Working through ethics in education and leadership theory, analysis, plays, cases, poems, prose, and speeches

Working Through Ethics in Education and Leadership Working Through Ethics in Education and Leadership Theory, Analysis, Plays, Cases, Poems, Prose, and Speeches J Kent Donlevy University of Calgary, Canada Keith D Walker University of Saskatchewan, Canada SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI A C.I.P record for this book is available from the Library of Congress ISBN: 978-94-6091-374-7 (paperback) ISBN: 978-94-6091-375-4 (hardback) ISBN: 978-94-6091-376-1 (e-book) Published by: Sense Publishers, P.O Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com Printed on acid-free paper All Rights Reserved © 2011 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work TABLE OF CONTENTS Introduction vii Ethics Can Ethics be Taught? The Genesis of Ethical Principles A Definition and Examples of Ethical Principles Tools for Ethical Principles and their Use in Ethical Analysis The Outline of this Book Leadership and Ethics Ethical Discernment 11 Ethical Discernment and Servant Leadership 12 Ethical Discernment in a Broader Context 12 Ethical Determination 13 Ethics in the Marketplace 15 Ethics and Values 15 Ethical Deliberation 16 Inhibiting Factors in Ethical Leadership 16 Ethical Diligence 17 Summary 19 Ethical Schools of Thought 21 Virtue Ethics 21 Deontological Ethics 23 Teleological Ethics 26 Relativist Ethics 28 Postmodern Ethics 29 A Simple Assessment 32 Summary 32 The Plays 33 The Elementary School Play 34 The High School Play 69 Summary 88 The Five Commitments and Ethical School Leadership 89 A Foundationalist Approach 89 Commitment to Common Ethical Principles 89 Commitment to Relational Reciprocity 90 Commitment to Professional Constraints 92 Commitment to Personal Conscience 93 Commitment to Professional Convictions 93 v TABLE OF CONTENTS Applying the Five Commitments 94 The Ethics Matrix 96 Summary 98 Ten Ethical Dilemmas 99 Introduction 99 Case Number 1: Limiting Freedom of Expression 101 Case Number 2: Private Lives – Public Values 102 Case Number 3: School Closure is for the Common Good 104 Case Number 4: Free Speech has Nothing to With it 106 Case Number 5: It’s Just a Policy Question 108 Case Number 6: Sexual Orientation and Freedom of Religion and Association are Not the Issues 109 Case Number 7: What’s Right and What’s Fair? 111 Case Number 8: Due Process 101 113 Case Number 9: The Letter of Reference 115 Case Number 10: Sturm und Drang 116 Summary 117 Conclusion and Final Thoughts 119 Appendix A: Sample Lesson Plan 123 Appendix B: Personal Ethics Inventory 127 Appendix C: Readings 129 Appendix D: Universal Human Values: Finding an Ethical Common Ground 135 Appendix E: Suggested Prose, Speeches, Poetry and Plays 137 Appendix F: Suggested Movies 139 Appendix G: Decision-Making Approaches 145 References 149 Author Biographies 155 vi THE RATIONALE FOR THE BOOK INTRODUCTION We have been involved in education for many years as elementary and high school teachers, school administrators, and university professors Through those experiences, it became clear to us that many education students saw their professional decisionmaking as guided by professional codes of conduct and their personal decisionmaking being subject only to their personal, subjective assessment Moreover, such assessments were, in their opinion, ethically unassailable by others as “after all, such things are relative to the individual’s personal beliefs or the lack thereof ” The common refrain was that if a professional code did not prohibit an action, or if the action was not during school time, then “no one is right and no one is wrong in what they choose to or not to – it is all a personal decision!” Relativism and nihilism seemed the perspectives of the day for many students in education courses The irony is that despite these perspectives, the people you meet as educators are, on the whole, incredibly value driven persons We are certainly not the first professors to note this phenomenon and not the first to be chagrined at students’ under use of their skills of synthesis and analysis in looking at ethical issues Indeed, some former colleagues suggested that classical ethical analysis is pointless as the Cartesian divide makes such analysis impossible (Dewey, 1988; 2003) and even dangerous (Bauman, 1993; Rorty, 1991) Their argument was that classical ethics was dangerous as it “lets people off the hook” as one gives up the responsibility to act with personal responsibility for one’s actions, shifting responsibility to a code or system of belief established and promulgated by others for their own purposes It is said that such choices display a lack of authentic freedom and autonomy and that these engender irresponsibility in ethical decisionmaking Moreover, with every situation and context being different it seems impossible to provide guides to ethical action Our belief is that even if one accepts that there are no universal ethical values, which we not, there is a great deal of intellectual benefit in students exercising their minds using synthesis, analysis, and critical reflection when considering ethical scenarios Further, such a determinative process is crucial to being able to explain and defend professional decisions to others in the public square To those who say that “the ethical” is wholly the personal, we answer that we live in relationships and as teachers, administrators, trustees – and others who hold public office – we are answerable to others for our actions which affect them We have accepted the benefits of public service and we have a public responsibility to explain and defend our decisions in the public square with cogent, considered, rational, and persuasive argumentation Therefore, our responses to ethical challenges must be, amongst other things, articulately defended as thoughtful and reasonable and in the interests of the common good Those reasons alone should make the study of classical ethics a worthwhile task vii THE RATIONALE FOR THE BOOK It is our hope that ethical analysis through both reading various schools of thought and vicariously living in this book’s high school and elementary scenarios will assist teachers, students, school administrators, district administrators, as well as others involved in ethical analysis, to sharpen their abilities to synthesize and analyze data, and to critically reflect upon contentious ethical matters In turn that will assist in the development of their ability to perceive, understand, address, and to publically defend their decisions as having been made in an ethical fashion as well as being consistent with ethical values and principles in pursuit of the common good THE SIGNIFICANCE OF THE BOOK The significance of this book is several-fold First, although there are many books containing ethical cases for study by those involved in education; none of these offer plays which allow the participants to engage in scripted dialogue which is authentic, entertaining, and tells a relevant story involving characters in an educational setting These plays have been written to provide the foundation for the terms utilized in ethical analysis, for example, ethical values and ethical principles Second, the contents of this book have been tested and found to be valuable The authors have, for several years, used these plays in courses with school administrators in the province of Saskatchewan and in education students’ B.Ed courses at the University of Calgary and University of Saskatchewan In their use we have noted that the level of engagement by participants with the plays and the ethical scenarios has been high Third, using the plays in the classroom and having them read by students who assume various characters in the plays has resulted in the participants both becoming attuned to the fact that their ethical assumptions are not necessarily the same as others and further that there is significant ambiguity inherent in real life ethical decision-making due in part to multiple perspectives THE INTENDED AUDIENCE FOR THE BOOK This book is not intended as an academic treatise on ethics nor classical ethics; but rather as a tool to be used by instructors and students of ethics who are concerned with having a firm grounding of the main concepts and processes involved with ethical discernment It will be apparent to the reader that this book is intended for use by those in education as the plays and the cases take place in educational settings Indeed, as will be noted later in this book, some of the issues which will be considered relate specifically to the duty of care owed to children in schools and fundamental fairness owed to those in the educational community However, ethical analysis – that is the process by which one arrives at an ethical decision which is at the core of this book – may be applied to any ethical issue facing an individual, a group, or an institution One can argue whether or not there are universal ethical values but one cannot argue that it is possible to avoid making ethical decisions, that is, decisions between what one considers good and bad, and at times, bad and viii THE RATIONALE FOR THE BOOK bad Further, institutional decisions produce consequences for the decision-maker which she or he must live with both in the private and in the public square Therefore, although this book has been primarily written for school teachers and school administrators, it will be found useful by many others should they wish to know more of how one can utilize ethical reasoning in dealing with ethical decisionmaking in their personal and public lives ix APPENDIX F include improving military efficiency, understanding your enemy, and the frustrations of trying to deal with (and unsuccessfully trying to change) human nature Retrieved from http://www.imdb.com/title/tt0317910/plotsummary The Shawshank Redemption (1994) Andy Dufresne, is sent to Shawshank Prison for the murder of his wife and secret lover He is very isolated and lonely at first, but realizes there is something deep inside your body, that people can’t touch and get to ‘HOPE’ Andy becomes friends with prison ‘fixer’ Red, and Andy epitomizes why it is crucial to have dreams His spirit and determination, leads us into a world full of imagination, filled with courage and desire Will Andy ever realize his dreams? Retrieved from http://www.imdb.com/title/tt0111161/plotsummary Schindler’s List (1993) “Schindler’s List” is the based-on-truth story of Nazi Czech business man Oskar Schindler, who uses Jewish labor to start a factory in occupied Poland As World War II progresses, and the fate of the Jews becomes more and more clear, Schindler’s motivations switch from profit to human sympathy and he is able to save over 1100 Jews from death in the gas chambers Retrieved from http://www.imdb.com/title/tt0108052/plotsummary Shoah (1985) Claude Lanzmann directed this 1/2 hour documentary of the Holocaust without using a single frame of archive footage He interviews survivors, witnesses, and ex-Nazis (whom he had to film secretly since though only agreed to be interviewed by audio) His style of interviewing by asking for the most minute details is effective at adding up these details to give a horrifying portrait of the events of Nazi genocide He also shows, or rather lets some of his subjects themselves show, that the antiSemitism that caused million Jews to die in the Holocaust is still alive in well in many people that still live in Germany, Poland, and elsewhere Retrieved from http://www.imdb.com/title/tt0090015/plotsummary The Fountainhead (1949) Individualistic and idealistic architect Howard Roark is expelled from college because his designs fail to fit with existing architectural thinking He seems unemployable but finally lands a job with like-minded Henry Cameron, however within a few years Cameron drinks himself to death, warning Roark that the same fate awaits unless he compromises his ideals Roark is determined to retain his artistic integrity at all costs Retrieved from http://www.imdb.com/title/tt0041386/plotsummary The Insider (1999) This film tells the true story of Jeffrey Wigand, a former tobacco executive, who decided to appear on the CBS-TV News show “60 Minutes” As matter of conscience partially prodded by producer Lowell Bergman, he revealed that, the tobacco industry was not only aware that cigarettes are addictive & harmful, but deliberately worked on increasing that addictiveness Unfortunately, both protagonists of this story 142 SUGGESTED MOVIES learn the hard way that simply telling the truth is not enough as they struggle against both Big Tobacco’s attempts to silence them and the CBS TV Network’s own cowardly complicit preference of putting money as a higher priority over the truth Retrieved from http://www.imdb.com/title/tt0140352/plotsummary Wall Street (1987) Bud Fox is a Wall Street stockbroker in early 1980’s New York with a strong desire to get to the top Working for his firm during the day, he spends his spare time working an on angle with the high-powered, extremely successful (but ruthless and greedy) broker Gordon Gekko Fox finally meets with Gekko, who takes the youth under his wing and explains his philosophy that “Greed is Good” Taking the advice and working closely with Gekko, Fox soon finds himself swept into a world of “yuppies”, shady business deals, the “good life”, fast money, and fast women; something which is at odds with his family including his estranged father and the bluecollared way Fox was brought up Retrieved from http://www.imdb.com/title/tt0094291/plotsummary We the Living (1986) The time is the Russian Revolution The place is a country burdened with fear - the midnight knock at the door, the bread hidden against famine, the haunted eyes of the fleeing, the grub like fat of the appeasers and oppressors In a bitter struggle of the individual against the collective, three people stand forth with the mark of the unconquered in their bearing: Kira, who wants to be a builder, and the two men who love her - Leo, an aristocrat, and Andrei, a Communist In their tensely dramatic story, Ayn Rand shows what the theories of Communism mean in practice We the Living is not a story of politics but of the men and women who have to struggle for existence behind the Red banners and slogans It is a picture of what dictatorship of any kind - does to human beings, what kind of men are able to survive, and which of them remain as the ultimate winners What happens to the defiant ones? What happens to those who succumb? Who are the winners in this conflict? Against a vivid panorama of political revolution and personal revolt, Ayn Rand offers an answer that challenges the modern conscience Retrieved from http://www.imdb.com/title/tt0092194/plotsummary 143 APPENDIX G DECISION-MAKING APPROACHES A GENERAL APPROACH: THE GST-PACK G = Golden rule - the well being of others S = Same for all - fairness and universality of ethical values T = Teleological - responsible for consequences P = Publicity newspaper test - how will it look tomorrow A = Appearance - impropriety - ask might this decision damage the image of the institution if misread C = Clear Conscience test K = Kid on the Shoulder - if my child knew would I be content We have found it useful to invite students and colleagues to develop their own acrostic to represent a rational and inclusive process for ethical considerations So that when one makes a decision – all of the necessary elements that a person ought to be processed are considered Most decision processes use the following general approach: Define the problem, determine the ethical concern, generate project alternatives, take into account constraints, choose most ethical alternative course of action, implement decision, evaluate decision When we personalize an acrostic (or two) this helps us to work through the complexity of some difficult cases CIRCUS C Current situation, get the facts, be clear I Ideas, brainstorm, don’t throw away any ideas, R React to the ideas, use a sounding board C Choose the action that seems to be best option U Understand how to execute your action properly; it S Sit back and evaluate what you did; learn HELP Hear out everyone’s side of the story; Examine all of the possibilities; Lay out a plan of action; Put your plan in practice and see how it works CASE Concise Facts Alternatives 145 APPENDIX G Solutions (SIC) Implications and Consequences Easier next time IDENTIFY Identify the problem or choice that needs to be made Discover all the possible alternatives or options Examine all of these alternatives; look at the advantages and disadvantages of each one Note the best alternative Tackle a plan of action I am responsible for the decision that is made Follow through on the action plan Make sure you it! You make many decisions each day Evaluate the results of this decision Did it work out well? Can you change it if necessary? PEAR Problem definition Explore options Assess ethical considerations and ACT Reflect FACE F- is for fact finding, gathering information from all sides A- is for analysis, sort issues observe diagnose what the problem really is C- is for choosing options, choices, strategies to deal with the problem E- is for evaluate and reflect on the outcome what would I the same? what would I differently? CAROL C onsider the alternatives A ct on the best option R eflect on the decision O utline the steps taken L earn for the future CARE C onsider the alternatives A ct on the best option R eflect on the decision E valuate the results 146 DECISION-MAKING APPROACHES EASY E valuate the situation A ct on the best alternative S harpen the plan Y ahoo! Celebrate!! HONOR H- hear all sides of the conflict O- organize facts and issues N- negotiate possible solutions O- operationalize actions R- review and revise HELP H-honor yourself and your values E-evaluate the situation with ethical warrants L-listen to yourself and others P-propose a plan of action in keeping with your values FAIR F-find out as much information about the situation as possible A-ct responsibly and ethically I-intuitively access all warrants to help you make a decision R-respond in an appropriate way for you ETHICS E Evaluate the situation T Think about the warrants H Hear what others have to say I Itemize the criteria used to make a decision C Change what you feel might not suit the situation S Solve the problem by making an ethical decision CIRCLE C- consider all facts I- investigate options R- respect time and space C- create alternatives/choices L- learning from past experiences E- evaluate outcome 147 APPENDIX G Further Resources which may be of assistance in providing information on approaches to ethical decision-making Markula Center for Applied Ethics http://www.scu.edu/ethics/practicing/decision/ Josephson Institute http://www.josephsoninstitute.org/MED/MED-4sevensteppath.htm Procedural Ethics – A Uniform Set of Stages http://www.cs.bgsu.edu/maner/heuristics/stages.htm How to Effectively Select the Most Prudent Decisions http://www.mdpme.com/DECISION.HTM 148 REFERENCES Anderson, E (2010) Dewey’s moral philosophy In Stanford encyclopedia of philosophy Retrieved May 10, 2010 from http://plato.stanford.edu/entries/dewey-moral/ Andes Incident Official Website (n.d.) 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Dr Donlevy works in the Graduate Division of Educational Research in the Faculty of Education at the University of Calgary He has taught grades 4–12 (inclusive), been a school principal, and is permanently certified as a teacher in both Alberta and Saskatchewan He has negotiated on local levels for both the Alberta Teachers’ Association and the Saskatchewan Teachers’ Federation He has been the Associate Dean (Interim) of the Graduate Division of Educational Research and the Vice Chair of the Conjoint Faculties Research Ethics Board at the University of Calgary He is also a member of the Saskatchewan Law Society, having become a barrister & solicitor in 1985 His contact information is as follows: Graduate Division of Educational Research Faculty of Education University of Calgary 2500 University Drive NW Calgary, Alberta T2N 1N4 E-mail: donlevy@ucalgary.ca Tel: 1.403.220-2973 Fax: 1.403.282-3005 155 AUTHOR BIOGRAPHIES Dr Keith D Walker (Professor) B.P.E (U of A), B.Ed., M.Ed., Ph.D Dip.Christian Studies Dr Walker has worked as a manager, teacher, administrator, minister, and professor in public, private, and non profit sectors for over decades For the past 18 years Dr Walker has been a research professor with the Department of Educational Administration and the Johnson Shoyama Graduate School of Public Policy at the University of Saskatchewan His current work focuses on leadership and governance, organizational development and effectiveness and professional ethics His contact information is as follows: Department of Educational Administration University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1 E-mail: keith.walker@usask.ca Tel: 1.306.966.7623 Fax: 1.306.966.7020 156 .. .Working Through Ethics in Education and Leadership Working Through Ethics in Education and Leadership Theory, Analysis, Plays, Cases, Poems, Prose, and Speeches J Kent Donlevy... treatise on ethics nor classical ethics; but rather as a tool to be used by instructors and students of ethics who are concerned with having a firm grounding of the main concepts and processes involved... utilize ethical reasoning in dealing with ethical decisionmaking in their personal and public lives ix CHAPTER ETHICS In general and very simplistically, a classical definition of philosophy