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

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

Part 1: The Nature of the Problem

Dr. Alejandro’s view

Important Social Trends

Dipali’s Lament

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)

A Moral Compass

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)

Part 2: Processes and Concepts

Where Values Come From

The Nature of Value Conflicts

Self

Group

Profession

Organization

Culture

Transcendental

Formation of the Self :- influences- values- conflicts

Begley, 2006

How Values Influence Actions (Begley 2006)

Action

Attitude

Value

Understandings

Motive

Self

How it works in the real world

How we make professional decisions using values and ethics

The four motivational bases

Special nature of ethics

Ethic/Principles (trans-rational)

Preferences(sub-rational)

- memory- experience- comfort

Consequences (rational)

Educator Decision Situation(Accountability)

Consensus(rational)

Some Problems

“Hardening of the Attitudes”, the negative effects of time & experience.

The culture-based nature of ethics

Distinguishing between personal, professional & social values

More Problems Articulation versus commitment

Using ethics versus being ethical

Does environment trump character?

Externally derived values versus self-actualization

Summary: Being Ethical

Strive for Authenticity & Moral Literacy:

A synergy resulting from:– Self-knowledge

– Sensitivity to the perspectives of others

– Professional knowledge and skills

Part 3: Context of Teaching Expert Advice; Piaget, Kohlberg,

Nucci

The Purposes of Education

Three ways ethics relate to teaching

Strategies and resources

Expert Advice

Piaget (1965) says:

Individuals reconstruct their knowledge of the world as a result of interactions with the environment.

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

Expert Advice - Nucci

Three Principles:– Focus on issues of justice, fairness &

human welfare

– Integrated within curriculum, not add-on

– Incorporate dialogue

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

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

Strategies and Resources Where this information comes

from

Three Strategies

Four specific resources

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)

Resources

Begley’s Value Audit Process

VEEA Journal and JALE Journal

CSLE Annotated Resource Lists

The Value Audit Procedure

An Integrated Problem Analysis Resource

Combining:

– Hodgkinson’s Value Paradigm

– Leithwood’s Problem Solving Framework

– Shapiro & Stefkovich Multi-ethical analysis

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)

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)

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?

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 ?

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

Thank you ! Paul Begley ptbegley@gmail.com