Educational Philosophy

Philosophers have examined the big questions asked of ethical behavior throughout history and determine positions of what is right and what is wrong for society. The big questions of life have been examined, thought out, and written about by many philosophers (Beckner, 2004). These philosophers examine major principles of ethical thought which we as educators, can apply to education and our school systems. The ethical principles do have benefits and challenges when executed by today's leaders in the educational system.

The four philosophers, Socrates, Immanuel Kant, John Dewey, and Thomas Hobbes have been identified as innovative ethical philosophers. Their principles of ethical thought are used and built upon by leaders in their respective fields. Educational leaders seek the benefits of these principles and use them to build new schools and school systems, or to reform existing ones. A summary of these four philosophers and their major principles of ethical thought show ethical similarities and differences in the educational applications (Table 1).

Schools using major principles of ethical thought

Indianapolis public school #2, Center for Inquiry, encourages students and teachers to pose questions to generate new questions. This method of inquiry is important for the school as the method encourages students and teachers to share their personal connections to the curriculum and share their observations of the world. "This process of generating questions, instead of eliminating them, leads to exploration, investigation, and more questions" (Collier, 2007).

Similar to Socrates principles of ethical thought, this school philosophy is giving ethical guidance and thought to the act of questioning (Beckner, 2004). Students and teachers are engaged in creating their own paths to learning and search for knowledge. Sidewalk chalk drawings, school art, and assignments encompass the method of inquiry (Graphic 1). Hobbes, as described by Beckner (2004), states that a natural law is discovered through human nature.

The method of inquiry may enable learners to discovery their own natural law through personal connections in the curriculum and by sharing their observations of the world. Schools may draw the line on Hobbes' thoughts regarding the aggressive description of pursing happiness (Beckner, 2004). The school may use a balance between societal appropriateness and pursing happiness such as the use of the Golden Rule. Hobbes' thoughts on ethical philosophy may create conflict between learners in his self-preservation theories (Beckner, 2004).

Other schools use a list of character traits to guide ethical behavior such as honesty, kindness, and loyalty (Beckner, 2004). Kant, as described by Beckner (2004), parallels the usage of these traits and the decision to use these traits in schools. One of Kant's principles of ethical thought is based on the religious role that character education has on learners. In addition, character traits help learners make good decisions in difficult situations (Beckner, 2004). This type of character trait education may help learners become leaders that follow a philosophy of using situational ethics.

The No Child Left Behind Act (NCLB) has given direction and purpose to public schools. The schools applying methods of ethical behavior into its curriculum may have found that doing good, through inquiry methods or character traits, serves a purpose and is practical for the annual year progress reports of NCLB. Dewey, as described by Beckner (2004), associates doing good with action and knowledge. He further states that doing good serves a purpose and is practical. By combining politics and ethics, and by participating in democracy, Dewey's principles of ethical thought are being applied to school reform.

Ethical leadership

Educational leaders, whether teachers, administrators, or school board directors, use their own ethical philosophies based on these four philosophers and other philosophers as well. Educational leaders use their ethical philosophies to make good decisions in difficult situations (Beckner, 2004). School principals, for example, are making daily decisions based on school policies, state law, and from their own reasoning. Hobbes, as described by Beckner (2004), states that ethical behavior can be motivated by self-preservation. Understanding one's own leadership ability and ethical reasoning may be the motivation for keeping one's career; an example of self preservation. Case studies, such as the teacher Mrs. Queno, can test an administrator's ethical leadership and Hobbes' ethical thought of conflict and human nature (Beckner, 2004).

"...she has single-handedly turned this program around. She has given up her weekends and evenings to tutor her students on their
assignments, coached teams in academic competitions, and even helped her students design their first robot for a state robotics competition....Upon
checking with immigration officials and the social security office in Washington, you found that the social security number Mrs. Queno has been giving to
the school district does not exist and that indeed, her visitor's visa has expired." (p.55)

Kant, as described by Beckner (2004), states one should act morally after finding out what the unchanging principles or the basic principles should be a given situation. In this situation, the educational leaders must decide between law and their ethical values.

Dewey, as described by Beckner (2004), states that seeking perfection is not the goal but seeking the process of perfection is the right path. If applied to education leadership, Dewey's theory on the process of learning may help educational leaders become agents of change as they improve and develop their own ethical leadership. Dewey describes (Beckner, 2004), that an educator's action is associated with what the educator thinks of as good ethical behavior.

Educational leaders face difficult situations when the school community, or society, improves and develops their own ethical stance. In the Baker case, (Baker v. Owens 423 US 907, 1975) a student was struck with a paddle to be disciplined after the parent had requested that corporal punishment not be used. The parent sued based on the school's violation of the Eighth Amendment which was the prohibition against cruel and unusual punishment and the lack of due process stated in the Fourteenth Amendment. Socrates, described by Beckner (2004), explained that people's own concerns lie within justice.

Socrates was trying to explain, "What is right?" and supporting the knowledgeable judicial system making a good decision. The Court decided that administrators could act in place of the parents (in loco parentis) and use corporal punishment in the school. In this case, paddling was not regarded as cruel and unusual punishment. Since then, paddling has been used less due to the ethical development in schools, communities, and state laws. Although paddling has not been abolished, Kant's description of a "categorical imperative" can be translated into situational ethics (Beckner, 2004, p.53). School leaders may benefit by situational leadership.

References

Baker V. Owen 423 U.S. 907 (1975), Retrieved from the internet October 14, 2006, http://everything2.com/index.pl?node_id=736350

Beckner, W. (2004). Ethics for educational leaders. Boston: Pearson.

Collier, C. (2007). Graphic 1. Indianapolis Public School principal, Charity Dye. Retrieved from

the internet February 20, 2007, http://www.302.ips.k12.in.us/default.aspx