This document discusses ethical dilemmas in education. It distinguishes between clear right and wrong situations versus dilemmas involving conflicts between two right options. Some examples of dilemmas mentioned include truth versus loyalty, individual versus community, and justice versus mercy. The document also discusses pressures like competitive pressures and desires for approval that can create dilemmas. While codes of ethics aim to guide practitioners, applying them to specific situations requires judgment as interpretations may differ. Ultimately, the document suggests educators must figure out dilemmas for themselves using their own moral frameworks and values.
2. Distinguishing right and wrong from ethical dilemmas It is important to be able to distinguish between right and wrong situations, and ethical dilemmas
3. black and white issues Moral temptations Violation of law there is a differentiation between laws that are fair and laws that are unfair Departure from truth-lying
4. moral dilemmas These are “right” versus “right” situations Two moral values come into conflict, this is distinguished from a clear black and white issue.
5. Types of dilemmas Truth versus loyalty Individual versus community Short-term versus long-term Justice versus Mercy Responsibility Role conflicts
6. Types of dilemmas Conflict of interest Defining “best interest” Dilemmas of policymaking Personal morality Democracy and obligation
7. Some pressures that create dilemmas Competitive pressures relative to student achievement or test scores Desire for approval of superiors and/or advancement Free-speech traditions (or lack thereof) Conflicting values in the workplace-personal values versus business values
8. Education’s Objective is Unique “Educators must not lose sight of their long-term purposes of preparing students for life in the adult world of work and family and society.” (Page 94) Because of this the ethical environment within education is different than it would be in the business.
9. How to deal with ethical dilemmas The author offers some guidelines, but in the end suggests that the practitioners find their own way using their own systems of ethics. Kidder interviewed moral leaders and came up with the following list of core values: Love, truth, fairness, freedom, unity, tolerance, was possibility, respect for life
10. these approaches are subjective Beckner asserts that these principles and codes and ideas that he presents about ethical behaviors are going to be interpreted differently by people.
11. Professional codes of ethics There are several problems with professional codes of ethics There written in general terms and application to specific situations requires ethical judgment They are seldom revised The associations or groups that develop and have little or no authority Fulfilling the obligations stated is often beyond the ability or control of the educators
12. three types of value Type I values: (METAPHYSICAL)These are often affiliated with religious or political systems, they are unverifiable by the techniques of science and cannot be justified by merely a logical argument Type II values: judged to be the right as opposed to the good-the right is seen as proper or moral Type III values: is the good rooted in the emotional structure and are grounded in the individual affecting constitute the individual’s preference structure
13. Summing up The basic moral theories that we have discussed all fall under three basic headings Ends-based thinking Rules-based thinking And care-based thinking The bottom line appears to be that you have to figure it out for yourself
