Tools a Principal Can Use to Make an Ethical Decision When Faced with Two Right Options
The question of ethics is central to the functioning of society with the prevalent values of honesty, respect, responsibility, compassion as well as fairness acting as the entry atrium in the understanding of ethics. A society that is otherwise characterized by uncertainty and volatility, free from a moral check, would be an ideal environment for corruption, dishonesty, injustice, irresponsibility and other societal ills to thrive, hence the significance of ethics (Fieser and Pojman).
Ethics is a discipline free from the law; it is about obedience to the “unenforceable” as excellently articulated by the 19th Century British Parliamentarian, Lord Moutton. Ethics is also largely elusive and instead based on an individual’s beliefs and values (Kidder). This paper will employ an anecdote to bring the debate alive of how ethical decisions are to be made.
The term ethics has not had the luxury of having a single definition and has on the contrary been defined differently by many individuals. Jones has described the term as the application of values to decision making implying the outcome, which is the behavior of an individual, as a manifestation of self with regard to the values held by the individual (Jones). In some organizations and professions, it is presented as a moral code of conduct or code of ethics, which is actually written down. This could be a set of policies or standards of rules to guide behavior (Mizzon). Professions such as schools of Journalism, Nursing, Medicine, and Education among others are examples of professions guided by a code of ethics that presents the professionals with the actions expected of them, or the structure upon which they can make decisions in the day-to-day conduct within the respective profession (Rentfro).
Ethics enables an individual opts for a decision that is effective, practical as well as available, which challenges the rhetoric that has associated the concept with choosing between right and wrong, or good and bad (Kidder). It is particularly possible for one to be presented with a dilemma in the face of two right options or decisions. It is also possible for two conflicting values to be manifested simultaneously in a situation, presenting the decision maker with a challenge. If further placed in a position of leadership, individuals are not only needed to impart the value of ethics on their subordinates but also to demonstrate integrity in the conduct of duty (Larson).
Principles are bestowed upon such crucial duties to enable effective school functioning. Their duties range from; Administrative management, Budgetary Management; Staff Management; Public Relations meaning representing the school to the community as well as parents; Staffing of the School as well as Disciplinary duties (Belcher). This paper out of the duties of the Principle will look at his or her role as a disciplinarian.
International Diversity School (IDS) has just encountered a defining moment in the history of the school, a school that had just been labeled one of the state’s best schools in 2011. 12th March 2012, noon was the date and time when a dark cloud that stubbornly lingered above the school’s building block generated curiosity from the entire school. It was only moments later before the school principal, who had for most of the morning remained in her office, realized that the school’s boys dormitory was on fire. Everyone rushed to the scene as they impatiently waited for the firefighters, who then seemed an eternity away to arrive. The fire as if to mock the observers, fiercely consumed property worth billions of dollars as the school’s Principle tearfully watched, this being the first incident in the history of IDS.
Investigations were conducted to establish the cause of the fire, and a young boy consented to the allegations and admitted being the force behind the fire. His reason was that he was against going to boarding school and perceived to be the most appropriate way to communicate the dissatisfaction.
The dilemma comes in when the young boy, actually a son to an influential Political figure, who even played a role in the school’s committee that endorsed the new school Principle is bound for expulsion from the school or retained in the institution after his parents cover the cost of the damages and taught through this that this is not a way to communicate. Numerous ethical frameworks have been created to enable an understanding of how ethical decisions are made. These range from utilitarian theory, consequentiality theory, deontological theory to virtue ethics that all involve different approaches to decision making (Singer).
Ethical decision making involves choosing, by an individual or even an organization a course of action that is based on feelings and thoughts that give consideration to what is right, and evaluating a choice to establish if the right thing was done or not (Sims). Virtue ethics revolves around the moral character of a decision maker; the external environment does not influence the decision maker, and he instead acts independently. A strong moral compass is expected to guide an individual, and he or she is expected to take pride in social responsibility and therefore endeavor to make decisions that reflect his values (Taylor).
Deontological framework, pioneered by Immanuel Kant, proposes a set of moral, philosophical tenets to guide society. It calls for decisions made to be triggered by the desire of service. Man is a rational being, capable of making and for that matter abiding by ethical rules. It, therefore, implies adherence to a set of obligations (Wood). Consequentiality theory, as the name suggests, judges actions by their outcome. Something is right or wrong depending on the result, and according to Slote, the better the results, the better the decision.
The decision that the Principle of IDS makes will be influenced by the choice of framework applied. Given that this is the first case in this school, there is no reference made to establish the boys’ judgment. The Principle, having her own values of justice will want her decision to demonstrate this, so it is by sending the child away or by retaining him. If he is sent away, what ensures that he does not do this in the next school he moves to? If he is retained, how will the school community perceive the school leadership? Will it mean that anyone can get away with such a crime? Despite this, how will she compel his parents to pay for the damages yet the boy’s father is such a powerful figure in the area? What will be the consequences of her actions?
The above analysis implies that there will be consequences for whichever option she takes. What the boy did was wrong, no dispute about that. The decisions facing the principle are ethically right because they would reflect justice, rationality, responsibility, which is all of the good moral standings. One decision could cause another school a similar experience or worse because the expulsion will probably, actually, definitely not taint the son of a committee member and this decision is also likely to cost the Principal her job at IDS. On the other hand, retaining the student in school can enable him to learn, the hard way, that their other less destructive ways to communicate. This, however, does not assure the school that there may not be a repeat. What if he doesn’t change? The question of justice versus mercy is also identifiable in a dilemma (Slote). At what cost can the boy obtain the Principle’s mercy? The Principle needs to study the consequences of her decision sparingly and compare them against her beliefs, priorities, consider what the rest of the school will think of her, these are all to act as her cues for what choice she is to make. Have the teachers constantly complained about the boy’s behavior in the past and would want him sent to another? What about the students, will they feel safe with him around?
"""Msingi wa maadili ni msingi wa utendaji wa jamii na maadili ya uaminifu, heshima, wajibu, huruma na haki hufanya kazi kama atrium ya kuingia katika uelewa wa maadili." Jamii ambayo kwa njia nyingine ina sifa ya kutokuwa na uhakika na kutoeleweka, bila ukaguzi wa maadili, itakuwa mazingira bora kwa ufisadi, udanganyifu, ukosefu wa haki, kutokuwa na wajibu na magonjwa mengine ya kijamii kusitawi, kwa hivyo umuhimu wa maadili (Fiezer na Pohlman). "Kama ilivyoelezwa na mwandishi wa Kiingereza wa karne ya 19 Lord Mouton, ""Ethics is a discipline free from the law; it is about obedience to the unenforceable.""" Maadili pia ni kwa kiasi kikubwa elusive na badala yake kulingana na imani ya mtu binafsi na maadili (Kidder). Karatasi hii itatumia hadithi ya kufurahisha kuleta mjadala hai wa jinsi maamuzi ya maadili yanapaswa kufanywa. Neno maadili halikuwa na anasa ya kuwa na ufafanuzi mmoja tu na kinyume chake limetajwa tofauti na watu wengi. Jones ameelezea neno hili kama matumizi ya maadili kwa maamuzi ya maamuzi, ikimaanisha matokeo, ambayo ni tabia ya mtu binafsi, kama maonyesho ya nafsi kwa heshima ya maadili uliofanyika na mtu binafsi. Katika mashirika na taaluma fulani, huonyeshwa kuwa kanuni ya maadili au kanuni ya maadili, ambayo kwa kweli imeandikwa. Hii inaweza kuwa seti ya sera au viwango vya sheria kuongoza tabia (Mizzon). Shule za Uandishi wa Habari, Uuguzi, Tiba na Elimu ni mifano ya taaluma zinazoongozwa na kanuni za maadili ambazo zinawasilisha wataalamu na vitendo vinavyotarajiwa kutoka kwao, au muundo ambao wanaweza kufanya maamuzi katika mwenendo wa kila siku ndani ya taaluma husika. Maadili huwezesha mtu kuchagua uamuzi ambao ni mzuri, wa vitendo na unaopatikana, ambayo inashinda usemi ambao umehusisha dhana hiyo na kuchagua kati ya haki na makosa, au mema na mabaya. Ni hasa inawezekana kwa mtu kuwa na dilema katika uso wa chaguzi mbili sahihi au maamuzi. Pia inawezekana kwa maadili mawili yanayopingana kuonekana wakati huo huo katika hali, ikitoa mtengenezaji wa uamuzi na changamoto. Ikiwa zaidi kuwekwa katika nafasi ya uongozi, watu binafsi si tu zinahitajika kutoa thamani ya maadili juu ya chini yao lakini pia kuonyesha uadilifu katika mwenendo wa wajibu (Larson). Kanuni zinapewa juu ya majukumu kama hayo muhimu ili kuwezesha utendaji mzuri wa shule. Majukumu yao yanatofautiana kutoka; Usimamizi wa Utawala, Usimamizi wa Bajeti; Usimamizi wa Wafanyakazi; Mahusiano ya Umma ikimaanisha kuwakilisha shule kwa jamii na wazazi; Wafanyakazi wa Shule pamoja na majukumu ya nidhamu (Belcher). Karatasi hii nje ya majukumu ya Kanuni itaangalia jukumu lake kama mkurugenzi. Shule ya International Diversity School (IDS) imekutana na wakati muhimu katika historia ya shule hiyo, shule ambayo ilikuwa imepokea tu lebo ya moja ya shule bora za serikali mnamo 2011. Tarehe 12 Machi mwaka 2012 kulikuwa na wingu la giza lililokuwa likitokea kwenye jengo la shule hiyo. Ni dakika chache tu baadaye kabla ya mkuu wa shule, ambaye alikuwa amebaki katika ofisi yake kwa sehemu kubwa ya asubuhi, kutambua kwamba chumba cha kulala cha wavulana cha shule ilikuwa ikiwaka moto. Kila mtu alikimbilia mahali hapo na kusubiri kwa hamu kwa ajili ya wazima moto, ambao wakati huo walionekana kuwa mbali sana kufika. Moto huo, kama unawaudhi watazamaji, uliteketeza mali yenye thamani ya mabilioni ya dola huku Mwalimu wa shule akitazama kwa machozi, na hii ilikuwa tukio la kwanza katika historia ya IDS. Uchunguzi ulifanywa ili kuamua sababu ya moto huo na mvulana mmoja mdogo alikubaliana na madai hayo na kukiri kuwa ndiye aliyesababisha moto huo. Sababu yake ilikuwa kwamba alikuwa dhidi ya kwenda shule ya bweni na kuonekana kuwa njia sahihi zaidi ya kuwasiliana kutoridhika. Tatizo linatokea wakati mvulana mdogo, kwa kweli mwana wa mtu mashuhuri wa kisiasa, ambaye hata alicheza jukumu katika kamati ya shule ambayo iliidhinisha Kanuni mpya ya Shule, ana hatia ya kufukuzwa kutoka shule au kuhifadhiwa katika taasisi baada ya wazazi wake kulipia gharama ya uharibifu na kufundisha kupitia hii kwamba hii si njia ya kuwasiliana. Mifumo mingi ya maadili imeundwa ili kuwezesha uelewa wa jinsi maamuzi ya maadili yanavyofanywa. Hizi mbalimbali kutoka nadharia utilitarian, nadharia consequentiality, nadharia deontological kwa maadili wema kwamba wote kuhusisha mbinu tofauti kwa ajili ya kufanya maamuzi (Singer). Uamuzi wa maadili unahusisha kuchagua, na mtu binafsi au hata shirika, mwelekeo wa vitendo unaotegemea hisia na mawazo ambayo yanahusisha kuzingatia kile kilicho sawa, na kutathmini chaguo ili kuamua ikiwa jambo sahihi lilifanywa au la. Maadili ya wema huzunguka tabia ya kimaadili ya mteule; mazingira ya nje hayaathiri mteule, na badala yake anafanya kazi kwa kujitegemea. "Kama mtu ana mwongozo wa kimaadili, anastahili kujivunia wajibu wake wa kijamii na hivyo kujitahidi kufanya maamuzi yanayoonyesha maadili yake. """ Mfumo wa kimaadili, uliopangwa na Immanuel Kant, unapendekeza seti ya kanuni za maadili, za kifalsafa kuongoza jamii. Inahitaji maamuzi yanayofanywa yachochewe na tamaa ya utumishi. Mtu ni kiumbe mwenye busara, mwenye uwezo wa kutengeneza na kwa jambo hilo kufuata sheria za maadili. Kwa hiyo, inamaanisha kufuata seti ya majukumu (Mti). Nadharia ya matokeo, kama jina linavyodokeza, huhukumu matendo kulingana na matokeo yake. "Kila kitu ni sawa au kibaya kulingana na matokeo, na kulingana na Slote, ""bora matokeo, bora uamuzi.""" Uamuzi wa kanuni ya IDS utaathiriwa na uchaguzi wa mfumo uliotumika. Kwa kuzingatia kwamba hii ni kesi ya kwanza katika shule hii, hakuna kumbukumbu iliyofanywa ili kuanzisha uamuzi wa wavulana. Kwa kuwa ana maadili yake mwenyewe ya haki, Mtawala atataka uamuzi wake uonyeshe hili, kwa hiyo ni kwa kumpeleka mtoto mbali au kwa kumhifadhi. Ikiwa atapelekwa shule nyingine, ni nini kitakachohakikisha kwamba hatafanya hivyo katika shule inayofuata? Ikiwa atahifadhiwa, jamii ya shule itaonaje uongozi wa shule? Je, hilo lamaanisha kwamba mtu yeyote aweza kuepuka kosa kama hilo? Hata hivyo, atawafanyaje wazazi wake kulipia uharibifu huo huku baba ya mvulana huyo akiwa mtu mwenye nguvu sana katika eneo hilo? Matokeo ya matendo yake yatakuwa nini? Uchambuzi uliotajwa hapo juu unamaanisha kwamba kutakuwa na matokeo kwa chaguo lolote atakalochukua. Kile ambacho mvulana huyo alifanya kilikuwa kibaya, hakuna ubishi juu ya hilo. Hatua zinazohusiana na kanuni hizo ni sahihi kiadili kwa sababu zinaonyesha haki, busara, uwajibikaji, ambayo ni yote ya msimamo mzuri wa maadili. "Hatua moja inaweza kusababisha shule nyingine uzoefu sawa au mbaya zaidi kwa sababu kufukuzwa kwa uwezekano, kwa kweli, hakika si kuharibu mwana wa mwanachama wa kamati na uamuzi huu pia ni uwezekano wa gharama mkuu kazi yake katika IDS. """ Kwa upande mwingine, kumfanya mwanafunzi aendelee na shule kunaweza kumwezesha kujifunza, kwa njia ngumu, kwamba njia zao nyingine zisizo mbaya za kuwasiliana. Hata hivyo, hilo halihakikishi shule kwamba huenda jambo hilo lisirudiwa tena. Namna gani ikiwa hatabadilika? Swali la haki dhidi ya rehema pia linaweza kutambuliwa katika shida (Slote). Ni kwa bei gani mvulana huyo aweza kupata rehema ya Kanuni? "Mwanamke huyo anahitaji kuchunguza matokeo ya uamuzi wake kwa kiasi na kuyalinganisha na imani zake, vipaumbele, kufikiria kile ambacho shule yote itafikiri juu yake, haya yote ni ya kutenda kama ishara zake kwa chaguo ambalo anapaswa kufanya. """ Je, walimu wamekuwa wakilalamika daima juu ya tabia ya mvulana huyo katika siku za nyuma na wangependa amtume kwa mwingine? Namna gani wanafunzi, je, watajihisi salama akiwa karibu nao?