Conference on Decision Making Through Values-Based Critical Thinking
Roundtable Discussion
Ethical Frameworks as Lenses to Consider and Apply Core Values
Jim Lane, Ed.D.
May 23, 2014
“The unexamined life is not worth living.” (Socrates)
The format of this discussion is drawn from Schon’s concept of reflection-inaction, which describes ways that professionals shape their professional knowledge
through real-life interactions. For Schon (1984), reflection-in-action involves “on-thespot surfacing, criticizing, re-structuring and testing of intuitive understandings of
experienced phenomenon; often, it takes the form of a reflective conversation with the
situation” (Schon, p. 42).
“By using different paradigms, educators should become aware of the perspective
or perspectives they use most often when solving ethical issues. Today with the
complexity of situations and cultures, it seems more important than ever for educational
leaders to think more broadly and go beyond “self” in an attempt to understand others”
(Shapiro & Stefkovich, 2011, p. 7).
This discussion will focus on ethical decisions made by educators as viewed
through ethical frameworks proposed initially by Starratt (1994) and extended through
the work of Shapiro and Stefkovich (1997, 2011), Begley (2004), Sergiovanni (1994,
2004, 2006), Furman (2003), and others. Although many of these concepts come from
research in the field of educational leadership, the ideas are applicable to all educators,
including those in the post-secondary education. In addition, these ethical frameworks
create useful lenses through which to consider and apply essential Core Values as defined
by Saint Leo University.
Starratt (1994) describes a multidimensional structure that encompasses what he
calls the ethics of critique, justice, and care. The ethic of critique deals with questions of
social justice and human dignity. The ethic of justice implies more specific legal and
jurisdictional responses to unethical practices identified through the lens of critique. The
ethic of care focuses on relationships from a personal rather than legalistic approach.
Furman argues for a leadership framework that she calls the ethic of community
(Furman, 2003; Furman, 2004). She defines the concept as “the moral responsibility to
engage in communal processes as educators pursue the moral purposes of their work and
address the ongoing challenges of daily life and work in schools” (Furman 2004, p. 215).
Shapiro and Stefkovich extend the thinking of Starratt and Furman to include
what they call the ethic of the profession.(Shapiro & Stefkovich, 2011).
Sergiovani argues that “moral authority” can be the engine for significant school
reform and make the school a catalyst in social reform (Sergiovanni, 1992). Under this
concept, all educators within the school adopt the goals of the school as moral
imperatives, striving for the better good of all stakeholders. He observes, “Intuition must
be informed by theoretical knowledge and current research on one hand and adept
understandings of the situation on the other” (Sergiovanni, 2009, p. 78). Begley and
Stefkovich (2007) argue, “Applied to university level teaching, often the simplest way to
integrate a consideration of moral literacy themes is by linking specific values or ethical
postures to the statement of purpose in the course outline” (p. 405).
Key Elements of Ethical Frameworks
Ethic of Care:
 Key Questions
o What do our relationships ask of us?
o Who will benefit from what I decide?
o Who will be hurt?
o What are the long-term effects of a decision I make today?
 Overarching Concept: Quality of Life
o Cultural enrichment
o Individuality
o Loyalty
o Human Potential
o Human Dignity
o Empowerment
o Environment
Ethic of Justice:
 Key Questions
o How shall we govern ourselves?
o Is there a law, right, or policy related to the issue?
o If so, should it be enforced?
o If not, should there be?
 Overarching Concept: Participation
o Equal Access
o Due Process
o Policy Formation and Implementation
o Assessment
o Rights and Responsibilities
o Resource Allocation
Ethic of Critique:
 Key Questions
o Who makes the laws?
o Who controls, legitimates, defines?
o Who benefits from the law, rule, or policy?
o Who are the silenced voices?
 Overarching Concept: Definitions of Value
o Hierarchy, Privilege
o Class Distinctions and Distortions
o Structured Inequality
o Power Definitions
o Culture of Silence and Dominance
Ethic of Community (Furman, Sergiovanni)
 “The sense of community, of connection with others, is based in relationships, which
depend in turn on the ongoing processes of communication, dialogue, and
collaboration” (Furman, 2003).

“Communities require that people come together to share common commitments,
ideas, and values and use this core of ideas as the source of authority for what
they do” (Sergiovanni, 2000).
Ethic of the Profession (Shapiro & Stefkovich)
 Moral aspects unique to education
 Personal and professional ethical codes
 Key Questions
o What would the profession expect me to do?
o What does the community expect me to do?
o What should I do based on the best interests of the students, who may be
diverse in their composition and needs?
Seven Principles of Ethic of Critical Thinking for Teachers from QEP.
• The attitude that knowledge is not fixed but always subject to reexamination and
change;
• The attitude that there is no question which cannot, or should not, be asked;
• An awareness of, and an empathy for, alternative world views;
• A tolerance for ambiguity;
• An appreciation for alternative ways of knowing;
• A skeptical attitude towards text; and
• A sense of the complexity of human issues (Sears & Parsons)
Saint Leo University’s Core Values
 Respect
 Community
 Excellence
 Responsible Stewardship
 Personal Development
 Integrity
Roundtable Questions
1. What examples have we seen in the application of the ethical frameworks of care,
critique, justice or community
a. in professional experiences through interactions actions with students?
b. in professional experiences through interactions with colleagues?
c. in our personal experiences?
d. vicariously through the experiences of our students?
2. How, if at all, do the ethical frameworks link to the objectives of the courses we
teach?
3. Are there pragmatic gaps between ethical theory and pedagogical practice?
4. What commonalities do the ethical frameworks as described have with Saint Leo
University’s Core Values?
5. What is our moral purpose as teachers?
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