By Elaine E. Englehardt, Professor of Philosophy & Distinguished Professor in Ethics(801) 863-8129 or e-mail: Elaine.Englehardt@uvsc.edu
- Ethics education has been an important educational perspective at Utah Valley State College since 1986, when a core course was added to the curriculum entitled "Ethics and Values." Every student graduating from the college with an AA or AS degree is required to take this interdisciplinary humanities course.
- In 1987 the college received a three-year grant from National Endowment for the Humanities for $120,000 to promote this ethics course. The funds were used for faculty development, library acquisitions, community lecture series and scholarly development.
- In 1993 the college's commitment expanded into a $185,000 school-wide project entitled, "Ethics Across the Curriculum," funded by "FIPSE" a scholarly agency in the U.S. Department of Education.
- In 1996 we were awarded funding from National Endowment for the Humanities for a community project entitled "Teaching Critical Thinking in Ethics K-12."
Ethics and Values Required Course
- The Ethics program at UVSC has been nationally recognized as one of the top programs in the country at community colleges by both National Endowment for the Humanities and the American Association for Community Colleges.
- One of the main components of the ethics program is the required ethics and values course. At least five goals of national curricular reform were integrated into designing this course.
- First, the discussion of ethics is important and timely. Well-educated students should know the seminal works in ethics and understand the various approaches to moral dilemmas--what could be called ethical literacy.
- Second, interdisciplinarity is integral to student understanding. A new perspective on an ethical issue often unfolds with each discipline; sometimes these perspectives conflict. The disciplines used are philosophy, literature, religion and history. Philosophy helps us discern the complexities involved in moral ideas; religion reminds us that each ethical dilemma has inherent moral and value implications and conflicts; literature brings the dilemma to life with characters moving through right and wrong decisions and living with the consequences of their choices; history can help us compare the values of a different time and culture with our own. It can make students aware that an unquestionable assumption today was seen quite differently at another time.
- Third, is the inclusion of a strong writing component. Thinking and articulating an issue becomes clearer as students format ideas in written form.
- Fourth, self-confrontation and classroom discussion are encouraged. Students need to be introspective and to share their thoughts and scholarship with others. They also need to learn from the reflections of others.
- Fifth, critical thinking is necessary as students understand the perspectives of scholars and writers, for such understanding will shape the analysis of and recommended responses to ethical dilemmas.
EAC Outcomes for Project
- Integrate the subject of ethics into vocational, technical, nursing, business and liberal education courses.
- Challenge students to understand basic principles of ethics, to think and write critically, and to confront inconsistencies in their own ethics and values systems.
- Establish a faculty renewal program through shared study of ethics, so we may re-energize as scholars as well as teachers.
- Recognize ethical issues.
- Develop critical thinking and self-confrontation skills.
- Cultivate tolerance toward disagreement and the inevitable ambiguities in dealing with ethical problems.
- Elicit a sense of moral obligation and develop a personal code of ethics.
Teaching Critical Thinking About Ethics K-12
- Teaching Ethics to teachers in grades kindergarten through 12th grade was started in 1996 with the help of a grant from. National Endowment for the Humanities.
- Teachers from the three school districts closest to UVSC are participants. Superintendents select the participants. (Provo, Alpine and Nebo Districts.)
- Teaching ethics and philosophy to children is the major theme for the project activities.
- UVSC has assigned three faculty to mentor teachers and school districts in the implementation of ethics into the curriculum.
- Activities involve:
- A five-day intense summer seminar in foundational ethics.
- Two-hour monthly meetings with all participating teachers for twelve months. Monthly meetings are for the sponsorship of scholars to meet with participating teachers on curriculum development and for clarification on difficult philosophical concepts.
- The development of an oversight committee with UVSC, parents and area school districts participating. This committee will help guide the school districts in implementing the curriculum.
- A greater understanding of works of enduring value in ethics and humanities.
- A fostering of thinking and self-confrontation skills.
- An integration of the subject of ethics into K-12 curricula.
- A challenging of students to understand basic principles of ethics, to think and write clearly about their views, and to confront inconsistencies in their own ethics systems
- It is important that teachers provide a complete education to students, particularly the humanities. Teaching ethics can not only expand sensitivity of children and youth to moral concerns, but it can also help them examine the nature of their ethical assumptions, understand inconsistencies in their value framework, encourage them to more carefully examine appropriate facts, develop decision making strategies for resolving moral dilemmas, and realize that moral values are not merely privately held subjective opinions. Without an intellectual introduction to ethics, students may see the discussion of moral choices as something close to a "rap" session.
Faculty Study
- Faculty are paid a stipend for participation in the summer seminars. Books and other materials are also provided. Faculty are our best resources. Faculty development and study are invaluable. After the monies from federal agencies has expired, the UVSC administration supports the continuation of the program.
- Summer seminar discussions include works in ethics that are foundational, professional and social. Foundational works include writings from:
- Duties (Kant and divine command)
- Utility (Mill and Bentham);
- Rights (Hobbes, Locke and works in liberalism and communitarianism;
- Virtue (Plato and Aristotle);
- Relationship and feminism (Carol Gilligan, Nel Noddings, Susan Sherwin, Rosemary Tong).
- Professional works include discussions on specific professional codes of ethics; and issues such as confidentiality, lying, informed consent and privacy.
- Social issues include works in human rights, abortion, homosexuality, the environment, hunger, welfare, euthanasia, legalization of drugs and overpopulation.
- Robert Solomon and Kathleen Higgens, University of Texas
- Martha Nussbaum, University of Chicago
- James Sterba and Janet Kourany, Notre Dame Univ.
- Peter Dean, Pennsylvania State University
- Robin Winks, Yale University
- Eden Naby, Harvard University
- John Woodcock, Indiana University
- Frederick Gregory, University of Florida
- Terry Perlin, Miami University, Ohio
- Leslie Francis, University of Utah
- Eric Jeungst, Case Western Reserve University
- Neil Brady, Brigham Young University
- Deni Elliott, University of Montana
- Monthly scholars include:
- Donald Schmeltekopf, Provost of Baylor University;
- Robert Lowry, Case Western Reserve University;
- Randy Kester, J.D.;
- Charles Wilkinson, University of Colorado at Boulder;
- Del Wasden, BYU;
- Robert Romney, M.D.
Center for the Study of Ethics
The Center for the Study of Ethics at Utah Valley State College is for student, faculty, professional and community enhancement. The purpose of this Center is to promote the advancement and dissemination of the study and practice of ethics. Utah Valley State College has made a long-term commitment to the study of ethics. The Center will facilitate the commitment by coordinating efforts in promoting and disseminating activities in ethics. The mission statement for the Center is:
| The major thrust of the Center is to enhance the awareness of ethical issues. Facilitating the awareness of ethical dilemmas in the college community and Utah Valley community is vital. This is accomplished through a variety of approaches to foundational and professional ethical dilemmas. The Center will promote the study of ethics throughout the curriculum. Additionally, Utah Valley State College students' experiences in the study of ethics will be advanced through the efforts from the Center. UVSC faculty will also be afforded opportunities for ethical study and subsequent course improvement. The community will benefit from the Center through lectures, workshops, publications and informal discussions. The community will not only be invited, but will also be encouraged to participate in Center activities. |
- Through seminars on a variety of issues in ethics, the Center will work with faculty, students and the community for a better understanding of the complications in today's world. Topics for past seminars include "Business Ethics," "Environmental Ethics," "Religious Diversity," "Religion and Views of Nature," "The Ethical Implications of the Human Genome Project." The seminars are open to the public and are generally attended by over 200 individuals. Several scholars or specialists are invited to speak on the topic during the seminar
- The Center sponsors faculty development workshops in ethics areas. The Center sponsors summer seminars in ethics which are open to all UVSC faculty. A scholar of national reputation is invited for each seminar, with supporting scholars invited as well. Generally a stipend is paid to participating faculty. Scholarly materials are also provided for the faculty.
- The Center sponsors an Ethics Awareness Week. The highlight of this week is the presentation of the "Excellence in Ethics" award. During this week departments conduct programs specific to their disciplines, such as "Ethics and Accounting," or "Ethical Choices in Collision Repair." The Excellence in Ethics award has been given since 1994. The following are the guidelines.
| The Excellence in Ethics award is annually presented by the Board of the Center for the Study of Ethics to individuals from the State of Utah who display exemplary ethics in their life. Exemplary ethics demonstrates a sustained commitment to understanding the human condition and working professionally and personally to improve ethics through professional leadership, community activity, and personal insight. This individual is active in the state in enhancing ethics through writing, speaking, planning, and accomplishing activities that upgrade the ethical and moral fiber of the community. Past recipients include Michael Zimmerman, Chief Justice of the Utah State Supreme Court; Irene Fisher, Director of Bennion (volunteer) Center at the University of Utah; Delmont Oswald, Executive Director of the Utah Humanities Council; and Jay Jacobson, M.D., Director of Medical Ethics program at the University of Utah. |
- The Center is responsible for a speaker's bureau made up of faculty from UVSC. The faculty will speak to community groups on subjects related to ethics.
- The Center is responsible for working with faculty to gain a national reputation noted for academic rigor. This is done through the publication of papers, books, and videos. Faculty are additionally encouraged to attend national conferences and present on to academic audiences.
- The Center acts as a support to the core course "Ethics and Values." Adjunct faculty teaching the Ethics and Values course should be certified through the Center. This is done through the above noted seminars and department scholarly workshops.
- The Center encourages grants and donations which are used to further develop ethics programs at Utah Valley State College, as well as programs throughout the county and state.
- The Center promotes curriculum development in the area of ethics. Current courses include: "Business Ethics," "Environmental Ethics," and "The Ethics of Civil Discourse." Other courses under consideration are "Biomedical Ethics," "Ethics and Science," "Ethics and the Professions," "The Ethics of Liberalism and Communalism," and current topic seminars.
Assessment: Critical Incident Technique
- Faculty assessment for the program includes the use of two national tests, given only to faculty participants "Defining Issues Test," (DIT) and "Collegiate Assessment of Academic Proficiency" (CAAP) Critical Thinking Test. Test were given pre and post 3 year grant.
- Student assessment for the program includes the use of the "Critical Incident Technique." (CIT) Using the CIT, a participant is to locate and recognize specific actual behaviors and evaluate them as ethical dilemmas. The incidents are selected by the participants from a movie, television show, or video. The participant analyzes the incident and its solution or lack thereof in the performance. The participant is also encouraged to propose different or additional solutions to the dilemma(s) portrayed. To complete the assignment, participants are to submit:
- A video copy of the incident.
- A two-page description of the circumstances in which the incident occurred; the outcome or result of the incident; and an analysis of the ethical relevance of the incident.
- The assignment can be completed individually or with an assigned study group.
In the movie, "A Few Good Men" Jack Nicholson is a military officer who has covered up a murder. When he is in court on the witness stand, Nicholson, yells, "You want to know the truth? You want to know the truth? Well, you can't handle the truth." Nicholson's testimony is that some military crimes must be covert for national security purposes. He implies that it is acceptable to murder one cadet who isn't going along with the rest of the company. He states it is acceptable for him to lie about the incident under oath to protect the company involved as well as the military overall.
We believe this is an ethical dilemma for three reasons: 1. A murder has been committed. It is not acceptable to take a human life merely because this individual doesn't get along with the rest of the company. 2. The investigation of the murder is hindered. It is not acceptable to lie about the cause of death in an effort to preserve public relations or personal esteem. 3. Cadets and officers lie under oath in court. It is unacceptable to lie in court. The military has determined that it is essential this case be investigated and prosecuted to the full extent of the law. A sub-group in the military can't make its own rules of military morality.
In analyzing this critical incident, we stipulate first that the murder was wrong. The murder was immoral in every sense and those causing the murder should be punished to the fullest extent of the law. We further stipulate that it is unacceptable for a coverup of the murder. Jack Nicholson defends the practice of lying under an area of lying covered by Plato.
Plato gave support for some lies when he said: "It is the business of the rulers of the city, if it is anybody's, to tell lies, deceiving both its enemies and its own citizens for the benefit of the city; and no one else must touch this privilege."(1)
If using the Plato type justification for the coverup, Nicholson and those around him have a deluded sense of their place in national security. Their actions are not for the preservation of military. Their actions and lies are for preservation of their own positions...
Kant declares: "A lie is a lie...whether it be told with good or bad intent...But if a lie does no harm to anyone and no one's interests are affected by it, is it a lie? Certainly."(2) Kant believes truthfulness is a duty, an "unconditional duty which holds in all circumstances."(3) According to the categorical imperative, if there is even one case in which it is acceptable to lie and honesty can be overridden, then the perfect" status of the duty not to lie is compromised. Kant is most strident in not allowing for even a seemingly innocent lie, which could save a life instead of causing harm. He merely asserts that if something terrible happens it is not your fault. The terrible act is something wholly unjustified in the first place.(4)
Duty is often represented by Kant and his deontological views on lying. Kant tells us that it is never acceptable to lie, and places this on the level of a moral law, or a "categorical imperative." He contends that lies always harm others--the individual or society. "To be truthful (honest) in all declarations, therefore, is a sacred and absolutely commanding decree of reason, limited by no expediency."(5)
Utilitarian Jeremy Bentham also would not allow for the Nicholson defense of the coverup. Bentham delivered a frothy lecture to England's judges who were using their power and lying to the people. Bentham sees nothing more abhorrent than using lies and power to further one's position....(6)
Our group finds this incident to be an example of a series of unethical behaviors. The justification for the behaviors is weak, with hundreds of years of morality, ethics, and laws written in opposition to Nicholson's rationale.
1. K.R. Popper, The Open Society and Its Enemies, Vol. 1 (London: Routledge and Kegan Paul, 1980), p. 138.
2. Immanuel Kant, Lectures on Ethics, (tr.), L. Infield, (New York: Harper Row, 1930, 1963), p. 228.
3. Immanuel Kant, "On a Supposed Right to Lie from Benevolent Motives," in Lewis White Beck, (ed.), The Critique of Practical Reason and Other Writings in Moral Philosophy, (Chicago: University of Chicago Press, 1949), pp. 92-96.
4. Ibid.
5. Immanuel Kant, Critique of Practical Reason and Other Writings in Moral Philosophy, (ed.), and (tr.), Lewis White Beck, (Chicago: University of Chicago Press, 1949), p. 348.
6. Jeremy Bentham, "Pension for Justice," in The Works of Jeremy Bentham, (ed.), Sir J. Bowring, 1838-43, p. 205, 206.
