EthicalDecision‐Making
Models
for
ScholasticMedia
Publications
MaggieCogar
KentStateUniversity
EthicalDecision‐MakingModelsfor
ScholasticMediaPublications
Summary/Rationale:
“Thatdoesnotmean,however,thatthereisnologicalandsequentialprocessforethical
decision‐making.True,wemaynotbeawarethatapatternexists,butthatdoesnotmeanthat
thereisnopattern…Developingrealskillatethicsrequiresthatintelligencefusewithintuition,
thattheprocessbeinternalized,andthatdecisionsbemadequickly,andnaturally”(Kidder,p.
180).
Ethicalfitnessshouldbethegoalofalljournalists,butitisnotmerelyanacquiredskill.Ittakes
consciencepracticeanddiscussion.Ittakesspecifictraininginethicaldecision‐makingsothat
journalistscan“internalize”thedecision‐makingprocessandsothatsoundethicaldecisions
canbemadeswiftly,underthepressureofdeadlines.
Thistrainingcan,andindeedshould,beginatthehighschoollevel.Everystudentmediastaffis
eventuallyfacedwiththequestion–shouldwepublishit?
Mostoften,theanswertothisquestionisnotaclearyesorno(orarightvs.wronganswer),
butratherjournalistsaremostoftenfacedwithwhatauthorRushworthKiddercalls,“rightvs.
right”decisions.Thisconceptspeakstothecomplexityofdecision‐makinginthemedia.So,
withthecomplexitiesofthedecisionsthatneedtobemade,howdohighschooljournalists
decidewhattopublish?
Thispacketismeanttohelpadvisersofstudentmediateachstudentshowtomakeethical
decisionsunderpressure.Itpresentsfourdifferentethicaldecision‐makingmodels(adapted
fromthemediatextbookslistedbelow)studentscanapplywhenmakingtheirnextdifficult
ethicaldecision.Thepacketalsogivesadvisersfourethicalscenariostousewithstudentsto
practicetheirethicaldecision‐makingskillsandfoursampleresolutionsforthosescenarios.All
ofthisismeanttohelpguideadvisersandstudentsthroughtheprocessofmakingethical
decisionsthatare“right”forthemasastaff.
*EthicalDecision‐MakingModelsadaptedfromHowGoodPeopleMakeToughChoicesby
RushworthKidderandfromMediaEthicsbyPhilipPatterson&LeeWilkins…
Kidder,R.(2003).Howgoodpeoplemaketoughchoices.NewYork:HarperPaperbacks.
Wilkins,L.,&Patterson,P.(2008).Mediaethics:Issuesandcases.(6thed.).McGraw‐HillHigher
Education.
2
TableofContents
EthicalDecision‐MakingModels:
1.)ApplyingtheThreePrinciplesforResolvingDilemmas–EthicsWorksheet#1‐pages4‐5
2.)UsingthePotterBoxtoMakeEthicalDecisions–EthicsWorksheet#2‐pages6‐7
3.)UsingtheBokModeltoMakeEthicalDecisions–EthicsWorksheet#3‐pages8‐9
4.)UsingtheNineCheckpointsforEthicalDecision‐Making–EthicsWorksheet#4–
pages10‐11
EthicalScenarios:
1.)Ethicalscenarios#1&#2–page12
2.)Ethicalscenarios#3&#4–page13
*Formorejournalismrelatedethicalscenariosvisit…
http://journalism.indiana.edu/resources/ethics/http://journalism.indiana.edu/resources/ethi
cs/
EthicalScenarioResolutions:
1.)Ethicalscenario#1–page14‐15
2.)Ethicalscenario#2–page16‐17
3.)Ethicalscenario#3–page18‐19
4.)Ethicalscenario#4–page20‐21
3
ETHICSWORKSHEET#1–ThreePrinciples
Applyingthe“ThreePrinciplesforResolvingDilemmas”
*AdaptedfromHowGoodPeopleMakeToughChoicesbyRushworthKidder(p.152‐158)
Ends–BasedThinking–“Dowhat’sbestforthegreatestnumberofpeople.”
Rule–BasedThinking–“Followyourhighersenseofprinciple.”
Care–BasedThinking–“Dowhatyouwantotherstodotoyou.”
*Examinetheethicaldilemmausingeachofthethreeprinciplesdefinedabove.
Discusseachquestionforeachprincipleandthepossiblestrengthsandweaknesses
below.
Principle: Questionstoconsider: Questionanswers: Possible
strengths&
weaknessesof
thisdecision:
 Whatwill
Ends–
eventuallyhappenif
Based
thisdecisionis
made?
 Whatarethe
possibleoutcomes?

Rule–
Based
Care–
Based
Withthatinmind,
whatdecision
benefitsthegreatest
numberofpeople?
 Whatisthe
universally“right”
decision?
(universallaw)
 Whatstandards
shouldbefollowed
regardingthis
decision?
 Imagineyourselfin
theirshoes…
Whatwouldwewant
donetousinthis
situation?
(examineallstakeholders)
4
ETHICSWORKSHEET#1–ThreePrinciples
Afterdiscussingthethreeprinciplesinthechart,makethedecisionandsupport
thatdecisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Whywebelievethisdecisionisthebestone…
5
ETHICSWORKSHEET#2–ThePotterBox
UsingthePotterBoxtoMakeEthicalDecisions
*AdaptedfromMediaEthicsbyPhilipPatterson&LeeWilkins–6thedition,2008
“ThePotterBoxhasfourstepsthatshouldbetakeninorder…Youprocessthroughthefoursteps
inacounterclockwisefashion,beginningwiththefactualsituation”(p.100‐101).
UnderstandingtheFacts–Discussallthefactsofthecasewiththoseinvolvedinmakingthe
decision.
OutliningValues–Whatisvaluedbythosemakingthedecisions?Howdoesthisimpactthe
ethicaldecision?Whenanideaorprincipleisvalued,itmeansoneiswillingtogiveupsomething
forit.
ApplicationofPhilosophicalPrinciples–Onceitisdecidedwhatisvalued,philosophical
principlesshouldbeapplied.
(examineAristotle’sGoldenMean,Kant’sCategoricalImperativeandUtilitarianism)
ArticulationofLoyalties–“Potterviewedloyaltyasasocialcommitment”(MediaEthics101).In
thisfinalstep,loyaltiesshouldbeexaminedtoseeifanyofthemconflict.
FACTS
LOYALTIES
VALUES
PRINCIPLES
6
ETHICSWORKSHEET#2–ThePotterBox
*ExaminetheethicaldilemmausingallfourpartsofthePotterBoxchartbelow.After
analyzingthedilemmathoroughly,makeafinalethicaldecision.
Whatarethefacts?
Arethereanyconflictingloyalties?
Whatareyourvalues?Dotheyimpactthe
ethicaldecision?
Applythe3principlesdiscussed.Whatis
thedecisionbasedoneachprinciple?
THEVERDICT…
Ourfinaldecisionis…
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Whywebelievethisdecisionisthebestone…
7
ETHICSWORKSHEET#3–Bok’sModel
UsingBok’sModeltoMakeEthicalDecisions
*AdaptedfromMediaEthicsbyPhilipPatterson&LeeWilkins–6thedition,2008
“Bok’smodelisbasedontwopremises:thatwemusthaveempathyforthepeopleinvolvedin
ethicaldecisionsandthatmaintainingsocialtrustisafundamentalgoal”(p.4‐5).
Boksaysanethicaldecisionshouldbeanalyzedinthreesteps…
1.)Consultyourownconscience–“aboutthe‘rightness’ofanaction”(p.5).
Howdoyoufeelabouttheaction?
2.)Seekexpertadvice–for“alternativestotheactcreatingtheethicalproblem”(p.5).
Isthereanotherwaytoachievethesamegoalthatwillnotraiseethicalissues?
3.)Conductapublicdiscussion–“withthepartiesinvolvedinthedispute.Iftheycannotbe
gathered,conductthediscussionhypothetically”(p.5).
Howwillothersrespondtotheproposedact?
Theethicaldilemma…
Consultyourconscience
Howdoyoufeelabouttheaction?
Seekexpertadvice
Isthereanotherwaytoachievethesame
goalthatwillnotraiseethicalissues?
Conductapublicdiscussion
Howwillothersrespondtotheproposedact?
8
ETHICSWORKSHEET#3–Bok’sModel
Afterdiscussingthechart,makethedecisionandsupportthatdecisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Whywebelievethisdecisionisthebestone…
9
ETHICSWORKSHEET#4–NineCheckpoints
UsingtheNineCheckpointsforEthicalDecision‐Making
*AdaptedfromHowGoodPeopleMakeToughChoicesbyRushworthKidder(p.178‐186)
InhisNineCheckpointsforEthicalDecision‐Making,Kidderexplainsthe“logicalandsequential
process”fordealingwiththeethicalissuesthatoftenariseineverydaylife.What’shelpful
abouthisstepsisthefactthattheyincorporatemultipleethicaltheoriesintoauseablelistfor
everydayethicaldecisionmaking(p.178‐186).
Kidder’sNineCheckpointsforEthicalDecision‐Making(frompages178‐186)
1.)Recognizethatthereisamoralissue–Whatisthetrueethicaldilemma?
2.)Determinetheactor–Whosemoralorethicalissueisit?
3.)Gathertherelevantfacts–Whataretheimportantfactsfortheethicaldilemma?
4.)Testforrightversuswrongissues–Isthereaclearlyrightorwronganswer?
5.)Testforrightversusrightparadigms–“Whatsortofdilemmaisthis?”(p.183)
(truthvs.loyalty,selfvs.community,short‐termvs.long‐termorjusticevs.mercy)
6.)Applytheresolutionprinciples–Whataresomeofthepossibleresolutionstothedilemma?
(UseAristotle’sGoldenMean,Kant’sCategoricalImperativeandUtilitarianismtoreason)
7.)Investigatethe“trilemma”options–“Isthereathirdwaythroughthisdilemma?”(p.184)
10
ETHICSWORKSHEET#4–NineCheckpoints
8.)Makethedecision–Afterapplyingcheckpoints#1‐7,whatisthebestpossibleresolution?
9.)Revisitandreflectonthedecision–Afterthedecisionwasmadeandtheconsequenceshave
occurred,askwasthisthebestdecision?
Afterdiscussingthechecklist,makethedecisionandsupportthatdecisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Whywebelievethisdecisionisthebestone…
11
PRACTICEETHICALSCENARIOS
*Usetheethicalscenariosbelowtopracticeethicaldecision‐making.
EthicalScenario#1
ArecentrumorgoingaroundtheschoolaccusesJohnSmith,thestudentcouncilpresident,
ofawildnightofpartyingaftertherecenthomecomingdance.Thestudentisalsothevice
presidentofthelocalSADD(StudentsAgainstDrunkDriving)chapter.
Anewspaperreporter/staffmembercatcheswindofthepotentialstoryanddoessome
preliminaryresearch.ShefindsnumeroussourcesconfirmingJohn’sattendanceattheparty
andisabletoaccesspicturesofhimpartyingonFacebook.Shealsodiscovershehasrecently
beenforcedtoresignastheSADDvicepresidentandissupposedtodiscusshispositionas
studentcouncilpresidenttomorrowwiththeadministration.
It’sdeadlinenightandyourstaffwantstorunthestory.
Doesthestorygotoprinttonight?IsitoktousethepicturesoffofFacebookifitdoesrun?
Whatshouldbeincludedinthestoryifitdoesrun?
EthicalScenario#2
Thenewspaperstaffwantstorunaserious,well‐researchedpieceonthegrowingissueof
daterapeatparties.Onefemalestudent,ajunior,hearsofthenewspaper’supcomingstoryon
daterapeandcomesforwardasasource.SheclaimsshewasdaterapedlastHalloweenata
collegeparty.Severalofherfriendsconfirmherstoryandsheisinterviewedasapotential
sourceforthearticle.
Doesthenewspaperuseherasasource?Ifso,issheananonymoussourceornamed
source?
12
PRACTICEETHICALSCENARIOS
*Usetheethicalscenariosbelowtopracticeethicaldecision‐making.
EthicalScenario#3
Anewspaperreporter/staffmembercatcheswindofapotentialstoryontheoutbreakof
bedbugswithintheschoolandapproachestheeditorforhis/heropinion.Shehearsoftwo
differentincidenceswherestudentswerepulledoutofclasstoremovebedbugsfromthemand
theirclothing.Shewantstointerviewbothofthesestudents,aswellastheprincipaland
guidancecounselorsforthestory.
Shouldthisstorybecovered?Shouldthereporterinterviewthosestudentsassourcesifitis
covered?Howshouldthisstorybeapproachedifitiscovered?
EthicalScenario#4
Astudentcomesforthandgivesatiptothenewspaperstaffforapotentialstory.Sheasks
toremainunidentified(andnooneonstaffrecognizesherwhenshecomesintogivethetip).
Shetellstheeditorthat“someonesheknows”hascreatedahitlistofotherstudentsatthe
school.SheclaimssophomoreDerrickJoneshascreatedthelistandthatheplanstofollow
throughwithhisplans“soon.”
Thenewspaperadvisernotifiestheadministrationofthis“tip,”andtellsthemthestudent
lefttheclassunidentified.Theadministrationsaystheywillinvestigatethetip.
It’sdeadlinenightandyourstaffwantstorunthestory.
Doesthestorygotoprinttonight?Isitoktousetheinformationfromtheanonymous
source??Whatshouldbeincludedinthestoryifitdoesrun?
13
POTENTIALRESOLUTION
EthicalScenario#1
ETHICSWORKSHEET#1–ThreePrinciples
Applyingthe“ThreePrinciplesforResolvingDilemmas”
*AdaptedfromHowGoodPeopleMakeToughChoicesbyRushworthKidder(P.152‐158)
Ends–BasedThinking–“Dowhat’sbestforthegreatestnumberofpeople.”
Rule–BasedThinking–“Followyourhighersenseofprinciple.”
Care–BasedThinking–“Dowhatyouwantotherstodotoyou.”
*Examinetheethicaldilemmausingeachofthethreeprinciplesdefinedabove.
Discusseachquestionforeachprincipleandthepossiblestrengthsandweaknesses
below.
Principle: Questionstoconsider: Questionanswers: Possible
strengths&
weaknessesof
thisdecision:
‐
IfthestoryrunsJohn’s
‐ Thestrengthisthat
 Whatwill
Ends–
reputationcouldbe
itcoulddeter
eventuallyhappenif
Based
ruined.
drinkinganditis
thisdecisionis
‐Onepossibleoutcome verynewsworthy.
made?
isthatthisstorydeters SADDwillnowneed
 Whatarethe
othersfromdrinking.
anewVP.
possibleoutcomes? ‐Runningthestory
‐Theweaknessis

Rule–
Based
Care–
Based
Withthatinmind,
whatdecision
benefitsthegreatest
numberofpeople?
 Whatisthe
universally“right”
decision?
(universallaw)
 Whatstandards
shouldbefollowed
regardingthis
decision?
 Imagineyourselfin
theirshoes…
Whatwouldwewant
donetousinthis
situation?
(examineallstakeholders)
benefitsthegreatest#
ofpeople.
whetheritviolates
hisprivacyand
becausehe’saminor.
‐ The“right”decision
mightjustbetocover
hisremovalfromoffice,
butnotgointodetail
abouttheparty.
Picturescouldalsobe
offlimitsbecausethey
violatehisprivacyeven
more.
‐ NowaywouldIwant
thisstorytorun!Just
becauseImakeonebad
decisiondoesn’tmeanI
shouldbepublicly
humiliated.
‐ Astrengthinthis
decisionisthatit
coversthe
newsworthypartof
thestorywithout
extortingthesubject
ofthestory.
‐Aweaknessisno
arttorunwithstory.
‐ Theweaknessof
thisdecisionisthat
thestorywouldgo
un‐coveredand
studentswouldnot
benefitfromknowing
aboutpartying
consequences.
14
ETHICSWORKSHEET#1–ThreePrinciples
POTENTIALRESOLUTION
EthicalScenario#1
Afterdiscussingthethreeprinciplesinthechart,makethedecisionandsupportthat
decisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Torunthestory–butnotallofit.Somethingneedstobecoveredtoinformstudentsofthe
consequencesofdrinkingandofthenewsworthyeventofanewSADDVicePresident,but
ourgoalisnottocompletelyhumiliateJohn.Peoplewillalreadybetalkingaboutthis,sowe
planonrunningthefactsofhisremovalfromoffice,butnotofhispartying.Weplanon
runningasmallstoryonhisremovalfromSADD(withnopicturesfromFacebook).Wealso
planondoinganin‐depthfeatureonthedangersofdrinkinginournextissue.
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Ourdecisionisbasedonends‐basedandcare‐basedthinking.Webelieverunningthearticle
willbenefitthegreatestnumberofpeople,butwealsoaretryingtokeepJohninmind.We
wanttorunthenews,butnotattheexpenseofcompletelyhumiliatingJohn.
Whywebelievethisdecisionisthebestone…
Thestoryneedstobecovered,somehow.Everyonewillbetalkingaboutthisstoryandto
notcoveritwouldbetoignoreaveryseriousnewsevent.Webelieveasmallnewsstoryis
thebestoptionbecauseitallowsforpeopletogettherealfactsfromcrediblesources(like
theprincipalandtheSADDadviser).Wealsobelievethein‐depthfeatureinournextissue
willbeinthebestinterestofourreaders.
15
ETHICSWORKSHEET#2–ThePotterBox
POTENTIALRESOLUTION
UsingthePotterBoxtoMakeEthicalDecisions EthicalScenario#2
*AdaptedfromMediaEthicsbyPhilipPatterson&LeeWilkins–6thedition,2008
“ThePotterBoxhasfourstepsthatshouldbetakeninorder…Youprocessthroughthefour
stepsinacounterclockwisefashion,beginningwiththefactualsituation”(p.100‐101).
UnderstandingtheFacts–Discussallthefactsofthecasewiththoseinvolvedinmakingthe
decision.
OutliningValues–Whatisvaluedbythosemakingthedecisions?Howdoesthisimpactthe
ethicaldecision?Whenanideaorprincipleisvalued,itmeansoneiswillingtogiveup
somethingforit.
ApplicationofPhilosophicalPrinciples–Onceitisdecidedwhatisvalued,philosophical
principlesshouldbeapplied.
(examineAristotle’sGoldenMean,Kant’sCategoricalImperativeandUtilitarianism)
ArticulationofLoyalties–“Potterviewedloyaltyasasocialcommitment”(MediaEthics101).
Inthisfinalstep,loyaltiesshouldbeexaminedtoseeifanyofthemconflict.
FACTS
LOYALTIES
VALUES
PRINCIPLES
16
ETHICSWORKSHEET#2–ThePotterBox
POTENTIALRESOLUTION
EthicalScenario#2
*ExaminetheethicaldilemmausingallfourpartsofthePotterBoxchartbelow.After
analyzingthedilemmathoroughly,makeafinalethicaldecision.
Whatarethefacts?
Arethereanyconflictingloyalties?
‐ YES
‐Daterapeisaseriousissueand
studentsneedtobeawareofit
‐Wehavealoyaltytoourreaders,tothe
potentialsourceandtothemanwhoshe
claimsrapedher.Thebestinterestofall
thoseloyaltiesconflict.Butourfirst
loyaltyistoourreaders.
‐Onestudentclaimstohavebeendate‐
rapedandherfriendsbackherup
Whatareyourvalues?Dotheyimpactthe
ethicaldecision?
Applythe3principlesdiscussed.Whatis
thedecisionbasedoneachprinciple?
‐Wevalueagirlsrighttosayno
‐ BasedontheFACTSwedon’tuseher
asasource.Wejustdon’thaveenough
factstobesuresheisareliablesource.
‐Wevalueoursource’sprivacyon
sensitiveissues
‐BasedonourVALUESwedon’tuseher
asasourcetoguardherprivacyona
sensitiveissue.
‐YES…ourvaluesimpacttheethical
decision
THEVERDICT…
Ourfinaldecisionis…
Nottouseherasasource.It’sasensitiveissuethatshemightregretdiscussinglaterorafter
sheseesitinprint.However,wecouldpossibleuseoneofherfriendsasasourcetodiscuss
theimpactofthedaterapeonherfriend,withoutnamingthefriendandthusprotectingher
identity.Ourgoalforthisarticleistoinformourreadersofdaterape,andwedon’treally
needherasasourcetoreachourgoal.
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Mainlyour“OutliningValues.”Wevaluetheprivacyofoursourceswhenitcomesto
sensitiveissues.
Whywebelievethisdecisionisthebestone…
Webelievethisisbestbecausewecanstillinformourreaderswithoutpotentiallydamaging
oursource.
17
POTENTIALRESOLUTION
EthicalScenario#3
UsingBok’sModeltoMakeEthicalDecisions
ETHICSWORKSHEET#3–Bok’sModel
*AdaptedfromMediaEthicsbyPhilipPatterson&LeeWilkins–6thedition,2008
“Bok’smodelisbasedontwopremises:thatwemusthaveempathyforthepeopleinvolvedin
ethicaldecisionsandthatmaintainingsocialtrustisafundamentalgoal”(4‐5).
Boksaysanethicaldecisionshouldbeanalyzedinthreesteps…
1.)Consultyourownconscience–“aboutthe‘rightness’ofanaction”(p.5).
Howdoyoufeelabouttheaction?
2.)Seekexpertadvice–for“alternativestotheactcreatingtheethicalproblem”(p.5).
Isthereanotherwaytoachievethesamegoalthatwillnotraiseethicalissues?
3.)Conductapublicdiscussion–“withthepartiesinvolvedinthedispute.Iftheycannotbe
gathered,conductthediscussionhypothetically”(p.5).
Howwillothersrespondtotheproposedact?
Theethicaldilemma…
Consultyourconscience
Howdoyoufeelabouttheaction?
Studentswanttorunastoryonbedbugsand
interview2studentswhohadbedbugsonthemat
school.
Ifeelit’simportanttoinformstudentsofbedbugsin
theschoolandofthebestwaystoavoidcarrying
themhome.Myguttellsmeitwouldbewrongto
embarrassthepeoplewhodohavebedbugs,though.
Somepeoplestillthinkonlydirtypeoplegetbedbugs.
Seekexpertadvice
Isthereanotherwaytoachievethesame
goalthatwillnotraiseethicalissues?
(Hereweshouldtalktoouradviserandtoothernewsroomprofessionals)
Wecouldrunastoryonbedbugs(whattheyare,etc.)
andhavetheprincipalconfirmwehavethematthe
school,butwedon’tneedtointerviewthepeople
whohavethem.
Conductapublicdiscussion
Wecantalktootherpeopleandseewhattheythink
aboutthestory.Wecanbringinasampleofstudents
ontheirlunchintoastaffmeetingandseewhatthey
Howwillothersrespondtotheproposedact?
thinkaboutthecoverage.
18
ETHICSWORKSHEET#3–Bok’sModel
POTENTIALRESOLUTION
EthicalScenario#3
Afterdiscussingthechart,makethedecisionandsupportthatdecisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Torunthestoryonbedbugs…webelieveit’sinthebestinterestofourstudentstoknow
aboutbedbugsandhowtopreventbringingthemhomewiththem.Wealsowanttodispel
anymisconceptionsaboutbedbugs.
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Wemainlyfocusedon“consultingourconscience.”Wedidn’tfeelitwasrighttotarget
studentswithbedbugs,butwedidfeelitwasrighttoinformourreadersoftheproblem.
Whywebelievethisdecisionisthebestone…
Thisdecisionisthebestonebecauseitallowsustoinformourreaderswhilenot
embarrassingstudents/sourceswhohavenotdoneanythingwrong.
19
ETHICSWORKSHEET#4–NineCheckpoints
POTENTIALRESOLUTION
EthicalScenario#4
UsingtheNineCheckpointsforEthicalDecision‐Making
*AdaptedfromHowGoodPeopleMakeToughChoicesbyRushworthKidder(p.178‐186)
InhisNineCheckpointsforEthicalDecision‐Making,Kidderexplainsthe“logicalandsequential
process”fordealingwiththeethicalissuesthatoftenariseineverydaylife.What’shelpful
abouthisstepsisthefactthattheyincorporatemultipleethicaltheoriesintoauseablelistfor
everydayethicaldecision‐making(p.178‐186).
Kidder’sNineCheckpointsforEthicalDecision‐Making(frompages178‐186)
1.)Recognizethatthereisamoralissue–Whatisthetrueethicaldilemma?
Thesafetyofstudentscouldbeatstake…buthowdoweknowshe’stellingthetruth?She
won’tidentifyherself(whichisevenmoresuspicious).Dowerunthestory?
2.)Determinetheactor–Whosemoralorethicalissueisit?
It’sourethicalissue.Wecouldchoosetoignoreherortotakeherseriously.
3.)Gathertherelevantfacts–Whataretheimportantfactsfortheethicaldilemma?
Thefacts–thepotentialgunmanisDerrickJones(butthereisnoevidencetothis)andan
unidentifiedstudentgaveusethetip.Ifhedoesfollowthroughwithhisplans,thesourceclaimsit
willhappen“soon.”
4.)Testforrightversuswrongissues–Isthereaclearlyrightorwronganswer?
No.Thereisnorightversuswronganswer.Ifwedon’trunit andtheshootinghappenssoon,
wecouldhaveprotectedthebestinterestofthestudents.Ifwedorunitandit’srumor,wecan
spreadpanicinthebuildingandpotentiallydamageastudent’sreputation(ifwerunthename).If
it’snottrue,wecouldalsodamageourcredibilityasapublication.
5.)Testforrightversusrightparadigms–“Whatsortofdilemmaisthis?”(p.183)
(truthvs.loyalty,selfvs.community,short‐termvs.long‐termorjusticevs.mercy)
Thiscouldbeconsideredatruthvs.loyaltyandaselfvs.communitydilemma(dependingon
howyoulookatit).
6.)Applytheresolutionprinciples–Whataresomeofthepossibleresolutionstothedilemma?
(UseAristotle’sGoldenMean,Kant’sCategoricalImperativeandUtilitarianismtoreason)
Possibleresolutionsincluderunningthestorybutnotrunningthenameofthepotential
shooter.Anotherpossibleresolutionistonotrunthestoryatall.
7.)Investigatethe“trilemma”options–“Isthereathirdwaythroughthisdilemma?(p.184)
Thethirdwayistolettheadministratordealwiththethreatfirstandtorunthestorywhen
thereismoresolidevidencetobackuptheclaim.
20
ETHICSWORKSHEET#4–NineCheckpoints
POTENTIALRESOLUTION
8.)Makethedecision–Afterapplyingcheckpoints#1‐7,whatisthe
EthicalScenario#4
bestpossibleresolution?
Wethinkthebestdecisionisthethirdone…towaituntilthereismorefactsandevidenceto
basethestoryon.Wedon’twanttoriskdamagingthereputationofourpublicationifitisfalseand
ifitturnsouttobetrue,theadministrationwillcloseschoolormakethenecessaryadjustmentsto
ensurethesafetyofthestudents.
9.)Revisitandreflectonthedecision–Afterthedecisionwasmadeandtheconsequenceshave
occurred,askwasthisthebestdecision?
Notsureonthisone….it’sapracticescenario!Itwouldbeinterestingtoreflectontheconsequencesof
ourdecisionshouldthisreallyhappen(butwehopethisdoesn’thappen).
Afterdiscussingthechecklist,makethedecisionandsupportthatdecisionbelow.
THEVERDICT…
Ourfinaldecisionis…
Towaituntilthereismoreinformationbeforeprintingthestory(see#8above).
Wemadethisdecisionusingthefollowingethicalprinciple(s)…
Well,wedidn’tapplyKant’sCategoricalImperativebecausethatwouldhavecalledforusto
printthestory,justincaseitmightbetrue.WeutilizedmoreoftheGoldenMean…wefound
themiddlegroundbetweentwoextremes.Wedidn’tchoosenottorunthestoryatall;we
justchoosetowaituntilwehadmoresubstantialevidence.
Whywebelievethisdecisionisthebestone…
Becausewewon’tincitepanicandwewon’tdamagethecredibilityofourpublication.Plus,
wejustdon’thaveanyevidencethatmakesthistruth.
21