Standard HI

William Allan Kritsonis, PhD asked:


 

 

                        Ethical Conduct: The Importance of High Moral Standards



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ABSTRACT

Ethical conduct should inspire a quality of behavior that exemplifies honor and dignity for oneself.  In a school district, teachers, administrators, staff, and school board members should understand the importance of ethical conduct in the educational arena.  An effective educational organization entails the need of individuals maintaining integrity and high morals.  The Ways of Knowing Through the Realms of Meaning (2007) by William Allan Kritsonis, PhD provides insight in improving ethical conduct in the educational environment.

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Introduction

     Employees of a school district should serve with honor.  Individuals should strive to help students reach their potential to be socially and responsible citizens.  School district employees should understand the importance of upholding ethical values.  The following statement by Harry Wong emphasize the significance of educators valued principles:  “Teachers are not in private practice.  We are in the helping and caring profession, a service profession to help people enhance the quality of their lives.”  The supportiveness, safety, and security of all areas are crucial in the learning environment.

 

Purpose of the Article

     The purpose of this article is to discuss ten recommendations that are important in the improvement of ethical conduct.  The Ways of Knowing Through the Realms of Meaning (2007) provides insight in improving ethical conduct in the educational environment.  Dr. William Allan Kristonis is a noted author, professor, lecturer, consultant, editor-in-chief, and publisher.  Using his expertise, he has detailed concepts in the realms of ethics.  The focus of this essay is regarding the improvement of ethical conduct for school administrators.  The administrator is responsible for providing leadership to the school community.  The recommendations that are given will enhance the character development of principals and leaders as they model behavior for the students and staff.

 

Ethical Theory

 

     The development of ethical theory dates back to Plato and Aristotle.  The word ethic has its roots in the Greek word ethos.  Ethos is the perceived degree of character or credibility that a person believes exists in another person or object (Haskins, 2000).  The amount of trust and belief one has in another will have an important impact in how persuasive one will be. 

     According to Kritsonis (2007), the value of ethical theory is in guiding teaching and learning.  In the ethical realm, emphasis should be on ethical understanding and how it may be improved.  A person who has knowledge of ethical theory is as moral as a person who lacks such knowledge.  Moral conduct pertains to one’s actions in certain situations.  To solve a problem, one should be clear of the choices for the given situation.  Kritsonis (2007) precisely states, “Before a person can know where to go, he needs to understand where he is starting from.” There must be a mission in order to fulfill a vision.  Moral decisions require a set of values to serve as a form of reference inn evaluating the consequences.

     The values and morals an individual finds appropriate are called ethics.  Ethical theory supplies rules.  These rules are guidelines used in making decisions about a particular situation.  Ethics in leadership deal with what leaders do and who they are.  How leaders respond to a given situation and the choices they make are led by ethics.  The concerns of ethical leaders are issues of justice and fairness.  One cannot be a leader without involving values.  One must be sensitive to the needs of others, care for others, and treat them in ways that are just in order to be an ethical leader.

Character Development

 

     Character education programs teach students how to be good citizens and develop aspects of decision making.  Effective character education programs affect the student’s ability to be socially and personally responsible.  Holloway (2006) identifies the fact that character education promotes core ethical values, creates a caring school community, and engages the staff as a learning community that instills morals. 

     In order for a school community to work well, the members must be aware of expectations.  The principal is significant in building trust among the community.  Principals lay the foundation for respect and personal regard.  The actions of the administrator contribute to a positive learning environment in the school.  There must be equal treatment among the different student groups.  There should be a common link for success among all groups.

     Principals must understand the importance of creating an effective learning community.  There must be an open line of communication between the principal and stakeholders.  Administrators must be available to students, teachers, and staff members throughout the day.  They must also attend school and community events.  The use of surveys is important in the correspondence to stakeholders.  Kritsonis (2007) states that in all realms, the ability to communicate intelligibly and forcefully can be coordinated with other aspects into an integrated vision and commitment.  The display of a principal’s character can inspire character development in faculty and students.

 

Integrity

 

     Integrity means that the behaviors of leaders are consistent with their stated values and that they are honest, ethical, responsible and trustworthy (Hoy and Miskel, 2005).  Integrity is to say what one means.  One must deliver what is promised, and stand for what is right.  To be ethical means to be fair.  Leaders should treat stakeholders fairly, equitably, and with dignity.  Administrators an inspire integrity by recognizing positive behaviors in teachers and students.  A principal must concur to be liable to a high standard of ethical behavior.  Leaders should lead by being an example. 

     The language of morals should be ordinary language (Kritsonis, 2007).  No special concepts are needed in expressing intended meanings.  When one states, “This action is right,” he is not meaning that it is enjoyable.  There are some leaders whom have inspired us by their sense of integrity and moral values such as Jesus, Isaiah, Confucius, and Moses.  National heroes were exemplified moral courage were Abraham Lincoln, Robert E. Lee, and Joan of Arc.  Moral philosophers that contributed to moral leadership were Socrates, St. Augustine, Immanuel Kant, and John Dewey.

             In the educational field, there have been investigations reporting negative academic integrity and faculty wrongdoing.  Faculty and student misconduct has been widespread.  There has been wrongdoing ranging from plagiarism to falsification of data.  There have also been violations of teaching norms to sexual or other harassment.  Some campuses have been investigated for breaches of regulations.  Academic integrity cannot be coerced, neither can it be taught.  For an organization to function using high moral standards there must be a leader that inspires a sense of integrity.

     Displaying a high level of integrity can also relay the message that the leader is fair and just.  The leaders treat all individuals in an equal manner.  In some cases individuals might be treated differently due to specific circumstances.  Leaders must be fair when dealing with awards and punishments. 

 

Responsibility

        The realms of esthetics are concerned with active personal commitment (Kritsonis, 2007).  Morally, one is obliged to do right, and if one fails, he feels guilty. An effective leader should be responsible.  Responsibility entails dependability, initiative, persistence, aggressiveness, self-confidence, and the desire to excel.  One must be liable for one’s own actions.  Individuals must report concerns and rule violations.

     Leaders in education have an ethical responsibility.  They must have a moral vision of what is expected of them.  Starratt (2005) identifies five domains of responsibility that are central to educational leadership.  They are as follows:

 

·        Responsibility as a human being

·        Responsibility as a citizen and public servant

·        Responsibility as an educator

·        Responsibility as an educational administrator

·        Responsibility as an educational leader

·        Responsibility as a human being

 

Trust

 

     Trust is building confidence through teamwork and open communication.  In an effective school environment there is a culture of trust.  There is mutual trust between the principal and staff, there is mutual trust between the colleagues, and there is faculty commitment to the school.

Hoy and Miskel (2005) states, “Trust is like air; no one thinks much about it until it is needed and it is not there.”  It is important to have trust in schools.  It facilitates cooperation ad promotes cohesiveness.  Trust has also been shown to improve student achievement. 

     Leaders should build a sense of trust within the environment.  Their trust is built by behavior that is considerate, supportive, and collegial.  When there is a high level of trust toward the principal, it is believed that the principal is benevolent, reliable, knowledgeable, honest, and open with the staff.  Trust can be a powerful aspect of successful leadership.

     Haskins (2000) suggests the following for improving trust through communication:

 

·        Adapt messages to listeners by being sincere and honest in presenting the information.

·        Identify strengths and weaknesses in information to demonstrate the speaker’s honesty in presenting messages.

·        Introduce sources that were used in developing the presentation.

·        Explain the soundness of analysis, arguments, and evidence that can help reinforce trust.

·        Earn trust by showing trust towards others in the educational process.  

 

     Confidentiality falls in the category of trust.  Leaders should stress the importance of confidentiality of student information.  The school must maintain accurate and comprehensive student records.  Records cannot be released without the consent of parents or guardians.  Staff members are forbidden to discuss a student’s private information.  Leaders should not only value the confidentiality of students but the importance of confidentiality of staff members as well.

     Kritsonis (2007) believes that there are certain principles, such as the duty to keep promises and to tell the truth.  Obvious differences in principle may really be the difference in application due to different circumstances.  Leaders must prove to be trustworthy to achieve a cohesive working environment. 

 

Honesty

     In the empirical realm, meanings are factual (Kritsonis, 2007).  There is a distinction between empirical meaning and ethical meanings.  If one was more clearly understood, then there would be less confusion about ethical questions.  Ethical statements are neither true nor false, but they are expressions of personal preferences.  Ethical language is used to alter feelings and behaviors.

     In the education arena, one should be truthful and honest with one another.  This includes teachers, administrators, parents, and community members.  To be a good leader, one must be honest.  When one thinks of dishonesty, one sees the significance of being honest.  Dishonesty is lying, being deceitful, and not trusted by ones peers.  When a leader is not trusted, there is no respect.  Dishonesty weakens relationships, and there is also a negative impact on the organization.  Being honest not only means being truthful, but it also means being open.  

 

Respect

     Respect means a leader listens, is empathic, and has concern for employees.  Respect from a leader show employees that they are treated as worthy individuals.  One feels respected when there beliefs, attitudes, and values are acknowledged.  The relation of one person to another is the awareness of a presence, the I-Thou meeting (Kritsonis, 2007).  Personal relationships are achieved in what presently is.  Obligation pertains to the result of what is on the basis of an ideal.

     We have a duty to treat others with respect.  Leaders who respect others are usually respected in return.  Respect is important and it should be valued.  Seldom does one think about what it means to respect an individual or what it means to be respected.  To respect someone means looking at the individual in a distinguished manner.  Self-respect leads to respecting others.  If one does not respect himself or herself, then one is likely not to respect other individuals.  Typically if there is no respect for an individual, then their views and opinions are disregarded. 

Respect cannot be learned, purchased, or acquired.  It can only be earned. 

 

 

Knowledge of Sexual Harassment

 

     *** and family relations is an area of primary ethical interest.  Kritsonis (2007) believes that the family is the elemental social institution in which persons are born and nurtured, and it is essential that the relation between the sexes and among the members of the family be considered carefully and ordered wisely.  It is necessary to have moral codes dealing with this issue.  Leaders should not only know the policies for their particular district, but they should be strictly enforced.  The following are examples regarding sexual harassment policies in an educational organization.  

 

Sexual Harassment and Abuse

·        Students and employees should be treated honorably.

·        Sexual advances, remarks, or conduct at not permissible.

·        Employees who sexually abuse or harass students or employees will face disciplinary action.

·        Students who sexually abuse or harass employees will face disciplinary action.

 

Sexual Harassment by Employees

·        Employees who engage in any sexually oriented conversation, activities, or other sexual conduct with students or employees is considered to be committing sexual harassment of the student or employee.

·        Employees are prohibited from dating students.

 

Sexual Harassment by Students

·        Student should not engage in conduct that sexually harasses employees or other students.

·        Romantic relationships between student and employees with parental consent are discouraged.

 

 

 

Sexual Abuse of Students

·        Sexual abuse includes fondling, sexual assault, and sexual ***********.

·        Sexual abuse by employees will result in termination and legal action.

 

Drug and Alcohol Abuse Awareness

     Leaders are not the principle source of moral guidance.  According to Kritsonis (2007), the most significant source of such influences are the laws and customs of society.  There are some standards of conduct that are taken for granted.  It is not always right to be obedient to laws or customs.  Social standards that are accepted are meant to provide guidance for conduct.

     School activities should promote healthy ideals for the students.  Employees should serve as role models for their colleagues and the students.  Drug and alcohol abusers are frequently absent, less productive, and can cause possible harm to themselves or others.  Substance abusers have a negative influence on others.

Social Relationships

 

     Kritsonis (2007) believes that every culture has its distinctive expectations and regulations about what is right and wrong in these relationships.  Matters in relationships within class, ethnic, racial, religious, and vocational groups should be valued by leaders.  Leaders should

focus on the improvement of religious concerns as well as race related issues in public school. Displaying knowledge and sensitivity to these issues will impact individuals in the educational organization.

     Principals should know the state laws regarding prayer and other religious activities in public schools.  If the laws are not implemented, there could possibly be lawsuits that would affect the school district.  Leaders should acknowledge and respect the religious beliefs of others in planning school activities.  Students and staff should not feel pressured in taking part in holiday events or programs that are not a part of their religious beliefs. 

      Leaders should also acknowledge race related issues as they arise.  Culture diversity training should be planned for staff members each year.  It is important for everyone in the organization to have knowledge of the diverse ethnic population that is a part of their environment.  Race, ethnicity, and cultural background have played a role in ethical theory. 

     Ethical leaders take into consideration the purpose of individuals involved.  There should be a common goal for the organization.  Leaders should focus on their specific individual goals as well as the goals for the organization. 

 

 

Concluding Remarks

 

     In conclusion, in a school district, teachers, administrators, staff, and school board members should understand the importance of ethical conduct in the educational arena.  An effective educational environment entails the need of individuals maintaining integrity and high morals.  Employees of a school district should serve with honor.  Individuals should strive to help students reach their potential to be socially and responsible citizens.  School district employees should understand the importance of upholding ethical values.  The supportiveness, safety, and security of all environments are crucial in the learning environment.  Leaders are the key players in improving ethical conduct in the educational organization.    Using the ten recommendations that were given in the essay:   knowledge of ethical theory, character development, integrity, responsibility, trust, honesty, respect, knowledge of sexual harassment, drug and alcohol abuse awareness, and social relationships will not only strengthen the leader, but it will create an effective learning environment.  

    

References

Estrada, A. (2006).  The crossroads:  confronting ethical dilemmas within the school setting.

     Journal of Education Policy. Retrieved October 1, 2006, from

     http://jep.csus.edu/journal2006/paper1.htm

  

Haskins, W. A.  (2000).  Ethos and pedagogical communication:  suggestions for enhancing

     credibility in the classroom.  Current Issues in Education, Retrieved October 1, 2006, from

     http://cie.ed.asu.edu/volume3/number4/index.html

Holloway, J. (2006).  Model behavior.  Principal Leadership, 6(5), 44-48.

Hoy, W. K. and Miskel, C. G. (2005).  Educational administration.   New York: 

     McGraw Hill. 

Kritsonis, W.A. (2007).  Ways of knowing through the realms of meaning.  Houston, TX:  National Forum Press.

Sherman, A.J.  (2005).  Schools for scandal.  New England Review, 26(3), 82-91.

naraginti amareswaran asked:


Inculcation of Ethics Through Education and Globalization

Effects on Ethics

                                                                                                                                                            

INTRODUCTION

‘The care of human life and happiness, and not their destruction, is the first and only object of good government’…………..  Thomas Jefferson.  

‘When I give food to the poor, they call me a saint. When I ask why the poor have no food, they call me a communist’……………..Dom Helder Camara.

            Now we are living in the technological modern world. Science and Technology have a prominent role in the development of the any nation in the world. India is a developing county in the world. Indian economy is the fourth largest economy in the world.   According to 2001 census the literacy rate of India is 64.84%. It is very less when compared to developed county in the world. The Planning Commission made a survey for finding out the number of persons below poverty line and estimated that 18.96% of the total peoples live below poverty line as of the year 1993-94. It is necessary to take care about poor and illiteracy.

ETHICS

            Ethics is a major branch of philosophy, encompasses right conduct and good life. It is significantly broader than the common conception of analyzing right and wrong. A central aspect of ethics is “the good life”, the life worth living or life that is satisfying, which is held by many philosophers to be more important than moral conduct. The major problem is the discovery of the summum bonum, the greatest good.  

            Ethics are related to institutions and rights. The Universal Declaration of Human Rights and human rights accordingly stem from ethics even if no moral grounds can be adduced. Yet moral grounds are to be found everywhere, including science. From the point where, in the name of ethics, science itself does not fall outside this domain, morals, similarly, do not lie outside the realm of ethics as ethics are a profoundly human, secular construction in so far as they represent a conscious choice or plan and a legal endeavour in terms of the law. The confusion that exists between rights and values on the one hand and between morals and ethics on the other lie at the heart of the debate on universal ethics, that is to say, universal ethics based on recognition of human rights.

            Morals are linked to the very definition of ethics. Moral principles are extremely diverse. As it happens, morals, historically speaking, have come to be increasingly connected with religion as human society has developed. Therefore, the moral debate has also become a religious one and, as many religious phenomena do not lie beyond the scope of laws, between majorities and minorities, nor the ideological choices involved, it may be difficult to find the same moral values for all societies. Moral values are very diverse. A number of values are universal.

In generally, values may be classified as;

?         Personal Values

?         Social Values

?         Moral Values

?         Spiritual Values and

?         Behavioural values.

All these values are necessary for all types of persons in the society.

Why Ethics?

            To enable young people to appreciate themselves and others, and to take greater responsibility for their actions and for the world around them.

ETHICS AND ECONOMICS

            There are three ways in which ethics enters economics. First, economists have ethical values that help shape the way they do economics. This builds into the core of economic theory a particular view of how the economy does work and how it should work. Second, economic actors (consumers, workers, business owners) have ethical values that help shape their behavior. Third, economic institutions and policies impact people differentially and thus ethical evaluations, in addition to economic evaluations, are important.

Economists have Ethical Values

            The issue of ethical value judgments in economics is at least as old as the John Neville Keynes argument which divided economics into three areas: positive (economic theory), normative (welfare economics), and practical (economic policy). The first deals with ‘what is’, the second with ‘what ought to be’, and the third with how to get from one to the other. Although the majority of economists admit that ethical values permeate welfare economics and economic policy, they proceed with some confidence in the belief that their work in pure and applied economic theory is ethically neutral. Methodologists studying the question are more cautious.

            Ethics in the relationship between developed and less developed countries dictates that the developedcountries treat the less developed countries fairly, aware of their disadvantaged economic position, andacknowledging that taking advantage of one’s own economic power inevitably will hurt the poor withindeveloping countries.

What is unethical?



Economic institutions, rules, practices which disadvantage the poor will be viewed as unethical

Ethical behavior requires “progressivity”:  the poor should benefit disproportionately

Hypocritical behavior viewed as unethical



 



Advisers who are not “fully honest” viewed as unethical



 

ETHICS AND GLOBALIZATION

 

            The world has been utterly transformed in recent years by a phenomenon affecting us all, what we call globalization. Although there was a time when it was possible for citizens of one country to think of themselves as owing no obligation to the people of other nations, admittedly that was long ago. Today national borders have less meaning as issues of trade, environment, and health, along with incredible technological advances of the last century, have left us with a legacy of connectedness we cannot ignore.

            We know globalization involves complete economic liberalization, i.e., opening doors to big businesses. Multinational corporations are at the forefront. Globalization wants the governments around the world to create an environment that is as conducive as possible to its growth of business. Regional groupings like APEC, GATT and WTO are totally committed to the same goal. The connection between big businesses, governments and regional and international institutions to create an environment for globalization is not an accident. It has historic roots in colonization, and as such, the dominant forces behind globalization are based in the developed world. Nonetheless, it would be wrong to describe globalization today as a replica of the Western colonial experience only. This is because one of the centres of power is based in Japan. Other centres of control in Northeast and Southeast Asia are emerging.

            In reflecting on the good and bad sides of globalization we find that whatever good has come out of it is actually a by-product. The very motive, maximizing profit is responsible for its bad sides. So, globalization may well be one of the most serious challenges ever to the integrity of human civilization. Since society and culture hold some positive aspects it is important that it is not completely rejected. Ethics and moral standards should be injected into some economic activities as a short-term and medium-term strategy. The market should be regulated by ethical principles. The challenge is to devise ethical economically-sound policies built into the globalization process that are in keeping with values. I mean, the economic dimensions of globalization are not the only factors that need reconsidering. Culture should be guided by moral universal values whereby a strong ethic of restraint is within one culture is applied to prevent the dominance of another culture. The internationalization of the ethical values within the consciousness of the individual and the community could be the only hope for humanity. It is almost impossible to effectively censor all information through the Internet, satellite, etc. The individual who derives his/her value-system should be guided by time-honoured principles of what is right and wrong. Such individuals are the real antidotes to the bad effects of globalization.

Positive aspects of Globalization

Ø      Foreign Direct Investment (FDI) has helped to reduce poverty by creating jobs and improving incomes.

Ø      The expansion of trade and foreign investment has accelerated social mobility and strengthened the middle class.

Ø      New communications and information technology have helped disseminate knowledge in many fields of study and disciplines.

Ø      Communication is cheaper and easier. Costs of telephone calls as well as travel have fallen. This makes it easier to understand one another. Communities although heterogeneous, can be more cooperative now that are more means of understanding each other.

Ø      Globalization makes it possible for humanity to have compassion for each other when calamities, natural or man-made, affect others.

Ø      Issues such as human rights and public accountability are brought to the fore.

 

Ø      The rights of women are highlighted and the problems many women face are now addressed.

Negative aspects of Globalization

v     Environmental degradation due to unrestrained activities of multinational corporations whose sole aim is to multiply profits.

v     Although poverty has been reduced to a certain extent, new economic disparities have been created. There are stark regional disparities in poverty.

v     Basic necessities in life are set aside in favour of profits. Many developing countries have been occupied with facilitating foreign investment in industries that are lucrative to foreign markets and discarding the most fundamental needs of the people.

v     Globalization aids the removal of national controls over cross-border financial flows. Dramatic outflows of capital from one country to another have caused havoc in some currencies, particularly in Southeast, and South Asia including Bangladesh.

v     Advances in technology aggravated by the outflow of capital to low cost production sites in the developing countries has caused growing unemployment in the developed countries, which is an cause offence to human dignity.

v     Globalization has popularized the consumer culture. Consumerism has given birth to materialism where people are more interested in what they have rather than the essential aspects of humanity.

v     Global consumerism is now forming a homogeneous global culture where rich indigenous cultures of many developing countries are being replaced by cultures with vibrant economies.

v     Formal education systems are emphasizing technical and managerial skills responding to market demands and leaving aside traditional academic subjects. This means that education is nothing more than acquiring specific skills and techniques to do business and less emphasis on development of social or basic sciences.

v     Although the IT boom has given rise to an expanse of information there is a lot of information that is useless and meaningless causing people to be pre-occupied with unimportant things.

v     Double standards are present in the human rights aspect of the present world where they are used as part of many governments’ policy but only when it suits them.

            Because of globalization we have some advantages and disadvantages. We are human beings. Take good things and leave bad things. The policies of some developed countries are not good for developing countries. The ethical value decreases day by day. The business person gives more important for profit only. Organizational ethics is very important.

Centre for Globalization

The Yale Center for the Study of Globalization uses a variety of means to explore globalization and promote the flow of ideas pertinent to our core issues. The activities organized by the YCSG are designed to interconnect in ways that will further the Center’s mission and enable us to achieve our goals. It is necessary to establish this type of centre in our university also. In the modern generation also computer literacy is very low in our community. It is very sad thing that our students have no interest to learn computer education. It is very necessary in the scientific and technological world.

INCULCATION ETHICS THOUGH EDUCATION

 

 

            Value education means inculcating in the children a sense of humanism, a deep concern for the well being of others and the nation. This can be accomplished only when we instill in the children a deep feeling of commitment to values that would build this country and bring back to the people pride in work that brings order, security and assured progress.

            Value education has the capacity to transform a diseased mind into a very young, fresh, healthy, natural and attentive mind. The transformed mind is capable of higher sensitivity and a heightened level of perception this leads to fulfillment of the evolutionary role in man and in life

            By saying autobiography of good persons like Gandiji, Vivekananda, Ramakrishna Paramahamsa, Ramananda, Tagore and Sathya Sai Baba; we can easily inculcate values in the students and in the people.

 

Thinking with love is truth

Feeling with love is peace

Acting with love is right conduct

Understanding with love is non-violence

-Sathya Sai

            According the Sathya Sai Baba the following five values are necessary for students.

v     Right Conduct

v     Peace

v     Truth

v     Love

v     Non-Violence

Gandhi’s Values:

            In order to create new social order Gandhiji introduced Nai Talim in the year 1937, which is popularly known as Basic Education.

1.      Truth

2.      Non-violence

3.      Freedom

4.      Democracy

5.      Sarva Dharma Samabhava

6.      Equality

7.      Self-realization

8.      Purity of ends and means

9.      Self-discipline

10.  Suddhi

            If there is no place for values education in the curriculum, we can inculcate values through other subjects like Social Sciences & Technology. Learning takes place through lesson plans based on practical, meaningful and fun activities using the five components of:



Stories - about life, identity & relationships;

Quotations, poems and prayers;

Songs and music;

Silent sitting - exercises leading to inner calm and peace;

Activities e.g. drama, discussion, games, role play, community service, etc.



 

CONCLUSIONS

            Swamy Vivekananda said “We want that education by which character is formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet”. It is true. It is our Government duty to give such type of education for each and every student in the country. Through education only we can solve all types of problems. Through education it is easy to motivate people about  Ethical value and Moral values and human rights. Education gives knowledge, strength and creativity. India is a fourth largest economy in the world. The youth population is also very high. By proper using of science & technology and human & natural resources India will become developed country in the world.

We must protect the forests for our children, grandchildren and children yet to be born. We must protect the forests for those who can’t speak for themselves such as the birds, animals, fish and trees.

References:



Peter Singer. ‘One World-The Ethics of Globalization’, 2004.

Amrtya Sen. ‘On Ethics and Economics’.



 

3.      Value Education, Dr. Venkataiah, Editor, APH Publishing Corporation, 5, Ansari Road, Daryaganji, New Delhi – 110 002, First Edition, 1998.

4.      Value Education in India, Usha Rai Negi, Editor, Published by association of Indian Universities, AIU House, 16 Kotla Mark, New Delhi – 110 002, 2000.



http://www.google.com

http://www.yahoosearch.com



 

                                                          *****

Michael Mifsud asked:


ETHICS OR BUST

How can one forget the business of those scruples and the perplexed looks in peoples faces when asked as to what they had done with them. The same goes with ethics except that it does not sound as close to other hidden possibilities as the other word does. The effect is not the same. We talk about an unscrupulous person but not about an unethical one merely subscribing this to activities. Perhaps that is why it is rendered something that is not worth pursuing with respect as to what it has to teach us.

The political speaker, a disillusioned dissident, in one of the Latin European countries, spoke very freely about the need to introduce ethics into daily lives, much to the santimonious satisfaction of nodding heads in this Jesuit organised public debate.

“It is easy to be a Christian with a fat balance in the bank behind you”, said one alarmingly.” “A choice between ehics and feeding your ailing child..”said another with equally disapproving gestures.

In fact it renders the whole thing a little beyond social capability as ambition instinctively overrides ethics and the bulk of the much abused public expects it, fully intending to do the same if ever capable of getting to those corridors of  lucrative licence.

But is it a dead issue even in the modern European Countries - a chimera where much is swept underneath the carpet and higher levels of emerging power create added personal survival interests ? Apparently not, according to the Jesuit University in the United Sates dedicated to the propagation of Bioethical studies.

Yet again, can it be taken seriously when both politicians and religious leaders sepak bluntly in favour of issues and behaviour that decry the very existance of something as ephemeral as ethics.  In fact lamentably, even in strongly puritanical countries of the higher echelons of the European family, the doubt begins to emerge as to whether ethical values have not only disappeared but have been superseded by a new type of quantum politics and social behaviour now geared to basic survival with or without the electric toothbrush and the bijou residence.

The obvious paradox emerges when it becomes clear that ethical values and conduct have been and are necessary for a modern democracy to function. Also, for extended family reasons where freedom from aggression and clear sense of direction are taken for granted. But is this understood by the politicians and the tired looking religious figures who appear to have lost their definition of sin ?  The public may ride rough shod over ethical standards but it very much expects other not to, which like many other things in modern life, seems to be a one way thoroughfare.

The British Queen made a curious plea in her recent Christmas talk to the vast Nations she represents. It included a philosophical touch to the nature of service to others rather than taking from, acknowledging the former to be a mayor source of happiness. This criteria although once again difficult to absorb by those unacceptably high,  underprivileged members of modern developed societies who have been marginalised by successive insensitive governments, should be,  indisputably, the very base of all monetary and social systems. It is difficult to imagine how that piece of  bake could emerge edibly from that oven, otherwise.

Why this is so is not too difficult to understand even at its most primitive level. In its absence, delinquency could become as it does in some countries, a matter of personal choice, by the public or its leaders. If  smah and grab appears to work for those without the means or without belief in the ones who rule their collective destiny, then the choice is made early in the game.  Public example is therefore, like that demanded of credible Justice, to be seen in its ethical context and all behaviour free of doubt or hidden motivation. For the average and sensible member of the public a correct choice of direction follows, even if only to appear correct, and always if the message from above  is very loud and clear.  It is lamentably increasingly difficult to detect the clarity of the image  through the paper barricades and empty signals of those who should constantly set obvious examples.  And even more so, when the world appears to be falling apart in every direction and self mutilated giants like the financial institutions, like spoilt children,  make demands on all but themselves.

Ethical values precede democratic demands and one cannot essentially, however closely examined, do without the other.  Those who assume otherwise appear to be fated to get what they deserve - receding freedoms and eventual slavery.  Totalitarian government in pursuit of its own highly sectarian survival,  once consolidated, can impose political or religious shackles that could take much bloodshed and often centuries to shake off. Standing in defence of ethical standards would have been a better way of avoiding it.

Ethical values appeal to those with noble sentiment and whose consideratons within business transactions include principles like fair play and the aim to establish goodwill on both sides of the contracting fence. In business, leaving margins for both to play with and benefit from, is a sure formula for repeat sessions during the course of time.  Bad, opportunistic and imbalanced contracts serving the interests of one crafty side,  often provide the basis for a great deal of future aggression and bitterness which add venom and insecurity to the ripples of perceptive awareness which flow across all societies.

The creation of the yuppie, whilst stimulating personal,  positive advancement, literally unleashed an attitude based on false principles which served a very limited purpose. A purpose which victims of the exaggerations and inaccuracies of the selling jargon, if  not for those who perpertrated the abuse, would  forge the shortcomings of future decades to come. The pressure tactics,devoid of all ethics, in the main, fed people into economic bottlenecks, like property bubbles or accumulation of useless products. Those who applied it, would have not survived within markets requiring an ethicial approach to the establishment of the buyers needs. Unfortunately,truth at the bottom line depends on whether the buyer necessarily wants to hear it. If so, could one equate an ethical society with a firm inherited base, or one with a tactical defensive training based on do’s and don’ts. To eat or be eaten as some would say, but can values be taught and applied in this cut and thrust melee ?

Ethical standards some, would say, depends on upbringing which is not essentially the case as modern governments often sacrifice genuine interest for its governed in pursuit of narrow, party politically inspired benefits.  Finding ways and means of extracting the ultimate essence in unwilling contribution from the electorate, appears to feed most of the motivation. Additionally, it often bends the truth short of 360 degrees to ferment non existing needs or establish a nebulous base for a line to follow.  Public consciousness is often late in reacting to such pressures but curiously it misses little and gladly,  albeit rather tardily,  often reacts with apprehensive reponse, for a change. The sorry side, is that it nearly always has much to do with the pocket rather than the heart and often things and values have changed for better or for worse.

Legislation however clumsy,  in its pursuit of the protection that would otherwise be served by general public standards, is often a blunt instrument that perverse elements often find the loopholes to outwit, depending mainly in the already questionable legal profession,  to do its dirty work. Again, it takes little study to see that abuse of public confidence by national monopolies too politically related, has increased alarmingly.  So much so, that even basic need industries like energy and water suppliers  the profit balance precludes any and every attempt to obtain market applaud - often at the expense of the shareholder - always to the benefit of a few at the top of the fence. Any peripheral study of the market games of this sector would find one glaring omission - one that provokes a public sense of outrage if not helplessness - social concern. In other words, low ethical standards.

Ethics therefore one would assume should belong to the category of those utopian nostalgic sentiments bred out, by realistic hardline practice, but the sorry state of the institutions and economic hardware which should therefore still stay in place, urgently says otherwise. How to bring it back into line is something that deserves not only the close evaluation of those intending to restore the so called balance but the urgent reappearance on the political and religious field of those with values that speak of courage and determination.  Values that speak of eyes and not of lips.

Cedar Barstow asked:


Both Meg and Rob were thinking about grief.  So a bit more about that.  Grief, of course, has it’s own rhythm and pace, and is a process….neither to be rushed nor clung to.  I’m reminded of the Sensitivity Cycle from the Hakomi Method.  The Sensitivity Cycle describes the process of becoming more and more sensitive and effective.  It has four phases:  clarity, effectiveness, satisfaction, and relaxation.  All four phases need attention and organically move on to the next.  In thinking of grief, for example, first you need to be clear about what you’re grieving, then take some kind of effective action, then find and integrate some satisfaction from the action you took, and then relax and let go—so that you will have made space for a new cycle.  It is easy to get stuck at each phase and with grief it seems that the most common place to get stuck is in letting go.  Getting unstuck and letting go when it is time seems to involves having a “gut” sense of the timing. It also involves trusting that letting go of the process of grieving for a person, thing, or event, doesn’t mean letting go of it all, but rather knowing that you have integrated it, or the learning from it, within you.

In responding to Sally who is looking for some more depth, I’d like to say something about two kinds of ethical decision-making edited from pages 59-61 of my book:  Right Use of Power: The Heart of Ethics.  I find that we as professionals most often think of ethical decision-making simply and solely as the second kind I describe as complex decision-making without putting conscious attention toward ordinary moment, every day kind of ethical decision-making.

Ordinary moments—ethical attention.

The basic ethical question is: Is what I am doing in the best interest of my client? With this question in mind, the preponderance of ethical decisions are made moment to moment in the ordinary process of sessions with your clients. Commitment to the best interests of your clients is the often unnamed and yet constant foundation that guides your interventions. Everyday ethical decisions involve both personal integrity and professional responsibility. For example, supporting your client’s accurate self-assessment of progress, conveying compassion for suffering, holding hope when your client has lost their hope, making sure you complete a session in a timely way. Ethical decision making is deeply embedded in your professional relationships. Moment to moment decisions create trust.

Ordinary Moment Ethical Decision-making

Let’s break this down a little further.  When being ethically sensitive and aware, there are two kinds of ethical decision-making. The first arises in everyday, ordinary service moments. These require tracking subtle energetic cues, attitudes of integrity, and attunement to being in right relationship. Here are some everyday, normal instances using client questions:

•How often should I be coming to see you?

•Will you write a recommendation for me?

•Can we go later today?

•Can I pay at a reduced rate?

•Would you meet me for coffee to talk about a business idea?

•Is this situation I’m in a healthy one?

•Tell me about your marriage.

Decision-making Using Ethical Codes & Power Spiral

Far less frequently, you are called to make complex ethical decisions that require time to think through your response, consulting with your supervisor, referring to your Ethical Code, and/or using the Power Spiral model in the Right Use of Power book. Examples of such ethical challenges might be:

•deciding how to manage an inevitable dual role relationship

•making a DSM4 diagnosis and considering the ramifications

•reporting impending or actual harm effectively and skillfully

•confidentiality exceptions

•deciding whether your client is being re-traumatized

•making appropriate referrals

•responding and adapting to cultural diversity

•use of touch

•self-disclosure

•handling sexual issues

•dealing with possible unethical behavior by colleagues.

In these non-ordinary complex situations, there are many forces and influences to consider. Some of these include: regional laws, ethical code, clinical assessment, gut intuition, standards of practice, transference, supervisor recommendations, cultural norms, risk to client and/or caregiver, employer policies, client wishes, client’s life circumstances, and your personal issues and feelings.

I hope you will find it useful to think in terms of these two different categories of ethical decision-making.  I look forward to hearing from you if you wish to respond.

Cedar Barstow

For more information about Right Use of Power see www.rightuseofpower.com

©Copyright 2007 Cedar Barstow, M.Ed., C.H.T. All Rights Reserved. Permission to publish granted to GoodTherapy.org. The following article was solely written and edited by the author named above. The views and opinions expressed are not necessarily shared by GoodTherapy.org. Questions or concerns about the following article can be directed to the author or posted as a comment to this blog entry. Click here to contact Cedar and/or see her GoodTherapy.org Profile

Andrew Sandon asked:


International Company and Ethics

The issue of business ethics is engaging companies more and more - both domestically and internationally. This trend is accentuated by high-profile examples of breaches of accepted standards of ethical behavior. For example, the recent Enron case where inadequate checks and balances within the firm enabled unethical behavior to occur, a development made easier by the failure of the external auditor to fulfill its role properly. Assumptions about ethics and business are influenced inevitably by fundamental beliefs about the role of business in society. On the one hand, there are those who believe that the sole social responsibility of business is to generate profit. For some proponents of this view, profit generation itself takes on a moral dimension whereas others see profits as the key to wealth generation - the main way of addressing social issues (Davies, 1997, p. 88). On the other hand, others believe that the role of business is much broader than that of profit generation and that all those who are affected by the way a company operates - shareholders, employees, customers, suppliers, the local community, future generations (especially in relation to environmental issues) - have a legitimate interest and stake in the way a company conducts itself.

Many of these concerns are relevant to business whether it is domestic or international in nature. However, international business poses particular challenges and questions over and above those facing purely domestic business. In order to reconcile doing business internationally and remain ethical, the company should follow the main principles of human rights, comply with legal norms related to labor, avoid corruption and correspond to standards of environmental protection. Even though it is not easy to combine making profit and adjusting to ethical principles, sometimes failure to comply with legal norms and standards my result in negative public image for the international company and loss of customers. Therefore, international company can suffer even more damages if it decides not to follow the ethical principles.

The first issue related to ethics is human rights. It is a generally accepted principle that international company should not engage in direct infringement of human rights the UN Universal Declaration of Human Rights (UDHR) is commonly taken as the appropriate benchmark. However, some people would go further, preferring companies to refrain from doing business in countries known to infringe human rights on a systematic basis. Opponents of this view argue that if an international company abstains from conducting business in a country with an ethically dubious regime, the only concrete result is to hand over business opportunities to companies without such reservations (Barlett and Ghoshall, 1998, p. 110).

On coming to office in 1992, for example, President Clinton proposed to withdraw MFN status from China as a result of the Tiananmen Square massacre in 1989 in which many pro-democracy demonstrators were killed (Kepstein, 2001, p. 108). Such action would have provoked retaliation against US companies operating in China and US business lobbied hard to persuade the president to change his mind. They argued that US business interests would be irrevocably damaged in a rapidly growing market and that the outcome would not be an improvement in human rights in China but a boost to the business prospects of American business rivals in China. The lobbying campaign was successful: the link between trade and human rights was broken and replaced by the doctrine that the possibility of bringing about change is greater if business and other links and contacts are maintained.

International labor issues can be linked with human rights, especially regarding matters of forced labor and child labor. Ethical labor issues also occur outside the framework of the Universal Declaration of Human Rights in circumstances where certain labor practices may be legal and commonplace in the host country but do not necessarily represent fair and equitable treatment of the workforce. The issue facing an international company is: does it maximize its competitive advantage by locating in a low-cost/low-regulation country and adopt local practices or does it refrain from reaping all the labor cost benefits by adopting higher standards and more ethical practices than strict compliance with local legal norms requires? A firm may choose to take the latter path and still experience significant competitiveness gains.

Corporate codes of conduct governing general corporate behavior and treatment of the workforce in particular are not new. Their modern manifestation began in the mid-twentieth century in the form of codes from the International Chamber of Commerce and other collective codes (Donaldson, 1989, p. 55). Their popularity surged once more in the 1990s in response to pressure from NGOs, the emergence of corporate social responsibility as a key consideration for firms and the phenomenon of socially responsible investment and shareholder action. Additionally, discussion of the possible inclusion of labour regulation under the WTO umbrella encouraged international firms to assume greater responsibility for their own labor standards, if only to demonstrate that international regulation was unnecessary. Corporate codes of conduct take many forms. Many international firms have developed their own individual codes to cover their own employees and those of their contractors and suppliers. Some industries have developed their own codes. Whatever form they take, codes are necessary for the positive public image of international company and they demonstrate that the company reconciles doing business and acting ethically. Codes need to comply with a number of conditions before they can be said to operate equitably and with credibility (DeGeorge, 1993, p. 88):

1.the contents of the code must be clearly worded and, at a minimum, comply with core standards;

2.the company adopting the code must be committed to it and be prepared to provide the resources to ensure its implementation, including training, information systems for monitoring and compliance and staff to implement new procedures;

3.knowledge of the code throughout the organization is essential to its implementation: in particular, employees of the firm and its subcontractors and suppliers must know of the contents of the code and a reporting system must be established that enables workers to report infringements without fear of reprisals;

4.the code should be subject to verification by independent assessors who have access to the site unannounced at any time.

The application of such codes can enhance internal governance and facilitate internal management across geographically dispersed sites. There is some evidence to show that real commercial benefits can be gained from the proper application of fair and equitable labor standards, although more widespread research needs to be done on this (DeGeorge, 1993, p. 111). Provided the code of conduct adopted by a firm has external credibility, it can both protect and enhance a firm’s reputation, particularly important these days when more is expected of firms in terms of corporate social responsibility.

Levi Strauss is one of the world’s largest brand-name clothes manufacturers and also one of the first international companies to adopt a corporate code of conduct to apply to all contractors who manufacture and finish its products and to aid selection of which countries in which to operate (DeGeorge, 1993, p. 118). The Code of Conduct has two parts:

1.Business partner terms of engagement: Levi Strauss uses these to select business partners that follow workplace standards and practices consistent with its policies and to help identify potential problems. In addition to meeting acceptable general ethical standards, complying with all legal requirements and sharing Levi Strauss’s commitment to the environment and community involvement, Levi Strauss’s business partners must adhere to the following employment guidelines:

-Wages and benefits: business partners must comply with any applicable law and the prevailing manufacturing and finishing industry practices.

-Working hours: partners must respect local legal limits on working hours and preference will be given to those who operate less than a 60-hour working week. Levi Strauss will not use partners that regularly require workers to work in excess of 60 hours. Employees should also have at least one day off per week.

-Child labor: use of child labor is not permissible in any of the facilities of the business partner. Workers must not be below 15 years of age or below the compulsory school age.

-Disciplinary practices: Levi Strauss will not use business partners who use corporal punishment or other forms of physical or mental coercion.

-Prison/forced labor: no prison or forced labor is to be used by business partners nor will Levi Strauss use or buy materials from companies using prison or forced labor.

-Freedom of association: the rights of workers to join unions and to bargain collectively must be respected.

-Discrimination: while respecting cultural differences, Levi Strauss believes workers should be employed on the basis of their ability to do their job

-Health and safety: Levi Strauss undertakes to use business partners who provide a safe and healthy working environment and, where appropriate residential facilities

2.Country assessment guidelines: these are used to address broad issues beyond the control of individual business and are intended to help Levi Strauss assess the degree to which its global reputation and success may be exposed to unreasonable risk. It was an adverse country assessment that caused Levi Strauss to cease its engagement in China in the early 1990s, largely on human rights grounds - a decision that has subsequently been reversed. In particular, the company assesses whether:

-the brand image will be adversely affected by the perception or image of a country among customers;

-the health and safety of employees and their families will be exposed to unreasonable risk;

-the human rights environment prevents the company from conducting business activities in a manner consistent with the global guidelines and other company policies;

-the legal system prevents the company from adequately protecting trademarks, investments or other commercial interests;

-the political, economic and social environment protects the company’s commercial interests and brand corporate image.

Levi Strauss is the example of the company that successfully combines doing business and following ethical practices. As we see, the company code of ethics demonstrates that Levi Strauss complies with the most labor norms and environmental standards; at the same time such actions of the company do not have any negative impact upon its business. On the contrary, since Levi Strauss has positive public image the customers should be more attracted to its products.

Some of the other important ethical issues that the company should consider is bribery and corruption. Bribery/corruption is not as clear-cut an issue as might first appear; indeed it can be rather a grey area. In some cultures, it is regarded as perfectly normal to give an official or host a gift (Asgary and Mitschow, 2002, p. 245). In others, only minimal value token gifts or no gifts at all are allowed. A problem arises when it is the norm for a contract to be signed only after the payment of a ‘commission’ to a key official or officials (Asgary and Mitschow, 2002, p. 240). Such circumstances place international companies in a difficult position: without payment of these commissions, the contract will not materialize and, if they do not make the payment, many other companies will (although that is not an ethical justification for going ahead with the commission). The position of the US is unequivocal about this: it regards all such payments as bribes and, as such, they are both unethical and illegal. The Foreign Corrupt Practices Law forbids US companies from making improper payments to foreign governments, politicians or political parties to obtain or retain business. Therefore, the only choice that American companies have regarding bribery is not to make any payments regarded as bribes; otherwise, it can be considered that a company violates the law.

The last ethical challenge that international companies face is related to environmental protection. Firms can encounter damaging publicity as a result of the environmental outcome of their activities as pollution attracts more and more media attention (Barlett and Ghoshal, 1998, p. 98). For many, environmental protection and corporate responsibility in this field has a clear ethical dimension. This debate is couched in terms of the ‘global commons’ in which all human beings have both a stake and a responsibility to ensure the well-being of the environment for future generations (Donaldson, 1989, p. 211).

In order to reconcile doing business and meeting environmental ethical standards an international company should comply with the following underlying principles in environmental policy.

The first norm refers to the “polluter pays principle.” It stipulates that polluters should pay the full cost of the environmental damage they cause (DeGeorge, 1993, p. 100). Environmental costs are often referred to as ‘externalities’ (for example, damage to health, rivers, the air, etc. arising from economic activity) that are not incorporated into the costs of a product but are borne by society as a whole (DeGeorge, 1993, p. 100). By making the polluter pay the full cost of its activities, including externalities, this principle provides an incentive to make products less polluting and/or to reduce the consumption of polluting goods. This internalization of external costs can be met through the use of market-based, policy instruments.

The other principle refers to prevention. If the company decides to follow the prevention principle it changes to products and processes to prevent environmental damage occurring rather than relying on remedial action to repair damage after it has taken place (Davies, 1997, p. 108). This implies the development of ‘clean technologies’; minimal use of natural resources; minimal releases into the atmosphere, water and soil; and maximization of the recyclability and lifespan of products.

In conclusion, international business adds an extra dimension to ethical issues within the firm. All organizations have their own culture based on common language and terminology, behavioral norms, dominant values, informality/formality, etc. This inevitably becomes more complex when an organization has a presence in more than one country. Some companies believe a strong corporate culture is a means of overcoming diverse national cultures whereas others evolve different cultures in different organizations and incorporate cultural diversity in their management strategy. Many organizations like Coca-Cola and McDonald’s do use core brands but still adapt their products for local markets and follow ethical standards, either out of necessity or to maximize returns. Ethics and corporate social responsibility are closely related. Debates about corporate social responsibility have been dominated by labor and environmental issues but a growing number of corporate governance scandals involving multinationals is increasing pressure for stricter regulation. International companies can reconcile doing business internationally and remaining ethical if they comply with labor and environmental norms enacted at the international level and establish and follow the code of ethics. In the long run, corporate commitment to sound ethical principles and socially responsible behavior is good for business.

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