What are the weaknesses of a consequentialist ethics
Ethical concerns in the question of equal protection have to do with both equal opportunity and democratic community (equal dignity/worth). Discuss these values and consider how they complement each other and how they might appear to be at odds with each other. What are the weaknesses of a consequentialist ethics in this discussion? Consider also the term distributive justice and how it is applicable in the conversation.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
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INTRODUCTION
Equal Opportunity and Democratic Community
The Declaration of Independence famously says, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” All people are created equal, yet all people are not the same. Some are better at math, some at writing. Some struggle to learn from lectures, while others struggle in group projects. Some students have disabilities or special needs, and some students are categorized as gifted. All of these differences suggest that different people need different resources and support to pursue happiness.
This unit introduces the challenge of balancing equality with helping every individual student rise to his or her full potential. On the one hand we do not deny opportunity to students on the basis of race or certain other factors. On the other hand, we do reserve honors courses for those deemed to have the capacity and motivation to succeed in them. Furthermore, we dedicate extra resources to serving students with special needs, in order to ensure they receive an appropriate education and are not denied equal opportunity. The core question at hand is knowing how to determine characteristics relevant for differentiated treatment, and knowing when all should be treated equally.
Practically we will consider how schools are bound by the principles of opportunity and community, and how they promote these values through school-based interventions. While interventions are commonly understood to apply to special education, you should also consider how interventions may be used in general education.
Along with this week’s required studies you will find some extra resources listed under Support Materials. While these articles are not required, I do encourage you to take some time to read them since they are particularly applicable to your discussion posts and assignments.
WEEKLY OBJECTIVES
Through participation in the following activities, the candidate will:
Review and discuss the levels of acting ethically: as individuals, within organizations and governments, and throughout the society.
P.I.1.1. Explain consequentialist and non-consequentialist theories of ethics, especially as they apply to cases in education.
P.I.1.2. Recognize ethical and legal rights and responsibilities in educational relationships between teachers, students, parents, and the government.
Study and analyze the latest research and professional literature related to law and ethics in educational practice.
P.I.2.1. Be familiar with current important laws in education.
P.I.2.3. Analyze the relationship between legislation and education goals.
Analyze current legal standards and their association with contemporary ethical practice.
P.I.3.1. Recognize ethical foundations in education law.
P.I.3.2. Evaluate education law with regard to its upholding and promoting ethical values.
P.I.3.3. Consider the law as it is applied in recent cases.
Develop an understanding of ethical-legal issues in school-based interventions, including the general education classroom.
P.I.4.1. Understand the various levels of intervention—individual, small group, and universal—and its difference from remediation.
P.I.4.2. Gain a basic understanding of Professional Learning Communities and how they could relate to interventions.
P.I.4.3. Understand the basic ethical and legal issues in school-based interventions.
REQUIRED STUDIES
The following materials are required studies for this week. Complete these studies at the beginning of the week, and save these materials for future use.
The Ethics of Teaching (Strike & Soltis, 2015)
Chapter 4: Equal Opportunity and Democratic Community
School Law: What Every Educator Should Know (Schimmel, Fischer, & Stellman, 2008)
Chapter 7: Religion and Public Education
Chapter 8: Discrimination and Equal Protection: Race, Gender, Age, Language, and Special Education
Read
What Is a “Professional Learning Community”? (DuFour, 2004) [Web page]
The Ethics of Intervention (Glenny, 2005) [Web page]
What is RTI? (National Center for Learning Disabilities, n.d.) [Web page]
Childhood Obesity: A Framework for Policy Approaches and Ethical Considerations(Kersh, Stroup, & Taylor, 2011) [Web page]
RECOMMENDED STUDIES
These resources are provided to enhance your overall learning experience. For deeper understanding of the weekly concepts, review these optional resources.
Crumbly, D. L., Flinn, R. E. & Reichelt, K. J. (2010). What is ethical about grade inflation and coursework deflation? Journal of Academic Ethics, 8, 187-197. doi: 10.1007/s10805-010-9117-9 [Web page]
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions, Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x [Web page]
Hord, S. M. (1997). Professional learning communities: What are they and why are they important? Issues…about Change, 6(1), 1-8. Retrieved from http://www.sedl.org/change/issues/issues61.html
Hunt, J. H. & Adreasen, J. B. (2011). Making the most of universal design for learning. Mathematics Teaching in the Middle School, 17(3), 166-172. Retrieved from http://www.nctm.org/Publications/Mathematics-Teach… [Web page]
Mueller, T. G. (2009, January/February). IEP facilitation. Teaching Exceptional Children, 41(3), 60-67. [Web page]
Stephens, K. R. (2011). Federal and state response to the gifted and talented. Journal of Applied School Psychology, 27(4), 306-318. Retrieved from http://dx.doi.org/10.1080/15377903.2011.615823 [Web page]
Williamson, P. A., McLeskey, J., Hoppey, D. & Rentz.T. (2006). Educating students with mental retardation in general education classrooms. Exceptional Children, 72(3), 347-361. doi:10.1177/001440290607200306 [Web page]
This following issue of Preventing Chronic Disease includes other articles on the question of interventions for childhood obesity. They not only provide further insight into the question of childhood obesity, they stimulate ethical thinking that can be generalized and applied in other cases, and are highly recommended for further study on the question of interventions in general:
CDC. (2011, September). Preventing Chronic Disease: Public Health Research. Practice, and Policy. 8(5). Retrieved from http://www.cdc.gov/pcd/issues/2011/sep/toc.htm
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