Integrating Values and Ethics into
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Transcript of Integrating Values and Ethics into
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Integrating Values and Ethics into Post Secondary Teaching
38th Annual PRTESOL ConventionFriday November 18, 2011
San Juan, Puerto Rico
Paul T. BegleyUCEA Center for the Study of Leadership and
EthicsNipissing University
Ontario, Canada
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Presentation Plan Purposes:
- The Nature of the Problem We Confront
Processes:- Terms and Concepts- Some Special Issues and Problems- Being an Ethical Person / Ethical Professional
Context:- Values and Ethics in Teaching- Strategies and Resources
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Part 1: The Nature of the Problem
Dr. Alejandro’s view
Important Social Trends
Dipali’s Lament
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Our Purposes ? Provide students with the knowledge
and processes needed to navigate life.
Do this by:– Provide a vocabulary for articulating
values– Sustained dialogue about purposes
Outcomes:– Increased self-awareness– Sensitivity to perceptions of others– Capacity for self-actualization (moral
compass)
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A Moral Compass
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Part 2: Processes, Terms & Key Concepts
Values are:– A conception of the desirable with
motivating force,
- characteristic of individuals & groups,
- that influence the choice of ways and means leading to actions
Hodgkinson (1978)
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Part 2: Processes and Concepts
Where Values Come From
The Nature of Value Conflicts
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Self
Group
Profession
Organization
Culture
Transcendental
Formation of the Self :- influences- values- conflicts
Begley, 2006
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How Values Influence Actions (Begley 2006)
Action
Attitude
Value
Understandings
Motive
Self
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How it works in the real world
How we make professional decisions using values and ethics
The four motivational bases
Special nature of ethics
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Ethic/Principles (trans-rational)
Preferences(sub-rational)
- memory- experience- comfort
Consequences (rational)
Educator Decision Situation(Accountability)
Consensus(rational)
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Some Problems
“Hardening of the Attitudes”, the negative effects of time & experience.
The culture-based nature of ethics
Distinguishing between personal, professional & social values
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More Problems Articulation versus commitment
Using ethics versus being ethical
Does environment trump character?
Externally derived values versus self-actualization
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Summary: Being Ethical
Strive for Authenticity & Moral Literacy:
A synergy resulting from:– Self-knowledge
– Sensitivity to the perspectives of others
– Professional knowledge and skills
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Part 3: Context of Teaching Expert Advice; Piaget, Kohlberg,
Nucci
The Purposes of Education
Three ways ethics relate to teaching
Strategies and resources
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Expert Advice
Piaget (1965) says:
Individuals reconstruct their knowledge of the world as a result of interactions with the environment.
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Expert Advice - Kohlberg Six Stages of Moral Reasoning
– Moving from egocentrism to reasoning grounded in principles
– Similar to motivational bases
– Consider developmental stage with curriculum design
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Expert Advice - Nucci
Three Principles:– Focus on issues of justice, fairness &
human welfare
– Integrated within curriculum, not add-on
– Incorporate dialogue
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Purposes of Education Aesthetic Purposes – be all that
you can be
Economic Purposes – learn to earn
Ideological Purposes – socialization, citizenship and transmission of social values
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Ethics and Teaching Three ways ethics relate to
teaching:
– Influence on cognitive processes of individuals and groups
– Guidelines for actions & resolving dilemmas
– As a strategic tool to build consensus
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Strategies and Resources Where this information comes
from
Three Strategies
Four specific resources
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Three Teaching Strategies Emphasize and articulate Intents,
Purposes and Goals
Use a Multi-Ethical Analysis Process
Case Study Approach – 3 P’s Process (personal, peer, professor)
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Resources
Begley’s Value Audit Process
VEEA Journal and JALE Journal
CSLE Annotated Resource Lists
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The Value Audit Procedure
An Integrated Problem Analysis Resource
Combining:
– Hodgkinson’s Value Paradigm
– Leithwood’s Problem Solving Framework
– Shapiro & Stefkovich Multi-ethical analysis
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Value Audit Guidelines Step 1: Interpret the Problem
(ethic of critique)
Step 2: A Humane Response (ethic of care)
Step 3: Ethical Action (ethic of justice)
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Value Audit Guidelines (Begley)
Step 1: Interpret the Problem (ethic of critique)– Who are the stakeholders? Are any
unrecognized or without voice? Hidden influence?
– What arenas of practice are relevant? (self, group, profession, organization, community, culture)
– Does the conflict exist within one arena or involves several? (e.g. personal vs organizational)
– Can the values in conflict be named?
– How much turbulence are the values creating? (Degree of risk to people, organizations, or community)
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Values Audit contd. Step 2: A Humane Response (ethic of
care)
– What motivations and degrees of commitment are apparent among stake holders?
– Levels of motivation among the actors?
– Is the conflict interpersonal or intrapersonal
– What are the human needs, as opposed to organizational or abstract philosophical standards?
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Values Audit contd.
Step 3: Ethical Action (ethic of justice)
– What actions or response would maximize benefits for all stakeholders ?
– What actions or response would respect individual rights ?
– Do competing “ends” or “purposes” interfere with the selection of a “means” or solution ?
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Other Resources
CSLE Centre website http://www.nipissingu.ca/csle/
Values and Ethics in Educational Administration (VEEA)
Journal of Authentic Leadership in Education (JALE)
CSLE Annotated Resource Lists
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Thank you ! Paul Begley [email protected]
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