Archive for June, 2010

What ethical principle do you follow?

Wednesday, June 30th, 2010

From Judith McDaniel

          Which ethical principle do you follow?  Is it about the common good?  Fairness?  Individual rights?  Or the utilitarian principle of looking at the outcome rather than the process?  This week’s issue of Ethics Newsline  looked at the headlines for the week and asked, What does an Ethical Organization Do?  Protecting endangered species
          The answer is that it helps people put ethical issues and dilemmas in a perspective that allows us to discuss them as ethical issues and patterns rather than as personal opinions.  The three issues they looked at last week were the firing of General McChrystal, the senate’s failure to pass unemployment benefits, and the further endangerment of sea turtles by the burning off of spilled fuel in the Gulf. 
     It’s an interesting exercise—taking our “in my opinion” statements and trying to see whether there is an ethical principle supporting that opinion and, if so, which principle is it and what different results would we get if we used a different principle?  Here is one example from the Institute for Global Ethics.  Those who thought the General’s firing was right probably based that opinion on a sense of fair play (no enlisted man could talk about an officer that way, why should a general?).  Those who thought he shouldn’t have been fired may have been relying on individual rights as a principle (he has a protected First Amendment right to speak his mind), but that does not work here since there are limits to the free speech right and those limits include clear violations of the law—in this case the Uniform Code of Military Justice and the United States treason laws.  What would be an ethical argument against the general’s firing is the Utilitarian argument—if it works, it is good.  This is certainly my least favorite of the ethical principles and not one I use often.  But it has at least the virtue of forcing the arguers to come up with some evidence that what the general was doing as he directed the war in Afghanistan was actually working and contributing to the common good. 
     Finding the ethical principle that supports (or is violated by) an argument would be a good exercise for the practice of public discourse in any context—politics, online blogs, the classroom.  It takes us away from those “knee-jerk” responses that are based on emotion and requires us to actually examine why we think the way we do.

Butts in Seats

Monday, June 28th, 2010

by Jan Schwartz

Congress has been looking at higher education recently.  That pretty much includes all schools that come after the K-12–schools and/or programs that get Federal aid in particular.

Some issues are interesting to follow, such as the Congressional beef with for- profit schools and the disproportionately high amount of Federal dollars their students get when compared to public institutions.  But then there are the other issues that affect all schools–in particular the definition of the credit hour.  Congress, specifically the House Committee on Education and Labor, thinks it should be measured by the amount of time a butt is in the seat. 3472576304_5457d43eb3_m

Note that there is no mention of quality or outcomes here, nor how you would figure out how long someone is sitting in front of their computer for an online course.  One thing I have discovered in both teaching and monitoring online courses is that a section of work that takes some people 6 hours to do, others can do in two hours.  The outcomes are the same.  How many of us have sat in a classroom while a teacher tried to explain something 3 different ways so that one student could “get it”?  Meantime those of us who did get it have moved on to texting, reading ahead, or taking a short fantasy trip in our heads.

As Sheri Schmeckpeper says in her blog on Center for Teaching Excellence:

Time in a virtual environment is a non-issue. One of the benefits of distance learning is that it is highlighting the flaw in the archaic perspective that sitting in a chair equals quality education. We are finally refocusing our lenses to see that quality education can be measured by the competencies and knowledge gained by the student, regardless of the time spent in a seat or doing homework.

I agree wholeheartedly agree with Sheri.  The way we think about education needs to move into the 21st century.  In order to do that we need more people thinking outside of the box created generations ago.

Image Credit: velkr0