Running Head: Holter Worldview
Worldview Final Paper
Dr. Harris
School Leadership, Culture, and Ethics
EDLE 6483.801
Alexandra Holter
12/6/2011
Holter Worldview
My perception of the world closely aligns with Kant’s categorical imperative where “people
should do what is morally right no matter the consequence” (Johnson, 2011, p.158). I tend to look at the
world as being divided into areas of right, wrong, good or bad. Rarely do I admit that shades of grey
exist but, when they do I frequently I condemn others who are unable to be as steadfast and resolute in
their decision as I am. I feel, good or bad, that I consistently function from this framework. It is one that
has been built around me by my family, been my guidepost in my career and one that stresses both
personal and work relationships.
The core beliefs and values I currently hold can be attributed to my family, specifically my
parents and maternal grandparents. My parents instilled in me a strong sense of doing what is right for
the good of others. Wrong choices are defined as those that have the potential to cause others physical
or emotional harm. Furthermore, my parents set clear guide lines of appropriate and inapportoarte
behavior. My brother and I were not to do anything that would bring embarrassment to our family.
Through the use of pop culture my parents made a point of identifying and strongly critising
inappropriate behavior. This is why, much to my dismay, I was not allowed to listen to Madonna or the
New Kids on the Block growing up. Their behaviors were just too extreme to be considered appropriate
and there for were not worth our time or attention. Beliefs and core values of my parents were
displayed in their actions at home and through discussion of actions and decisions made at work.
From my grandparents I learned to respect your elders and never lie, cheat or steal. My
grandfather had many saying but, the one I remember most is if you do (insert a wrong action) “they’ll
take you out back and shoot you” (which is truly a phrase I heard growing up and why I don’t cheat at
poker). My grandparents supported the beliefs and values I saw from my parents. They supported the
thought that one always does the good and right thing simply because that is the way civilized people
behave.
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Educators are expected to teach their subject area as well as create good citizens. My purpose
in education is to provide students with lifelong skills. These skills are often basic skills like reading, and
writing. However, I also work to provide students with a working model of how adults consistently act
ethically. I frequently speak with students about making right choices. Specifically, addressing
situations where right choice appears to be difficult to obtain or out of reach. Students also have to
work to understand that rules are meant to be followed even though others consistently break
established rules. I find these discussions easy because I value the rules the school has in place. I believe
rules are in place to ensure students and teachers are provided with a safe learning and working
environment. Helping the student distinguish wrong from right simple and easy because I strongly
believe in what I am teaching. When students make bad decision I fall back on the idea that they are
just kids learning how to navigate life. Knowledge is gained over time. One must go through right and
wrong actions or decision making processes to understand what a moral decision looks and feels like.
Student are allowed to go through this process just as everyone else has had that opportunity and it is
my purpose to guide them on their journey to being ethical adults.
My core values and beliefs work to my advantage when dealing with students but, often get in
the way of how I interact with colleagues. Having a determination to hold to what I feel is right
alienates people in two ways. First, once a decision is made I rarely revers my course. According to
Johnson (2011) leaders following Kant tend to “stay the course despite groups pressures and opposition
and to follow through on their choices” (p. 160). Secondly, my ethical view often places me in a position
where I judge people who have made choices I feel are “wrong” or have behaved in inappropriate ways.
According to Johnson (2011) leaders following Kant tend to “stay the course despite groups pressures
and opposition and to follow through on their choices” (p. 160). I find I have little patience for adults
who cannot follow basic rules I perceive as being correct. My decision in how I choose to view these
people is often as resolute as situational decisions I must make. Needless to say I have lost friends over
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my ideals and have created uncomfortable work environments. Success in my career cannot be
accompanied by such pig-headed behavior on my part. I need to remember to “respect the rights of
others to choose, [this] is an important guideline to keep in mind when making moral choices” (Johnson,
2011, p. 160). Though it may not be my choice does not make a decision the wrong choice. One area
where I have begun to see this idea come through is by observing the multitude of parents that have get
to interact with each year. For the success of the student I cannot judge parental decision made
regarding their child.
In a leadership position I will need to work to understand perspectives and decisions that differ
from what I perceive to be correct. In order to do this I will need to incorporate some habits and
characters into my leadership style to help me overcome areas where my ethical framework might hold
me back. First, I need to develop a habit of “seek to understand first” (Johnson, 2011, p.101). This is
when leaders “put aside their personal concerns to engage in empathetic listening. They seek to
understand, not to evaluate, advise or interpret” (Johnson, 2011, p.101). Second, is forgiveness, though I
may never need to forgive like Nelson Mandela or Eva Mozer I still need to incorporate this into my
leadership style (Johnson, 2011). As a leader I may learn about follower’s choices in their personal lives.
Follower’s choices may not be directly related to me or the organization. Therefore, I need to personally
forgive their actions that do not affect the organization so that my actions do not the hurt the
organization or the individual.
Finally, Johnson (2011) describes a leader characteristic that has two components this “is
treating others as equally and fairly as possible” (p. 90). Johnson (2011) is addressing the characteristic
of justice. I understand that justice is part of Kant’s categorical imperative but I need to employ justice
after others have made their decision. All people and situations need to be treated as fairly as possible,
regardless of previous actions or decisions. I need to take every situation as it comes and evaluate it in
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its own right. By being equal and fair I hope to eliminate my perceptions of right and wrong or personal
feelings that have the potential to influence any situation.
After analyzing my worldview, which I of course think is correct, I see that if I do not broaden my
ethical scope I am allowing myself to continually be placed in difficult situations. I see no reason to alter
my core values and beliefs but, how I go about expressing those to others might need to be softened. I
think this can be accomplished through continual refection on what drives my decision making process
and how I judge others.
Holter Worldview
References
Johnson, C. (4th ed.). (2012). Meeting ethical challenges of leadership casting light or shadow. Los
Angeles, CA: Sage.