essential moral elements already present throughout the curriculum especially through the literature they read, the topics they discuss, the pedagogy they implement, the behaviors they model and reinforce, the relationships they develop, and the virtues they practice everyday. This is why preparing and training students who will be potential educators of the next generation is stressed in the articles we've been reviewing for the past few days. If as early as now students are inspired to integrate ethics into their classes and are already able to appreciate the diversity of culture we have today, they will be capable of raising these awareness and understanding to the general public thus, creating future educators and leaders worthy to be followed and admired. Josh wrote: [size=18]In what way then can we face this issue? You are correct sir luder and yvette, that as a Christian nation it is sad to see that some of the educators,and worse, prominent religious figures are seemingly disgracing the name of Christianity. How can we address this matter then, as educators and future leaders

i agree, that time is of utmost important. But who among these days you see in our professors that upholds these ethical values? yes its true that time is only used as alibis. but what i do see in the positive side - time is a vital element. Introducing one element of ethical value would not be accepted by the society. I still remember what sir butcon taught us during my undergrad days that "change is painful", Indeed it is. We will be taking actions now, trying our best to uphold these ethical values, to push through, claim that it is needed, but then again,time will lead the way into such be accepted by the society.

From the discussion before about dealing with difficult persons, i can relate this topic to that issue, that one element for you to survive is relationship with others. It will all be pointing out on us, on our own self awareness regarding the matter. Its like flapping your wings - expand our horizons to see more clearly and to better understand these issues. In this way, we influence our students and at the same time, honing our leadership skills.

Josh wrote:

The struggke we have is that, we integrate ethical values in our instructional material or course syllabus, but some learners maybe confused because teachers or people they look up to and expected to practice what they preach are the primary violator-no difference with politicians, how can our learners then practice what we preach to them? Another speculation. Divinia Joy Tuzon wrote: It is true that ethical issues are difficult to address especially if culture is to be considered. It all leads us back to our first discussion forum stressing the importance of self-awareness of the educators. Educators need to recognize and emphasize the essential moral elements already present throughout the curriculum especially through the literature they read, the topics they discuss, the pedagogy they implement, the behaviors they model and reinforce, the relationships they develop, and the virtues they practice everyday. This is why preparing and training students who will be potential educators of the next generation is stressed in the articles we've been reviewing for the past few days. If as early as now students are inspired to integrate ethics into their classes and are already able to appreciate the diversity of culture we have today, they will be capable of raising these awareness and understanding to the general public thus, creating future educators and leaders worthy to be followed and admired. Josh wrote: [size=18]In what way then can we face this issue? You are correct sir luder and yvette, that as a Christian nation it is sad to see that some of the educators,and worse, prominent religious figures are seemingly disgracing the name of Christianity. How can we address this matter then, as educators and future leaders

Our upbringing gives us the inclination to use "ethics" in our everyday lives (Redner, n.d.). We don't have to be aware of it because it was the way we were brought up.

REFERENCE:

Redner, H. (n.d.). Ethical life: the past and present of ethical cultures. Retrieved August 16, 2008 from http://books.google.com/books?id=nAfmuKZz_1kC&pg=PA319&dq=upbringing+and+ethics&lr=&sig=ACfU3U06ebmh_BFKSRz8YvUV9T7B1sAhcA#PPR5,M1

evancarlo wrote:

- As we go through the article, It clearly shows the lack of "good" in life. As we define ethics, it is the right conduct and good life. The article, as it may seem, points out only one thing, "ethics". If were going to ask ourselves, do we use "ethics" in our daily life? This is one thing we can realize after reading the article is the importance of using "ethics" not only on a certain situation but is applicable to all.