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Under what circumstances would it be acceptable for a teacher not to report cheating?
As we have learned there are more considerations than a yes or no when it comes to cheating, reporting and ethics. Teachers and students are impacted by cheating. Cheating gives advantage to some and not to others; cheating disrupts the learning process. Teachers have moral obligations to self, to faculty, to parents and to students and not living up to this obligation creates challenges and is morally wrong. I will investigate two theories under what, if any, circumstances would it be acceptable for a teacher not to report cheating through analyzing two points of view. The first from Kant’s deontological ethics perspective and then from a virtue ethics
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The student who cheated may have had good intentions but with stress and death of a family member put that ahead of being morally right.
There is no ambiguity, everyone follows the rules. No questions asked. While school policies dictate how cheating is managed through the faculty this moral obligation is upheld by all teachers and is the moral responsibility of students as well. The responsibility is to uphold a culture of integrity. Cheating is wrong, under no circumstances even with good intention, would this be acceptable.
If we challenge that could cheating only certain circumstances be wrong? Applying principles of prima facie, defined as not being absolute (Rowan). The potential consequences of the teacher losing his job, the student getting expelled, other students relationships being impacted, how each would deal with the moral consequences in the future are all to be considered. The teacher could let the student away with the cheating knowing that his job may be on the line – that is a lot to ask, but letting the student get away with is also could put the student at a disadvantage later on. A lot of ambiguity with this
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The teacher needs to consider all the potential options from an individual moral perspective. Consideration is taken for how others would react or feel as a result of an action showing good moral traits of empathy and compassion.
There are three considerations where the teacher considered empathy; in the consideration of the parent’s death and the stress on the student, the fact the student came to discuss class and built a level of personal rapport and the level of embarrassment the student would feel if confronted for cheating. Consideration needs to be evaluated on whether or not to approach the student, interrupt them or have them reported. The traits he exhibited show he is virtuous and cares about his students.
Being morally good the teacher would also consider the result of any action taken. What he should do and what he actually does are two different things when analyzing virtues. A few questions we can ask are could not reporting the student could create stress for the teacher later on? What if another student saw the cheating and recognized the teacher saw as well? Would the student who cheated think they could get away with it again? Any action the teacher did not take could have long term impact and put others in jeopardy and a bad
Trustworthiness. Educators should demonstrate ethical conduct inclusive of honesty and integrity educational matters, fair/equitable opportunities for all students and encouragement of student honesty and fairness. Unethical conduct includes fabricating, neglecting or misrepresenting professional qualifications/history, criminal background, information to government officials, student/personal evaluation, and absences/leaves reasons.
That stomach churning feeling of guilt for many seems to appear as a small price to pay when completing an act of academic dishonesty. Colleen Wenke wrote an essay on cheating eighteen years ago called “Too Much Pressure”. In the past fifty years, the number of students who admit to cheating has increased fifty to seventy percent(Gaffe). Many people wonder what leads the students to make this unjust decision. Today, the reason for a rise in cheaters is because of how easy it has become, leading many students to the false conclusion that they aren’t breaking any rules; It is simply viewed as a shortcut to success in the classroom and beyond.
I would prefer that students don't cheat. Yes, they really are mostly cheating themselves, so fine. But it also reflects poorly on the community. Rationally or not, what particularly irks me is that it is disrespectful: of me, of their fellow students, of the university, of the institution of learning, and of themselves. Anddid I mentionof me? It is particularly irksome when their cheating implies (reminds?) that I am a fool.
In conclusion, cheating is a dishonest action, and its effects could tremendously impact other people around. Alerting authority figures about dishonesty actions can help motivate students to learn the subjects thoroughly and build meaningful life experiences. Although we might lose a friendship, but in the long run, friends will be thankful, since who knows if they are in a situation, where they actually need to use their knowledge, in the workforce they are
Why is it the fault of the educator that their students cheat? Blaming teachers for plagiarism is outrageous. While there is more that teachers can and should do, blaming them isn’t the answer. There is even a real story of a college professor who caught 20% of his class cheating and was rewarded by the smallest...
I also think that the educators believed the cheating scandal was morally right. Most of the educators did not admit their guilt, which admits they think that they did nothing wrong. I think that the whole cheating scandal was a way in which the teachers and principals could cover up the underperforming test scores, to save their jobs. The educators committed a selfish crime that got them into more trouble than they would have been in just because they were under pressure from
Situations of cheating have seemed to become more and more commonplace when the student is bored by the subject material, poor teaching and or feels they have no use for the knowledge. Kohn even states in his article, “cheating is more common when students experience the academic tasks they’ve been given as boring, irrelevant, or overwhelming.” This infers that if a student were attending a school interested in learning about art, the student maybe more inclined to cheat in a business accounting class due to the fact the student would find the subject material irrelevant to them and their future. Students seem to be less inclined to cheat and it “is relatively rare in classrooms where the learning is genuinely engaging and meaningful to students and where a commitment to exploring significant ideas hasn’t been eclipsed by a single-minded emphasis on “rigor”” (Kohn). To simplify everything mentioned above; students are inclined to cheat in school when they are disinterested in the subject material and or are overwhelmed by in assignment or finally the result in a poor teacher. Everyone who has attended school can relate to this in some way or another, most people do not want to retain knowledge they have no interest in or use for in their
People face ethical choices every day, and there are several different approaches towards reaching a decision. A professor is tasked with making a decision as to whether he should report a high-achieving student, Charlie, for plagiarizing an article. The professor must use reasoning and ethics. One of the most famous form of ethics is Kantian ethics, which is a form of deontology, or duty-based ethics. The professor can use Kantian ethics to make his decision, or he can take into account the context of the situation to further asses as I would do.
Cheating is a big issue that has reached the most competitive campuses around the United States. It is increasing more and more with the new technology that we have in the 21st century because students have easy access to many sources of information. Cheating is something all students have done at some point in their lives, but as they reach a higher academic level, they are faced with more rigorous consequences that can affect their futures in many different ways. Cheating might be seen as an easy way to obtain a good grade, get into a good college, or maintain scholarships or financial aid, but the consequences could affect the life and the future of the student.
Misunderstanding, pressure, and laziness are not good reasons to cheat and the effect of the consequences are not worth it. You can end up with an F, in detention, written up, kicked out of school, and with marks on your permanent record. There is no way to justify cheating, no matter how hard people try to. No matter what happens, students will continue to cheat, it is inevitable.
...Almost every student nowadays can admit to cheating at some point in their educational career, but motives as to why they cheat vary and can’t be narrowed down to one reason. There are many excuses as to why all levels of students chose to cheat no matter how wrong or unexpected it is. Cheating is a large problem, but members of universities and schools can discourage it and try to prevent it as much as possible. Not only should it be frowned upon, but it also should be a priority to make it next to impossible to do. Advisers can reduce the temptation of cheating by significantly decreasing the amount of true and false and multiple choice questions on exams and quizzes. Also by understanding the students social and parental pressures in a person at that age’s life is important and contributes to decreasing the amount of students cheating in schools and universities.
Modern students face many pressures for academic success. They are often unwilling to disappoint their parents or spouses. Some fear that not cheating will weaken a student’s ability to compete with their peers. They rationalize their unethical behavior, unwilling to accept a poor grade, consequently justifying cheating as the only means to that end.
From a young age we are taught the differences between right and wrong, but as we get older the line between moral and immoral is often blurred. Things that were once thought of as unacceptable are now perfectly fine in our minds. Have you ever seen anyone cheat on an assignment or exam? Do you know anyone that’s been expelled from school for cheating? What if it was discovered that a U.S. senator plagiarized his college thesis paper? Imagine if it got out that one of the most respected universities in the U.S. was involved in a huge fraud scandal that involved thousands of students. Academic cheating is a terrible offense because it is unethical, self-degrading, and can be detrimental to the learning environment.
We might want to first follow that question with another question. What is cheating and why do so many people do it? Most people would agree that cheating is deceitful and one who obtains answers by cheating is not practicing good integrity. We could further add that cheating also prevents the student from having to put in long hours of studying and preparation. Recent technology has made this “time saving method” even more efficient.
Teacher Ethics “Ethics are defined as a set of principles of right conduct; the rules or standards governing the conduct of a person or the members of a profession” (Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with the many daily problems that face educators, but there are ways to handle situations that are better than others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way as well as a guide to help deal with dilemmas.