Ethics Education
Thursday, March 10th, 2011ethics education
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The Code of Ethics for the Health Education Professi… $64.95 |
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Rereading R. S. Peters Today: Analysis, Ethics, and the Aims of Education Cuyper $40.31 |
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Hemme Approach To Ethics & Law- Massage Continuing Education $6.50 |
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Teaching of Ethics in Higher Education (The Teaching .. $4.99 |
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Good Education in an Age of Measurement: Ethics, Politi $94.84 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Teachers Talking Back and Breaking Bread (Critical Education and Ethics) Barry K $83.11 |
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Law and Ethics in Educational Leadership $30.89 |
William Allan Kritsonis, PhD & Tyrus L. Doctor – PhD Program in Educational Leadership, PV, Texas A&M University System
DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL RESEARCH
VOLUME 6 NUMBER 1, 2009
Ayn Rand: To be Selfish or Not to be Selfish-
That is the Question
Tyrus L. Doctor
PhD Student in Educational Leadership
Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Associate Principal
Mansfield Independent School District
Mansfield, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Member of the Texas A&M University System
Visiting Lecturer
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus
Central Washington University
College of Educational and Professional Studies
________________________________________________________________________
ABSTRACT
Ayn Rand’s The Virtue of Selfishness (1961) is comprised of a philosophy that defies the entire premise of what our education system is and shall be built upon. The “Objectivist” perspective has depicted a clear distinction between the “Have’s” and the “Have Not’s” or the Bourgeoisie and Proletariat. The “Objectivist” perspective believes that the “Have’s” are entitled to that which others are not, which alarmingly includes education. The “Objectivist” philosophy would be detrimental in an already deteriorating educational system and would thus take part in its total demise.
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Introduction
In Ayn Rand’s The Virtue of Selfishness (1961), “Objectivists” view the education system as being doomed and irreparable. In their opinion, education is wasted on the Proletariat or working class and is essential to the Bourgeoisie or elite. They view the education system as a great entity like the engine invented by John Galt: Here today, gone tomorrow. This perspective that education is wasted on the poor or working class is in opposition to the entire American educational philosophy. As educators, our goal is to educate every child, so we relentlessly review data and develop programs that will assist us in reaching the needs of every child. In education we often ask the complicated question: how can we effectively educate all students? With increased accountability for educators across the board due in part to “No Child Left Behind”, many educators are asking themselves whether that question is logical. According to Chrisman (2005), many U.S. schools are being identified as low performing on the basis of low test scores. So the question remains: “How can we improve the quality of education our students are receiving?” Rand’s “Objectivist” answer would be if they can pay for school let them stay. If they can not, put them to work. In the field of education and as an educator, to have this perspective would be to set up both our educations system and our students for failure. My position on education is that of an altruistic perspective and I am in opposition of the “objectivist” perspective having any place in education and having anyone involved in the process of educating others.
Purpose of the Article
The purpose of this article is to discuss and provide readers with different altruistic practices that may be used by educators to improve our education system. This article will incorporate practices that will provide a positive outcome for our students.
We Can Improve
We can improve the quality of the type of education students are receiving and the motivation behind their learning with the following: data-driven decisions, student engagement, educational values, character education, strong and positive educational leaders, competent and compassionate teachers, students feeling a sense of ownership with their school, and increased parental involvement.
Data-Driven Decisions
According to Ayn Rand (as cited in the Ayn Rand Institute, 2009, par. 4), “In order to live, man must act: in order to act, he must make choices; in order to make choices, he must define a code of values; in order to define a code of values, he must know what he is and where he is.”
In order to determine the path you must take to achieve the ultimate goal of educating each child, you must “define a code of values”; you must interpret information to analyze where you are and where you must go. Rand (as cited in the Ayn Rand Institute, 2009, par. 4) stated that one must “Know his own nature.” We believe achieving the ultimate goal is imperative in education. We seek strong, positive, and data-driven educational leaders. Strong educational leaders prepare their teachers by making sure they are teaching concepts and content, not “the test”. This would be a perfect time to practice some of Ayn Rand’s ideologies of “selfishness”, but instead principals provide teachers and themselves with ample opportunities for staff development and other types of continued education. Educators understand and embrace the importance of educating all and providing those directly involved with educating our students with opportunities to develop new skills. Students’ educational and social needs change from day to day, so it is highly important for any person involved in the education of students to develop an epistemological sense of awareness. This sense of awareness will give us the instructional knowledge, determination, and foundation to become life-long learners, not just of our subject area, but of our students and their needs. Valerie Chrisman (2005) observed schools in California to determine the similarities and differences between low performing schools that were able to improve test scores and low performing schools that were not able to improve. When conducting this study, she asked principals from schools who improved student performance what they did to improve student achievement. They stated that they let the data drive their decisions. Becoming a data-driven school and educational leader is imperative for the success of students, teachers, educational leaders, and school districts. The data is factual; if you ignore it, you are simply ignoring the facts.
Rand (1961) addressed the importance of debating or determining an objective by utilizing factual information, rather than emotional or illogical information (in the case of education) to determine the validity or need for certain programs. To argue without facts or data would be an “ad hominem”, or a “fallacy consisting of attempting to refute an argument by impeaching the character of its proponent” (p.162).
Not only is it important for educational leaders to be data-driven, but teachers should utilize the data as well. Schools in Chrisman’s study (2005) found that teachers were more successful when they used data from their students’ assessments to determine which instructional strategies and instructional environments encouraged student learning. These assessments provided teachers with the information needed to insure that students had the best opportunities for success.
Student Engagement
- Blum (2005) agrees that establishing and holding our students to high expectations will help increase a sense of school connectedness.
It is my opinion that all of this will be null and void if we can not get our parents involved in the educational process of our students. Students seek their parents’ approval and acceptance; if the parents are not there for this reinforcement, students will seek it from another source, and unfortunately, that source is usually not a positive one.
Ayn Rand explains “individualism”, in any form, “is an objective requirement of man’s proper survival” (p.158). Adopting this perspective will be detrimental to the entire school community. It is my interpretation that Ayn Rand believes that we must not “sacrifice” ourselves at the benefit of others, but to incorporate the lifestyle of that of a barter. To have this “Survival of the Fittest” perspective will create a sense of division within the school community. This form of division is predestined to cause low academic performance and possible violence within the school environment.
With strong, data-driven intervention programs and professional development opportunities for educators and actively engaged students, educational systems will improve the quality of student learning.
Educational Values
Turn on the television, watch the news or any random television sitcom, open the newspaper, or go to the mall and you may be bombarded with the thought, “Where is John Galt” or “What has happened to our Axiology as a culture?” Have we determined that our values are no longer necessary to make appropriate decisions? Are we no longer concerned with metaphysics? It is no surprise that moral and ethical educational issues are of increasing concern. I have read several articles that discuss the importance of educators addressing the issues of moral standards and ethical decision-making skills, which Ferrero (2005) supports with his assertion that a student gaining a sense of self empathy and empathy for others is non-negotiable. The crime rate has risen in many cities across the world because some students and adults do not have the skills needed to make ethical decisions. According to Ayn Rand (1961), “Every living being is an end to himself, not the means to the ends of the welfare of others” (p. 30). It is this type of mentality that floods the minds of criminals. This laissez- faire attitude toward the well- being of others is, in my opinion, the underlying cause of the increasing crime rates in most American cities, which unfortunately filters into our school systems. It is Ayn Rand’s (1961) own statement that a person’s “…senses…do not tell him what will benefit his life or endanger it, what goals he should pursue and what means they will achieve them, what values his life depends on…” actually supports the necessity for schools to implement values and ethics into educating the whole child (p.21).
Character Education
There is no time like the present to teach character education and moral education. If we have never needed this before, we need it now. Some of our youth are not equipped with the skills needed to make quality decisions. In the time of conflict, many students turn to violence to solve the issue. Even Ayn Rand (1961) asserts that “…what [man] will consider good or evil…what he will love or hate…depends on his standard of value” (p.31). It makes sense that in adopting the concept of character and / or moral educations, districts are equipping their students with the skills needed to handle conflict appropriately since one’s reaction to a conflict depends on one’s “standard of value.”
Conflict resolution skills provide students with a nonviolent alternative to resolving issues with others. Joseph and Efron (2005) group this as a component of “peace education” (p.528). The purpose of peace education is to introduce students to conflict resolution, peace studies, environmental education, global education, and human rights education. In essence, “They will examine the causes of war, develop a sense of appreciation and respect of those who are different from them, and understand basic human rights” (Joseph & Efron, 2005, p.528). These components are extremely important in developing ideal citizens for our communities. Students who have been introduced to these components will, in my opinion, gain a sense of empathy and respect for others.
Although I believe that character/ moral education is a key factor in developing students’ moral values, I also know that character education alone will not complete the task. As David Ferrero, (2005) states in Pathways to Reform: Start with Values, “philosophy” is a crucial and highly overlooked source. Ferrero (2005) explains philosophy as “the beliefs and values that create a sense of what makes life worth living, and therefore what is worth teaching and how we should teach” (p.8) The concepts and content that should be discussed and taught according to our Texas Essential and Knowledge and Skills (TEKS) are important, but should not be the end of our educational process of students. We must address the whole student. As educators, we are ineffective if we do not develop educated and productive members of society. We must strive to do both: educate on content and educate on values. I can not recall one educator, as Ferrero states, who went into education with the thought of increasing test scores. I decided education was my calling because I wanted to become a positive influence on students; it is my interpretation and perspective that I can not do this if I fall true to the “Objectivist” perspective identified in Ayn Rand’s The Virtues of Selfishness (1961).
What Can Educators do to Help Students Become Caring, Morally Responsible People?
It is important to model that of altruism, the perspective which emphasizes the idea that “self-sacrifice and service to others is the highest moral duty” (Rand, p. 38). Providing students with opportunities to see others act in unselfish ways will give them more positive and resourceful means to emulate.
Concluding Remarks
- We all must recall the reasons that we chose education as our field of study and career. Hopefully, we all come to the conclusion that we are here for the students. We must not betray them by neglecting the entire person. We must develop both their desire to achieve a higher education and a desire to be a productive and positive member of society. We must guide each student, as Ayn Rand states, to develop into a “…rational being through the whole of his lifespan—in all those aspects of existence which are open to his choice” (p. 26).
References
Ayn Rand Institute (2009). What makes Ayn Rand’s philosophy unique? Ayn Rand Education. Retrieved February 7, 2009, from http://aynrandeducation.com/Ideas.php
Blum, R. (2005, April). A case of school connectedness. Educational Leadership, 62(7), 16-19.
Chrisman, V. (2005, February). How schools sustain success. Educational Leadership, 62 (5), 16-20.
Ferrero, D. (2005, February). Pathways to reform: Start with values. Educational Leadership, 62(5), 8-15.
Gray, H. (2007, March). As diversity grows, so must we. Educational Leadership, 64(6), 16-22.
Joseph, P. B., & Efron, S. (2005, March). Seven worlds of moral education, Phi Delta Kappan, 86(7), 528.
Rand, A. (1961). The virtue of selfishness. New York: Signet.
- Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas www.nationalforum.com
About the Author
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
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The Ethics, Morals & Laws of Islam Audio CD by Imam Yahya Hendi $11.14 This latest Audio CD in the Islam From Within series examines the ethics and morals of Islam through the framework of Islamic law. You will learn that: Islam speaks of honesty, truthfulness and dignity. (cleanliness and organization?) |
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3 AIDS/HIV Stories by American Red Cross (Don’t Forget Sherrie / A Letter From Brian / Reasons to Care) $55.00 Three AIDS/HIV stories produced by the American Red Cross. Intended audience: adolescent to adult. Excellent teaching tool. 1) DON’T FORGET SHERRIE: Dramatizes the impact of HIV infection and its effect on African Americans and urban youth. Focuses on a male high school student who learns that his former girlfriend, who experimented with injectable drugs, has AIDS and is in the hospital. Route… |
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You Can Choose! Appreciating Yourself Tuggy learns that being himself is a lot better than pretending to be something he’s not. When he becomes troubled by feelings of inadequacy, Tuggy starts making up stories until his friends help him to recognize and appreciate his own true wonderful qualities…. |
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Personal Ethics [VHS] In today’s world, the decisions of a few individuals can make momentous changes to a nation and even to the entire world, based on their individual actions. If you’d don’t know what your ethics- your values- are, you won’t know what to do in an emergency situation where you have the control — where you can make a real difference. This program motivates people and shows striking examples of what… |
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Personal Ethics $19.95 In today’s world, the decisions of a few individuals can make momentous changes to a nation and even to the entire world, based on their individual actions. If you’d don’t know what your ethics- your values- are, you won’t know what to do in an emergency situation where you have the control — where you can make a real difference. This program motivates people and shows striking examples of what… |
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Firing Line with William F. Buckley Jr. – The Idea of The Great Ideas $10.00 Taped on March 13, 1970. The first Firing Line appearance for Professor Adler, a buoyant thinker and teacher. The “great ideas” get into the discussion, but not separately from the way people are, or should be, introduced to them. Mr. Adler is scathing on the effect our present graduate schools have on undergraduate learning (“the college, instead of being an institution of liberal learning, conce… |
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The Ethics, Morals & Laws of Islam $10.98 This latest DVD in the Islam From Within series examines the ethics and morals of Islam through the framework of Islamic law. You will learn that: Islam speaks of honesty, truthfulness and dignity. (cleanliness and organization?) |
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(law, ethics, child) Psychological Evaluations for the Courts 3rd Edition (ISBN 1572309660) the section entitled Children and Families in the text by G. Melton, J. Petrila, N. Poythress, C. Slobogin, (5 CE Credits or 5 CME Credits only, book not included) $75.00 NOTE: For substantial savings and convenience, purchase this CE/CME course (book + CE/CME credits) and then purchase only the CE/CME credits for the other 4 companion courses that utilize the same book. The companion courses can all be found by searching under the title of the book or under ETHICS……………. CE/CME CREDITS ONLY: Please note that you must already have access to the training m… |
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(law, ethics) PSYCHOLOGICAL EVALUATIONS FOR THE COURTS, 3RD EDITION (Book + 5 CE Credits) the section of the book entitled Children and Families, by G. Melton, J. Petrila, N. Poythress, C. Slobogin, ISBN 1572309660 (continuing education, psychology, social work, psychiatry) $175.00 NOTE: For substantial savings and convenience, purchase this CE course (book + CE credits) and then purchase only the CE credits for the other 4 companion courses that utilize the same book. The companion courses can all be found by searching under the title of the book or under ETHICS…………….. OBJECTIVES: Learn the dispositions available in juvenile justice proceedings, Learn what treat… |
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Ethics on the Job Game $66.65 Players have fun learning standards for ethical behavior in their relationships with company supervisors, co-workers and customers. Players are cast in the role of company president and must make decisions regarding questionable employee behavior. Learn to distinguish ethical from unethical behavior in difficult scenarios, understand the importance of knowing company policy and explore ethical beh… |
What Ethics do you believe special education teachers face?
I am working on a paper right now and could really use some teacher’s responses.
I think the educational systems is better in the US than Hong Kong a lot. It is nothing relating to just solely in the code of ethics alone to make a better Special Education Teacher in the US or Hong Kong. I rather concern what makes a better educational system, just on the free education systems, Canada and the US, and Macau (another Special Region of Administration) are three places known have provided free secondary or high school education. Hong Kong has only provided 9 years free education. There is a debate in the city Forum of Hong Kong in Jade TV (Chinese channel) hosted by a bunch of politicians, educators and professionals without pinpointing the root cause of the discontinued special education only provided to the ages of 16. It is only because Hong Kong educators are the highest paid in this world. Many high school teachers are making more than the many university professors and, particularly the Hong Kong lectureres and professors are making much higher salaries (ranging from 30% to almost double in comparison to the US professors). It is a striking fact that the Macau’s former chief executive, Edmund Ho provided 12-13 years free education and the hand out of $5000 dollars petty cash for every elegible citizens. Hong Kong has provided not even a penny. Macau is known as the least civil servants paid in comparison to Hong Kong and Singapore. I personally think that Hong Kong government must launch a pay cut to overall overpaid civil servants, subsdized institutional professionals of educators,doctors and nurses, and all those good for nothing officials and their assistants. It is good to save Hong Kong and allow the reform of Hong Kong more easily and smoothly. A cut of the overall of the above-described overpaid by at least 6%-to 60%, depending on how much the overpaid in comparison to the international pay rates standards.
I am not an eductor. It is only the lousy Hong Kong City Forum held this morning without any result because all those suckers don’t know what caused that much contemporary problems in Hong Kong due to the neglecting all those overpaid talkers have sucked all our dollars by debating the impossible goal of reforming has evoked me to answer your question. However, I do select quite a few websites with emphasis in the code of ethics for Special Education Teachers in Hong Kong and the US. Have fun and get good ideas for your paper and earn an A.
http://search.yahoo.com/search?p=The%20code%20of%20ethics%20for%20special%20education%20teachers%20in%20the%20US
http://search.yahoo.com/search?p=The%20code%20of%20ethics%20for%20special%20education%20teacher%20in%20the%20US%20and%20Hong%20Kong
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The Code of Ethics for the Health Education Professi… $64.95 |
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Rereading R. S. Peters Today: Analysis, Ethics, and the Aims of Education Cuyper $40.31 |
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Hemme Approach To Ethics & Law- Massage Continuing Education $6.50 |
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Teaching of Ethics in Higher Education (The Teaching .. $4.99 |
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Good Education in an Age of Measurement: Ethics, Politi $94.84 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Islamic Ethics: The Moral Education Textbook Series: An Interfaith Perspective G $28.94 |
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Teachers Talking Back and Breaking Bread (Critical Education and Ethics) Barry K $83.11 |
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Law and Ethics in Educational Leadership $30.89 |
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Ethics in Deaf Education: The First Six Years, , Excell $57.94 |
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