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MEM 647

Assignment to Lesson 2 - Educational Theories on Ethics and Values Education
1. Read and cite the takeaways from the following articles:
AAUP's 1915 Declaration of Principles, The American Association of University
Professors, President, John Dewey, Columbia University
AAUP's 1915 Declaration of Principles is one of the most important documents defining
academic freedom. The term "academic freedom" have historically referred to both the freedom
of the instructor and the freedom of the student, or “Lehrfreiheit” and “Lernfreiheit”. The fact that
this report is about the teacher's freedom hardly needs to be stated. This definition of academic
freedom has three components: freedom of inquiry and research; freedom of teaching within the
university or college; and freedom of extra-mural utterance and action.
In considering academic freedom, it was imperative to address three issues. The following
are these:
First Declaration: Basis of Academic Authority
 Except for propriety and religious institutions, colleges and universities, constitute a public
trust. Trustees have no right to bind the reason or conscience of the faculty.
Second Declaration: Nature of Academic Calling
 The independence of faculty applies not only to their individual work as researchers and
teachers but also
appears to have implications
for the shared governance of the
institution: “ A university is a great and indispensable organ of higher life of a civilized
community, in the work of which the trustees hold an essential and highly honorable place,
but in which the faculties hold an independent place, with quite equal responsibilities; and
in relation to purely scientific and educational questions the primary responsibility.”
Third Declaration: The Function of the Academic Institution
 The third declaration considers the functions of an academic institution, which are
a) To promote inquiry and advance the sum of human knowledge.
b) To provide general instruction to the students.
c) To develop experts for various branches of the public service.
Faculty to have complete freedom to pursue their investigations and discuss and
publish their results and to express themselves fully and frankly both to their students and
to the public.
In no way does the committee's argument for academic freedom suggest that each
teacher should be free from any restrictions on the content or performance of their remarks, either
inside or outside of the institution. According to the group, any essential restraints should mostly
be self-inflicted or imposed by the public's perception of the profession. However, there may
sometimes be situations where a person's deviations need to be controlled by strict disciplinary
measures. This report's core assumption is that such action cannot be safely conducted by
organizations that are not made up of academics.
Inquiring into the Ethical Dimensions of Professional Practice, Ontario College of
https://www.oct.ca/-/media/PDF/Inquiring%20into%20PP/Professional_ Practice_en_web.pdf
Inquiring into the Ethical Dimensions of Professional Practice aims to aid teachers in their
investigation of their own ethical position, the moral values that guide their behavior, and the moral
choices that must be taken in practice.
Ethical professional practice is based on the Ethical Standards for the Teaching
Profession. The diversity and multidimensionality of effective teaching and educational leadership
are conveyed by each ethical standard. A strong commitment to continuous critical inquiry into
practice is an identifying quality of ethically guided educators. This moral approach encourages
the use of the four ethical principles of care, respect, integrity and trust.
The ethical standard of Care
includes compassion, acceptance,
interest and insight for developing
students’ potential. Members express
their commitment to students’ wellbeing and learning through positive
influence, professional judgment and
empathy in practice.
Intrinsic to the ethical
standard of Respect are trust and fairmindedness. Members honour human
dignity, emotional wellness and
cognitive development. In their
professional practice, they model
respect for spiritual and cultural
values, social justice, confidentiality,
The ethical standard of Trust
embodies fairness, openness and
relationships with students, colleagues,
parents, guardians and the public are
based on trust.
Honesty, reliability and
moral action are embodied in the
ethical standard of Integrity. Continual
Ethical standards for the teaching profession can be used as a framework for inquiry to
consider and investigate the ethical aspects of teaching and educational leadership.
Inquiring into the Ethical Dimensions of Professional Practice can be used as a resource
within initial teacher education, continuing teacher education and professional practice. This
booklet presents experiences from practice and sources for ethical inquiry. Educators may choose
to reflect on the written vignettes included in this booklet individually or explore them in
collaboration with colleagues. Critical exploration and dialogue of these vignettes can help to
enhance the ethical knowledge and actions of educators.
In order to support educators' ethical understanding, thinking, and action, an ethical inquiry
cycle (Smith, 2013) is presented in this resource. This ethical inquiry cycle (Image 1) is made up
of several interconnected processes, including lived experience, reflection, critical analysis, new
insights, and perspectives. The key is dialogue, and each of these experiencing processes
requires an essential component. Professional practice that upholds ethics must involve dialogue.
Engaging in ethical discussion helps to establish and maintain ethical school and organizational
cultures. As educators critically examine the vignettes in this resource with colleagues utilizing
the ethical inquiry cycle, their ethical knowledge, understanding, and sensitivity can grow (Smith
& Goldbaltt, 2009).
In this article, we can see several ethical challenges and issues pertaining to various
professional practices that teachers will critically assess what they should do and morally decide
on while considering the welfare among everyone. Some of the issues that can be explored from
an ethical perspective within the articles include:
• ethical responsibilities and obligations
• professional boundaries
• actions that undermine the integrity of processes associate with the assignment of
• well-being of educators
• complicit actions that support unethical practices
• ethical responsibilities associated with mental health issues
• developing and sustaining ethical school cultures
• the influence of personal beliefs and biases on hiring processes
• lack of transparency in hiring practices
• compromising professional integrity
• ethical principles that guide actions
When it comes to various issues and challenges teachers must provide their own
suggestions. This will support us in acquiring knowledge and skills and resolving problems when
they arise at school.
The Benefits of Teaching Ethical Dilemmas | Edutopia
According to Linda Flanagan, a member of the advisory board at the Kent Place School's
the Ethics Institute, ethical decision-making is an important element of a comprehensive
education, but few institutions really teach it. Students' personal development, empathy for other
people's perspectives, and self-reflection can all be facilitated by the introduction of ethical issues
in the classroom, in addition to providing chances for discussion and critical thinking.
Giving learners a list of moral principles is only part of an effective ethics lesson; students
must also be taught how to make their own moral decisions. According to Jana M. Lone, director
of the University of Washington's Center for Philosophy for Children, students learn to "search for
and evaluate their assumptions, to excavate the reasons behind those assumptions, to examine
without prejudice another's opinion, and to make a thoughtful decision with confidence."
The study put forth a strategy to aid teachers and students to in making thoughtful
decisions in various circumstances independently. This is what we called THE ETHICS
The methods are the following:
1. Study and understand the situation.
2. Identify the values that are involved on all sides.
3. Identify the ethical dilemma – right vs. right.
4. Identify the values that influence your position.
5. Communicate effectively and respectfully a decision that demonstrates the ability to
apply the facts, identify values that inform your position, and can refer to other sources
or stakeholders.
Understanding ethical dilemmas will help us to have a better concept of how to deal with
dilemmas if we have a better understanding of what they are. Quickly resolving moral dilemmas
fosters effective operations, maintains high employee morale, strengthens leadership, and raises
the public profile of schools.
2. Present case studies (2) for professional ethics. Make a video clip Presentation of the case
studies. Upload only the URL of the video clip presentation.
3. Write a vision and mission statement of a school grounded on the ethical principles of respect
of individual differences and caring for the well-being of students, teachers, and other
stakeholders of the school community.
Vision Statement:
In the pursuit of perfection, the school is committed to providing holistic education by
strengthening academic excellence, 21st century skills, and ethical principles in a conducive
learning environment.
Mission statement:
The school commits itself to deliver quality and relevant education among 21st century
learners, by upholding teaching and non- teaching, the school community and stakeholders
toward principles of academic excellence that are par with the world's demand and current