Task
5C: Reader 5 & Professional Ethics
Evidently, ethical standpoints are critical aspect of
my day to day practice. Reader 5 has enabled me to explore the three main
contexts in which we look at ethics. In addition I have been able to delve back
into my days as a philosophy and ethics student to explore how some of the
theoretical approaches to ethics tie in with day to day ethical issues that I
may face.
Personal
Ethics: In relation to my inquiry it is important to be aware
of bias that could appear within my findings. With this in mind approaching my
inquiry I will need to strike a balance between objective and subjective
opinion.
In terms of day to day examples of personal ethics
within my work, I work within a Catholic school that clearly outlines the moral
values within the school mission statement outlined below:
Our Mission Statement
makes clear our values:
Holy Family
Catholic School is a Catholic Community embracing the clear
Christian values of
respect, service and justice
We are a family of
many cultures sharing one faith
We exist to educate
young people towards excellence in all dimensions of their
lives, recognising
the uniqueness of each and the equality of all
Within my practice I need to consider my personal stance on
the above statement. Yes I clearly agree and fully believe that I strive to
deliver these values on a daily basis. However, in terms of my own personal
beliefs I am not a Christian so does this affect my ability to deliver these
values in the same way as a Christian? Ultimately I believe that an individual’s
religious beliefs can only weaken their effectiveness within their role if they
refuse to adapt their thinking alongside a continually changing society and as
a result limit reaching their full capabilities as a professional. For example
as a Catholic school religious views dictate that we should not teach of
contraceptives within sex education. However, should this policy be revised
considering the growing exposure and consequent misinformation given to
youngsters in this day and age regarding sex and its consequences? This argues
against a deontological approach to ethics as it questions Kant’s argument of
rules being the backbone of what is morally right or wrong.
Professional Ethics: The
above dilemma does also lend itself to professional ethics. However, when
discussing this area I found it interesting to look at how some more of the philosophical
approaches to ethics aid or contradict elements of my day to day work.
Especially when looking at the behavioural aspect of education that I intend to
focus on within my inquiry. By considering the views of philosophers you begin
to see a moral framework by which society and in my case my school forms its expectations
of human behaviour through ‘a set of
moral rules’ (Reader 5). The idea of having routines and behavioural expectations
within any classroom lends itself to Hobbes idea of ethics being ‘a practical solution to social harmony and
good through the vehicle of a social contract’ (Reader 5).
When looking at potential solutions to poor behaviour it is
interesting when looked at from a Utilitarian approach. For example, is
removing a student who is behaving poorly in a lesson a bad solution in terms
of inclusion? Or does it serve as the ‘greater good’ for the students who
remain in the lesson as they learn more? Can there be room for situation ethics
by which we try to persevere or ‘love’ as it may be deemed despite the actions
of an individual or group?
For more on situation ethics:
Organisational
Ethics: This again goes back toward our school’s mission statement and how
I feel that I fit into this framework. I believe that I fit into this as I
strive to deliver the greatest of outcomes for our students which is inclusive
to all faiths and beliefs.
