Ethics In Education Essay

AbstractEducation has ever been considered as whiz of the strongest foundations for any civilized parliamentary procedure. The success of any Nation is largely attributed the authority in which training system is built up. There is growing splendor the world over these days to incorporate importance of h peerlessst cadences in education. Ethical standards in education contain basic principles, procedures and behavior patterns base on freight to core de c al unityine that be deeply root in education. An ethical education allow pave a commission to uplift educational standards which in turn will instill proficient values among students who will certainly create landmark in their travel as headspring as carriage.ETHICS IN EDUCATIONThe concept Of EthicsThe definition of morality is shaped by personal, societal and superior values, entirely(prenominal) of which ar difficult to specify. almost stress the importance of societys interests and others stress the inter ests of the individual. These conflicting viewpoints give dominated the discussion of ethics for a abundant time and may remain in the forthcoming as thoroughly. Thus, the term ethics will have to be be in this context.The newsworthiness ethics is derived from the Greek word ethos ( disposition) and Latin word moras (customs). Taken together these two words define how individuals choose to interact with one a nonher. Thus, ethics is ab out(p) choices. It signifies how people act in holy order to make the skilful choice and incur good behavior. It encompasses the examination of principles, values and norms, the consideration of available choices to make the right field end and the strength of character to act in accordance with the decision. Hence, ethics, as a practical discipline, demands the attainment of moral knowledge and the skills to properly apply such knowledge to the problems of workaday life.Philosophical Theories of EthicsDecision devising based on acquai ntance or personal feeling does not always lead to the right course of live up to. Therefore, ethical decision making requires a criterion to verify good judgment. The philosophic theories of ethics provide different and distinct criteria for good, right or moral judgment.Three prominent philosophical theories of ethics atomic number 18 functionalism, rights and arbitrator. They are normative theories of ethics, which provide a principle or standard on how a person ought to behave towards others by considering the right and ill-timed of an action. These normative theories are divided into two broad classifications, consequential and non-consequential. eventful theories define good in footing of its consequences, and a best cognise extype Ale is practicalness of utilitarianism. In contrast, non-consequential theories define good not by its consequences but by its intrinsic value and the best known examples are the rights and jurist theories. These theories are described be low.(a) The theory of utilitarianismAccording to this theory, the ethical selection is the one that maximises good consequences over badly consequences. Jeremy Bentham, who is considered as the father of utilitarian ethics, defines utilitarianism as the greatest happiness principle (the principle of utility), which measures good and bad consequences in terms of happiness and pain. He wrote as follows in his word of honor An Introduction to the Principles of Morals and LegislationNature has placed mankind low the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do, as well as to determine what we shall do. On the one roll the standard of right and damage, chain of causes and effects, are fas 10ed to their throne. They govern us in all we do, in all we say, in all we think.The terms happiness and pain have broad meaning and encompass all aspects of human welfare, including pleasure and sadness, health and sickness, satisf action and disappointment, positive and negative emotions, transaction and failure and knowledge and ignorance. Applying the utilitarian principle is a procedural function involving five steps(1) Define the problem(2) disclose the stakeholders affected by the problem(3) List the alternative courses of action for resolving the problem (4) Identify and calculate the short- and long- term be and benefits (pain and happiness) for each alternative course of action and (5) Select the course of action that yields greatest sum of benefits over costs for the greatest number of people. Thus, ethical conduct by accountants based on this theory leads to consideration of all possible consequences of a decision for all parties affected by it.This theory takes a pragmatic and common mother wit approach to ethics. Actions are right to the extent that they benefit people (i.e. actions, which produce more benefit than harm are right and those that do not are wrong). Thus, the cognitive process r equired for utilitarian decision making appears similar to the cost-benefit analysis that is normally applied in line decisions. However, thither are important distinctions between the two concepts in relation to the personality of consequences, the measurability of the consequences and stakeholder analysis.(b) The theory of rightsThe theory of rights stems from the belief that people have an congenital worth as human beings that must be respected. Therefore, according to this theory, a good decision is one that respects the rights of others. Conversely, a decision is wrong to the extent that it violates another persons rights. In general, the rights can be divided into two categories (1) natural rights (rights that exist independently of any jural structure) and (2) Legal rights and contractual rights (rights that are created by social agreement). The natural rights are commonly known as human rights or constitutional rights.Among many a(prenominal) natural rights, the right t o the truth is important to the function of accounting. The users of financial statements have the right to truthful and accurate financial information when making choices on alternative investment strategies. This right imposes a moral obligation on the accountant and the reporting entity to prepare and issue, true and fair financial statements. On the other hand, level-headed and contractual rights are important in the accountant-employer and the accountant-client relationships. These contractual relationships mean that employers and clients have a legal right to expect professed(prenominal) and competent service from the accountants. In turn, the accountants have a corresponding legal duty to perform their tasks to the best of their ability within the constraints of their expertise.(c) The theory of justiceUnderstanding this theory requires understanding heterogeneous notions of justice. Generally, justice is described as fairness, which refers to the correlation between contr ibution and reward. However, fairness alone cannot define the term justice. There are also other forms of justice, which complicate equality (assumes that all people have equal worth), procedural justice (concerns with due process) and compensatory justice (addressed the loss from a wrongful act). However, a comprehensive theory incorporating these various domains of justice has yet to be developed. Thus, the focus of this paper is on the theory of justice, which is based on the principle of distributive justice. It focuses on how fairly ones decisions distribute benefits and burdens among members of the group. Unjust distribution of benefits and burdens is an unjust act and an unjust act is a morally wrong act. Hence, under this theory, an ethical decision is one that produces the fairest overall distribution of benefits and burdens.Ethics In Education basically there are three parties involved in ethical education system namely students, teachers and administrators. Teacher, be ing the most important facet of ethical education, is the torch bearer to the change the whole scenario of education system. He is the one who could exemplify his ethical behavior in front of students. Students most of the time learn their behavior from their teachers. Right approach of teacher to teach the students wrong the class room will make ever lasting impingement on the minds of students. It goes without saying that the principle of ethical conduct lie at the core of teaching profession. The whole society can be remolded by administering ethical practices. Secondly, the responsibility for promoting ethics in higher education lies with the leaders of colleges and universities. Like most efforts at organizational change, the energy, financing, and inspiration must light at the top and must anticipate and verbalize a long term dedication to ethical goals.Bottom-up schemes for change are rarely successful since they lack the organizational influence to create a sustained, w ell supported architectural plan of action. Ethics issues permeate every aspect of university life from admissions to the classroom, from hiring to political program development and from research to the athletic field. To alter the ethics culture in an institution of higher education (or any organization) requires the highest level of commitment and realistic consequences for deviations. (a) Verbal and create verbally commitment of the university president/chancellor, board of trustees, alumni association, talent and staff to the implementation of an ethics plan of action (b) Verbal and written commitment of departments heads overseeing student recruiting and admissions policy to an ethics plan of action for their areas of concern.Some possible action items might include advertising that the student remains is governed by a honor code, the violation of which could lead to disenrollment. The hallmark of the admissions policy would focus on the ethical selection of students to include heathen difference, gender and racial equalities, socio-economic factors, as well as, academic excellence. (c) Faculty hiring guidelines that would include a thorough vetting of the applicants qualifications and background as well as a written commitment by the applicant to in full support the ethics initiative (d) Faculty members to commit to and undertake curriculum revisions that would include the ethical aspects of their particular discipline(e) Students to commit to a dormitory, community/sorority, off-campus life-style code ethics (f) Faculty members to commit to ethical guidelines for the research into the publication of scholarly materials (g) Faculty members to commit to a faculty-faculty, faculty-student ethical relationships guideline. Lastly, students are also expected to contribute maximally by behaving honestly to their work, duties and responsibilities. They should neer restore to any malpractices during examination or any class work. finaleThe writer has reviewed just a fraction of the literature available on the subject of ethics in the workplace. The literature for the most part, supports the notion that the ethical behavior is good, that ethical behavior is needed in the workplace, and that progress is possible in raising men and women above their more prurient interests. ground on the writers experience and discussions with university leaders, however, the notion of total commitment by all stakeholders as outlined in the sample plan is probably unlikely. Cries of academic freedom, unreasonable restraints and loss of flexibility would be echoed from the campana towers of academia in spite of the intrinsic good intentions of the plan. All this does not augur well for the fast track implementation of ethics at the university level or in the workplace. Instead, progress in changing individuals towards a more ethical vision of their personal and professional life will be a plodding effort, characterized by small successes and small failures for a long time into the future.ReferencesAmerican Institute of Certified Public Accountants (2010). The write in code of Professional Conduct. Retrievedfromhttp//www.aicpa.org/research/standards/codeofconduct/downloadabledocuments/2010june1codeofprofessionalconduct.pdf Audi, R. (2007). Can utilitarianism be distributive? Maximization and distribution as criteria in managerial decisions. business organisation Ethics Quarterly, 17(4), 593-611. Baiman, S. & Lewis, B. (1989). An test testing the behavioral equivalence ofstrategically equivalent employment contracts. daybook of accounting Research, (27)1, 1-20. Bazerman, M.H. & Banaji, M.R. (2004). The social psychology of ordinary ethical failures. Social nicety Research, 17, 111-15. Bentham, J. (1843). The works of Jeremy Bentham. 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