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Three ethical theories
Compare and contrast the ethical theories
Compare and contrast the ethical theories
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This essay is analyzing and investigation in detail two relevant ethical theories in configuration with the practice provided by the scenario to see whether it was justiciable or not.
Reviewing the scenario it maybe concluded that the teacher didn’t follow procedure with is not just morally wrong but also resulted in the inadequate action by choosing to ignore the situation. This view point is supported by the deontology theory “approach reject the notion that what is ‘right’ can be determined by assessing consequences. Indeed something may be regarded as morally right or ethically obligatory” (Hay and Israel, 2006, p.15). From the deontology perspective the teacher didn’t follow correct teaching procedure “school policies should be interpreted and put into practice” (Cole, 2008, p50) by not intervening in the situation between Jeremy and Philip. The deontology theory is instant that practice is intertwined with rules and the moral understanding of what is right and wrong, no matter the consequences.
A teacher is revered as having high level of understanding of right and wrong as well as being able to follow ethical obligations due to the legal sanctions. Teacher follow the interwoven commitment to the idea of ‘duty of care’ to make sure every children is treated equally. “Values that are particularly pertinent to teaching are justice, equality and fairness” (Cole, 2008, p.50). It is the teacher’s ‘duty of care’ to correct and discipline both of the children equally, as their behavior was inappropriate which also helps enforces the moral ideologies of right and wrong they need throughout life. The idea of duty of care is closely related to the perspective of Immanuel Kant (1724-1804), who formulated the “duty ethics” in accord...
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...king school bulling: Towards an integrated model [online]. Cambridge: Cambridge University Press [Accessed 30 December 2013]. Available at: , p.83
Frey, G, R. (2000) Act-utilitarianisms. In Lafollette, H. (ed.) The Blackwell guide to ethical theory. Oxford: Blackwell Publishing Ltd, pp. 169-173.
Hay, I. and Israel, M (2006) ‘Ethical Approaches’. In Research ethics for social scientists : between ethical conduct and regulatory compliance. London: Sage Publication Ltd, pp.12-22.
Kraseman, K. and Thirox, J. (2009) Ethics Theory and Practice. 10th ed. London: Prentice Hall, Pearson Education Ltd.
UNICEF (1989) The United Nations Convention on the Rights of the Child. [Online]. London: UNICEF UK. [Accessed 11 December 2013]. Available at: .
A teacher’s most important duty is to protect the students they are in charge of. This duty includes both reasonably protecting students from harm and, when a student is harmed, reporting it to the proper authorities (Gooden, Eckes, Mead, McNeal, & Torres, 2013, pp. 103-109). There have been many court cases that reiterate this duty of school staff. One such case is Frugis v. Bracigliano (2003) where many staff at a school failed in their duty to protect students and allowed abuse to continue for years.
In this paper consequentialism, non-consequentialism, and virtual ethics are described as systems and then applied to
Through his article, the author builds his credibility with a considerable ethical appeal. Indeed, due to his background in education, including more than twenty years of teaching and his current pro-fessional status in higher
Thiroux, J. P., & Krasemann, K. W. (2009). Ethics: Theory and practice (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
It has been shown that the topic is and still remains to be controversial. In one instance, and from the view of the retributivists, the death penalty is seen as the appropriate course of action. In another it is seen as immorally wrong and a complete disregard for human life and human rights, with the latter forming the key basis of this argument, which will now be further discussed and analysed using the ethical theory of utilitarianism.
United Nations (1989). Convention on the Rights of the Child.[online] Available at: [Accessed 1 April 2014].
Nielsen, Kai. “Traditional Morality and Utilitarianism.” Ethics: The Big Questions. Ed. James Sterba. Blackwell Publishers, 1998. 142-151.
Barry, Vincent, Olen, Jeffrey, & Van Camp, Julie C. Applying Ethics: A Text with Readings, Tenth Edition. Boston: Wadsworth Cengage Learning, 2011.
Steinbock, Bonnie, Alex J. London, and John D. Arras. "Rule-Utilitarianism versus Act-Utilitarianism." Ethical Issues in Modern Medicine. Contemporary Readings in Bioethics. 8th ed. New York: McGraw-Hill, 2013. 12. Print.
Utilitarianism, or consequential ethics, is an ethical ideology proposed by Jeremy Bentham and John Stuart Mill that “argues the proper course of action is one that maximizes a positive effect, such as “happiness”, “welfare”, or the ability to live according to personal preferences” (Baggini et
Cahn, Steven M. and Peter Markie, Ethics: History, Theory and Contemporary Issues. 4th Edition. New York: Oxford University Press, 2009.
Act-utilitarianism is a theory suggesting that actions are right if their utility or product is at least as great as anything else that could be done in the situation or circumstance. Despite Mill's conviction that act-utilitarianism is an acceptable and satisfying moral theory there are recognized problems. The main objection to act-utilitarianism is that it seems to be too permissive, capable of justifying any crime, and even making it morally obligatory to do so. This theory gives rise to the i...
Classical utilitarianism is a normative ethical theory which holds that an action can only be considered as morally right where its consequences bring about the greatest amount of good to the greatest number (where 'good' is equal to pleasure minus pain). Likewise, an action is morally wrong where it fails to maximise good. Since it was first articulated in the late 19th Century by the likes of Jeremy Bentham and later John Stewart Mill, the classical approach to utilitarianism has since become the basis for many other consequentialist theories such as rule-utilitarianism and act-utilitarianism upon which this essay will focus (Driver, 2009). Though birthed from the same utilitarian principle of maximising good, rule-utilitarianism and act-utilitarianism provide two very different accounts on how the maximising of good should be approached. This essay will compare these two approaches and try to ascertain whether rule-utilitarianism is indeed preferable to act-utilitarianism.
Every day we are confronted with questions of right and wrong. These questions can appear to be very simple (Is it always wrong to lie?), as well as very complicated (Is it ever right to go to war?). Ethics is the study of those questions and suggests various ways we might solve them. Here we will look at three traditional theories that have a long history and that provide a great deal of guidance in struggling with moral problems; we will also see that each theory has its own difficulties. Ethics can offer a great deal of insight into the issues of right and wrong; however, we will also discover that ethics generally won’t provide a simple solution on which everyone can agree (Mosser, 2013).
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass