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Chapter 3 - How Are Ethical Principles Useful?

Published online by Cambridge University Press:  18 December 2020

Douglas J. Simpson  and
Donal M. Sacken
Douglas J. Simpson
Affiliation:
Texas Christian University
Donal M. Sacken
Affiliation:
Texas Christian University
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Summary

When a person listens to the flow of ideas in many ethical conversations, she or he may hear some arguments largely about the facts of a situation, although participants’ engagement may commence with an almost immediate impression or, perhaps, perception. Other contributors may seek to determine or unmask intentions, discover new information, and listen to others’ affirmations, denials, and reinterpretations of previously claimed facts. Still other observers, while seeking to clarify attitudes, dispositions, and habits of the people involved in a situation, focus anew on answers to specific queries: What really happened? Can this problem be dissolved by clearing up the confusion caused by dichotomous and fuzzy thinking? Is there a person or small group that is most responsible for the problem? What ethical principles are pertinent to the situation? Are ethical principles merely emotional responses to situations or are there evidentiary and reasoned bases for them?

Keywords

empirical generalizationsthe forums of one's mindreconstructed universal claimsreconstructed absolute claims
Type
Chapter
Information
Ethical Dilemmas in Schools
Collaborative Inquiry, Decision-Making, and Action
 , pp. 44 - 63
Publisher: Cambridge University Press
Print publication year: 2020

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References

Related Readings

Biesta, G. 2015. “How Does a Competent Teacher Become a Good Teacher?” Philosophical Perspectives on Teacher Education, 1–22.Google Scholar
Dewey, John, and Tufts, J.. 1932. Ethics. Vol. of John Dewey: The Later Works, 1925–1953, edited by Boydston, Jo Ann, 1–512. Carbondale and Edwardsville: Southern Illinois University Press, 1985.Google Scholar
Noddings, Nel. 1998. “Thoughts on John Dewey’s ‘Ethical Principles Underlying Education’.” The Elementary School Journal, no. 5, 479–88.Google Scholar
Stengel, Barbara S. 2009. “More than ‘Mere Ideas’: Deweyan Tools for the Contemporary Philosopher.” Education and Culture 25 (2): 89–100.CrossRefGoogle Scholar
Simpson, Douglas J., and Mike Sacken, D.. 2016. “Ethical Principles and School Challenges: A Deweyan Analysis.” Education and Culture 32 (1): 63–86.Google Scholar
Strike, Kenneth A. 1988. “The Ethics of Teaching.” The Phi Delta Kappan 70, no. 2 (October): 156–8.Google Scholar

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