Personal Ethics Philosophy Rationale and Facilitating Decision Making in Education

Individuals ought to establish a collection of principles to guide their actions and assist in decision-making. The collection of principles constitutes an individuals ethics and will substantiate what one believes to be the best for society and for others. An individual's personal ethics philosophy should endure an ideology of caring and righteousness and constantly be contingent to assessment and evaluation. Individuals ought to prepare to utilize logical and applicable methods in decision-making, particularly in circumstances where an apparent right-and-wrong answer does not exist (Beckner, 2004). The following treatise will integrate each of the historical schools of thought into a single perspective that represents this author's personal ethics philosophy. This will include rationale for the selections and how this perspective assists in decision making in educational settings.

Personal Ethics Philosophy

Early ethics philosophers, through their thoughts, understanding, and knowledge, influence and offer guidance regarding questions and practical concerns of individuals today, enabling them to form the best decisions possible (Beckner, 2004). There are three major theories concerning philosophical and ethical theory, deontology, teleology, and virtue ethics. There are also many historical ethics philosophers that give rise to current ethical thinking; however, a single collection of ethical principles upon which to base decisions in an education setting does not exist (Beckner, 2004). Consequently, educational leaders ought to base decisions on their own personal ethics philosophy but bear in mind the moral responsibility to provide for the well being of students and faculty as they endeavor to facilitate student development and learning (Beckner, 2004). Since there is no single collection of ethical principles, a compilation from theories and philosophers into one best personal philosophy will be better apt to guide decisions and actions in an educational setting.

In aligning with Plato, the personal ethics philosophy of this author also contends that eternal life was something that is given in return for good and the notion that the capability to evaluate other individuals exists in the wise and good individual who, by means of pedagogy and knowledge, has come to realize and formulate the best decision (Beckner, 2004). Plato wanted to identify the attributes of an action or group of actions, which indicates that the action is just. His desire was not to have a record of action, but decisive factors for including or not including an action (Beckner, 2004). Furthermore, Plato suggested that in justice all men obtain equal proportions of what he generates, and will complete the purpose for which he is best suited. According to Plato, "A just man is a man in just the right place, doing his best, and giving the full equivalent of what he receives" (Beckner, 2004, p. 36). A society with just men is a well-balanced and effective society, suitable for survival.

This author's personal ethics philosophy also aligns with Aristotle who believed that ethics is joined to the circumstance of being happy or the universal welfare of humankind. Aristotle believed that happiness is an individual's supreme good, the objective to which all human activities add to when correctly completed (Beckner, 2004). Happiness is attained through being occupied with proper activities and by displaying virtues in all facets of life. Aristotle contended that other elements come together to promote goodness, one virture does not stand alone. Individuals are not guaranteed happiness by living good but by striving for good in all aspects of life (Kemerling, 2007). The result of living a good life will be happiness, although, there will be some instances of chance but also instances that are subject to an individual's control. Aristotle accentuates the significance of values or virtues and how each is an element in making right choices (Beckner, 2004). Aristotle believed in four basic virtues that are included in this personal ethics philosophy: prudence, justice, fortitude, and temperance. Prudence is the realistic skill to recognize and formulate the right choice in particular conditions. Justice consists of fairness, honesty and promise keeping. Fortitude is the courage to take the right action in problematic situations. Temperance possesses the willpower to manage all human obsessions and physical pleasures (Beckner, 2004; Vassallo, 2004). Like Plato, Aristotle contended that the competency to judge is a feature of the wise and good individual who, during the course of teaching and knowledge, has learned to make optimal decisions. Aristotle viewed contemplation as a divine pursuit through which an individual may achieve happiness (Beckner, 2004).

To some degree this personal ethics philosophy aligns with Locke who considered senses and reason suggesting that individuals are born with a "blank slate" for a mind (Beckner, 2004, p. 13). Locke contended that individuals could only understand what they have experienced and that individuals come into the world as good (Nosotro, 2007). Locke also implied the existence of three types of moral law: divine law, civil law, and the law of opinion. Divine law is identified by natural reason or by revelation and reveals an individual's responsibilities and sins. Civil law is arranged by political societies to establish guilt or innocence pertaining to civic concerns. Law of opinion determines goodness and evil by the rules and practices of a specific time, place, and society. Locke contemplated that an individual's notions of good and evil are a product of both sensory and rational encounters. Individuals learn from these encounters and establish the morality of particular events using associations and deductions (Beckner, 2004).

In consideration of specific ethic theories and this personal ethic philosophy, one should use deontology to guiding decisions dependent to what is obviously right and wrong. A list of regulations or code of ethics might be appropriate for this type of circumstance, where there is no justifiable dilemma. A variation of deontology is rule-deontology of which Kant is a proponent and contends that good deeds by individuals do not make them good people unless good will is a supplement of the good deed. In addition, the good will is motivated by an individual's commitment to obligation. Consequently, a deed is good because an individual performs the deed out of a sense of obligation to do what is right (Beckner, 2004).

One should employ teleology thinking to guide decisions where right and wrong is not apparent. In this circumstance, one should reflect on the consequences of action with respect to what will generate the most good and the lowest amount of harm. Teological thinking occasionally necessitates problematical and challenging efforts to contemplate the consequences of actions, making ethical decisions through rationale and opinion. Thomas Hobbes is a proponent of a variation of teleology; individuals enter into an agreement with a supreme authority to preserve peace and success. This agreement indicates that which is and is not just or ethical (Beckner, 2004).

One should use virtue ethics to concentrate on the interests of other individuals, to develop behavior and qualities of a good person. Caring for other individuals commences to be the fundamental guide to ethical decision-making. One must carefully consider the particular circumstances and correspond decisions accordingly (Beckner, 2004). Plato and Aristotle gave rise to this type of ethical thinking going further than nominal standards for ethical behavior, which place full confidence on a set of essential rules to guide behavior. Individuals should continually aspire to attain a greater moral understanding of ethical behavior where the benefit to other individuals is a requirement, as opposed to avoiding harm to other individuals (Beckner, 2004).

Personal Ethics Philosophy Rationale and Facilitating Decision making in Education

Ethics will aid educational leaders to formulate better decisions and discover methods that are effective, sufficient, and justifiable. Effective and competent decisions in educational settings are those, which guide leaders toward the attainment of educational goals. Consequently, educational leaders must determine equilibrium between students, parents, faculty, and administration. In an education setting, the principle goal is student learning, success in proceeding throughout the educational system, and training for future opportunities and obligations. In order to manage the questions and tasks in education, leaders must possess an effective set of principles and beliefs from which to act (Beckner, 2004).

Educational institutions must maintain faculty and administrators who consent to ethical principles. Perceptions of justice, equity, freedom, rights, responsibility, and duty must be collective and present the basis for policies and daily operating decisions. When a conclusion or choice requires an answer, the ethical behavior will result in trust, confidence, and honesty in relationships. Ethical behavior will facilitate collaboration and improve confidence, eluding the barriers produced by mistrust, doubt, and misunderstanding (Beckner, 2004).

Conclusion

Ethics is the study of moral obligations and the examination of ethical dilemmas (Furman, 2004; Stefkovich & O'Brien, 2004). This personal ethics philosophy will allow this author to be an example to others and follow an ethics philosophy that is consistent with both social and personal beliefs. This personal ethics philosophy will also utilize the beliefs of ethics philosophers such as Plato, Aristotle, Hobbes, Locke, and Kant in order to provide a framework of ethical thinking. A personal ethics philosophy should guide one's actions, although one should always assess and evaluate this philosophy in terms of historical and current thinking, ethical guidelines, professional practice, and personal convictions (Beckner, 2004). The beliefs of ethical philosophers and ethical theory may provide a guide and present standards for ethical behavior, but only personal resolution and daily thought can ensure success in attaining higher levels of ethical behavior (Beckner, 2004).

References

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