Ethical issues for administrators power point session #4.bb.fa18
- 1. Individual Freedom and the Public Interest
- 2. Seek first to understand (Marvin Pickering) Countering opinions are OK and may even be helpful (J.S. Mill)
- 3. The best guide to our actions is well confirmed research that connects actions with consequences Boards and the public determine the ends Educators are the means to achieve the ends. Science tells us what decisions and actions will bring about the policies and goals deemed by others to be desirable
- 4. You probably believe in both principles to some degree-relatable to everyone Both principles seem dependent on the other. • Value the welfare of others equally to ours • We want people to be as well off as possible • We value the welfare of others The principles conflict • What happens to the minority interest?
- 5. Consequences = which action has the best result (we may have to predict this…is that OK?) Respect the dignity and worth of the individuals involved (even if the result is less beneficial than an alternative outcome). Is it a cop-out to say that you can’t please everyone?
- 6. I can differentiate between public and private matters. I can use strategies to find balance between the interest under consideration and the possible effect on the students (The Third Thing). I understand Facts vs. Morals vs. Values. I understand the importance of moral principles and how they assert duties and obligations on us.
- 7. You have reviewed our Codes of Ethics. Does being a teacher carry with it the responsibility of being a good influence for students?
- 8. Is Miss Loring’s job as a topless dancer to be considered public or private? What is the scope of her job? Does it include being a good influence for students?
- 10. Private=Affects only those that engage in the behavior. Public=Affects others.
- 11. Can have an effect on interests of others? • 1950’s social studies teacher and communism Central to people’s conception of who they are and what their fundamental duties and obligations are Have profound personal consequences (more so than public consequences) Should be considered private matters!
- 12. Role of teacher should be construed broadly enough to include moral education Area of teacher’s life that should be treated as private (not under school control) should be balanced between or interest under consideration and the possible effect of the teacher on the students • Religion and politics are private unless extremely undesirable consequences are involved.
- 14. We must weigh the importance of the kind of privacy involved against the public interest threatened. What is this principle?
- 15. What does the law say?
- 16. The grass is green. We should always tell the truth. Pickles are better than olives.
- 17. The grass is green. (FACT) • Says something about the world. We should always tell the truth. (MORAL) • Says something about how the world OUGHT to be. This could be PUBLIC! Pickles are better than olives. (VALUE) • Expresses a preference of something that is good or better. This could be PRIVATE!
- 18. Moral judgments DO have truth conditions. “We should always tell the truth” These judgments are important for oneself and for others! There are reasons to support this! It is reasonable to coerce someone to believe (murder/theft) We have obligation to others Theft and murder are two examples Value judgments DO NOT have truth conditions. “Pickles are better than olives” Personal preference
- 19. Can it be stated that…
- 20. …moral judgments are public matters and value judgments are private matters?
- 21. It is wrong to _______________.
- 22. Some Americans enjoy baseball.’ Some Americans believed baseball should only be played by white players. What about gender equity…Title IX? • Are there other examples? Certain mascots…smoking in public place…donations from convicts
- 23. Is it OK for someone to believe it is OK to steal…or murder? Do we allow them to continue on the basis that this is their choice?
- 24. Honesty, candor, or integrity conflicting with commitment, responsibility, or promise keeping What is the truth? What do we agree to be the truth? Must accurate, complete, relevant. Allegiance is very powerful.
- 25. The “code of silence” for high school students. The Girls Scouts on page 118 Sudan example on page 119 and Hans Hubermann and Max Vandenburg in The Book Thief
- 26. Us vs. them, self vs. others, smaller vs. the larger group We live in a liberal democracy. Is this changing? How can we mitigate this change? WWII example on page 128.
- 27. People are not objects to be manipulated. It is a violation to human dignity to use people in ways they do not freely choose. People have dignity based upon their ability to choose freely what they will do with THEIR lives and they have a fundamental moral right to have these choices respected. Immanuel Kant
- 28. Individuals are their own best judges of what makes them happy. It is the freedom to choose that makes people happy. Freedom provides for experimentation in diverse ways of living which makes are lives better and happier.
- 29. Respect for morality requires respect for free choice. • “I must respect your choice because it is your choice.” Important to grant people the freedom to make their choices • “If you are responsible, then I should not interfere.” If we do interfere then we are treating others as a means to our own ends. • “To interfere with choices is to treat people as a means to OUR ends.”
- 30. Immediate needs or desires conflicts with future goals or prospects. Paolo’s dilemma on page 134 Pun’s dilemma on page 136
- 31. Fairness, equity, even-handed application of the law often conflict with compassion, love, and empathy Everyone is unique…and each circumstance new, mercy attends to the specifics of the experience and the difference among individuals. Justice is blind; mercy is not blind p. 137 examples
- 32. Ariana Iacono. Clayton High School, and the Church of Body Modification
- 33. Is Ms. Loring’s activity a value issue or a moral issue?
- 35. Texas State Capitol Jackson County Public Schools
- 37. Heroes of the AlamoVolunteer Firemen Confederate Soldiers Terry's Texas RangersHood's Texas Brigade Texas CowboyThe Hiker Statue of Liberty ReplicaVeterans of the 36th Infantry Ten CommandmentsWorld War I Disabled Veterans Pearl HarborTexas Pioneer Woman Korean War Veterans Memorial Tribute to Texas Children Texas Peace Officers Memorial World War II Memorial
- 38. Pulaski County Courthouse McCreary County Courthouse
- 39. Facts of the Case Thomas Van Orden sued Texas in federal district court, arguing a Ten Commandments monument on the grounds of the state capitol building building represented an unconstitutional government endorsement of religion. Orden argued this violated the First Amendment's establishment clause, which prohibits the government from passing laws "respecting an establishment of religion." The district court and the Fifth Circuit Court of Appeals ruled against Orden and said the monument served a valid secular purpose and would not appear to a reasonable observer to represent a government endorsement of religion. Question Does a Ten Commandments monument on the grounds of a state capitol building violate the First Amendment's establishment clause, which barred the government from passing laws "respecting an establishment of religion?"
- 40. Facts of the Case The American Civil Liberties Union (ACLU) sued three Kentucky counties in federal district court for displaying framed copies of the Ten Commandments in courthouses and public schools. The ACLU argued the displays violated the First Amendment's establishment clause, which prohibits the government from passing laws "respecting an establishment of religion." The district court and the Sixth Circuit Court of Appeals ruled the displays violated the establishment clause. Question 1. Do Ten Commandments displays in public schools and in courthouses violate the First Amendment's establishment clause, which prohibits government from passing laws "respecting an establishment of religion?" 2. Was a determination that the displays' purpose had been to advance religion sufficient for the displays' invalidation?
- 41. Moral principles assert duties and obligations to us. It is the point of these moral principles to regulate the interactions among human beings. “Whoever tells the stores, defines the CULTURE.”
- 42. None of our reasons so far allow us to do whatever we want simply because we have chosen to do so. Need to understand the difference between the public sphere and the private sphere.
- 43. All men are mortal. FACT Socrates is a man. FACT Socrates is mortal. CONCLUSION All men are mortal. FACT Socrates is a man. FACT Socrates’ dog is mortal. WHAT??
- 44. “Moral principles cannot be derived from facts alone.” Now what… …if you don’t like the answer be sure you are asking the right question! David Hume
- 45. To the Truth (about matters that significantly affect our choices) Of Privacy (as long as it does not harm others) Not to be Injured (unless we freely and knowingly do something to deserve punishment or knowingly risk injury To what is Agreed (contracts and agreements should be honored)
- 47. What is the problem and is it a moral issue? What are the circumstances out of which the problem arose? Who is responsible to respond/do something? What are the relevant facts? Ask a lot of questions & get the details. What are the end results I want to receive? What is the right thing to do? What is the successful thing to do? What is your first inclination for course of action? Community Acceptability Test/Test for right vs. wrong. Does this solution conform to my school, community, district, professional code of conduct? Is it legal? Does it violate a code or standard regulations? Does it adhere to the values of the community? What would mother think if my decision shows up on the front page of the newspaper? Personal Value Test Does it adhere to my personal values? Can I sleep tonight? What ethical or moral principals are involved? (think about the 4 paradigms…justice v. mercy, short-term v. long term, truth v. loyalty, self v. community.) Apply the resolution principles…ends-based, care-based, rule-based What is the continuum of possible solutions? What are the advantages and disadvantages of each solution? Is there a trilemma option? What is your decision? Reflect on your decision.
- 48. I can differentiate between public and private matters. I can use strategies to find balance between the interest under consideration and the possible effect on the students (The Third Thing). I understand Facts vs. Morals vs. Values. I understand the importance of moral principles and how they assert duties and obligations on us.