Scholarly discussion about the nature of your ethical mind
PROFESSIONAL ETHICS STATEMENT: AN ETHICAL MIND
This week, you have exercised your rational mind through a series of ethical analyses and critical conversations. You have examined some core theories that continue to influence the ethical landscape in society.
Write a well-reasoned, scholarly discussion about the nature of your ethical mind, which synthesizes the various elements of your ethical learning this week. Questions for reflection:
In what ways do the spiritual and/or ethical perspectives of Dallas Willard (1999), Albert Borgmann (2006), Parker Palmer (2009), and other authors in this week’s literature provide additional support to your study of ethical theory?
As an integrated and organic being, how do you find the role of mind and body working together in your ethics?
How much value do you place and should you place upon rationality in your evaluation of your ethics and humanity? You will examine this further in next week’s study of your core-self (or, “soul”).
Next week you will be discussing the work of Parker Palmer (2009) on the care of the soul. You may choose to comment on how you view the soul influencing your mental deliberation.
Write no more than two pages, APA format and style. Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Click here for information on course rubrics.
References
Borgmann, A. (2006). Real American ethics: Taking responsibility for our country [eBook]. Chicago, IL: The University of Chicago Press. Retrieved from http://library.cu-portland.edu/primo_library/libwe…
Palmer, P. J. (2009). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass.
Willard, D. (1999). Jesus the logician. Christian Scholar’s Review, 28(4), 605‒614. Retrieved from http://dwillard.org/articles/individual/jesus-the-.
INTRODUCTION
Quotes
Most people scorn or ignore apologetics because it seems very intellectual, abstract and rational. They contend that life and love and morality and sanctity are much more important than reason. Those who reason this way are right; they just don’t notice that they are reasoning. We can’t avoid doing it—we can only avoid doing it well.
~ Kreeft & Tacelli, 2009, p. 23
Most of us form estimates of our intelligence, wisdom and moral fiber that are considerably higher than an objective estimate would warrant; no doubt 90 percent of us think ourselves above average along these lines. A person may be blinded (as we say) by ambition, failing to see that a certain course of action is wrong or stupid, even though it is obvious to everyone else.
~ Plantinga, 2000, pp. 149‒150
The Ethics of Self-Care: An Ethical Mind
Human rationality has, since ancient times, been seen as the capacity that sets human beings apart from other animals. You find this reflected in the traditional name for our species, used since the 19th century, homo sapiens, this is, “wise human.” Educators and professionals value rationality in students and colleagues and seek to increase or enhance their capacities for clear reasoning and warranted inference. Educators model intellectual curiosity at every level of life for students and teach them the value of solid research skills. Caring for the mind seems a natural occupation for educators. And yet, educators rarely stop to think of this as an ethical activity. Too often the drive for intellectual and logical excellence is motivated by other factors. As Alvin Plantinga indicated in the quote above, one can be blinded by ambition, not to mention any number of other things. You find yourself and your peers ladder-climbing through intellectual prowess, and sometimes use your excellence in reasoning as a means to hold power positions over colleagues and students. However, when you take the time for thoughtful reflection, it is not difficult to see the pressure points to unethical activities of the logical kind.
What does it mean to be ethical scholars who are pursuing excellence in a chosen discipline or profession? Scholar derives from the Greek word σχολάζω “to have leisure.” As a scholarly educator, you have the great gift of having time and resources to pursue higher forms of learning—an indication of a certain amount of leisure from the demands of a brute existence.
It is fitting that you find out how these forms can, when pursued properly, allow you to be a better person and ethical agent in this world. As you understand your minds more clearly, you will become better educators and professionals who can stimulate those around you to become better human beings through their own scholarly pursuits.
You are at the center point of your first investigative movement, standing between your examination of the body and your examination of the soul. This week will sharpen your reasoning skills using philosophical theories, which can inform your decision-making procedures. You will apply these theories to practical problems that face you in your academic work. You will be thinking deeply about how these theoretical and practical skills are formative for this central aspect of our ethical being.
References
Kreeft, P. J., & Tacelli, R. K. (2009). Handbook of Catholic apologetics. Downers Grove, IL: InterVarsity Press.
Plantinga, A. (2000). Warranted Christian belief. New York, NY: Oxford University Press.
Weekly Objectives
Through participation in the following activities, the candidate will:
Bring values and ethics into professional practice by purposely being thoughtful and ethical, focusing on teaching and learning as the heart of the organization’s work.
Ethical Theory Summary and Analysis
Ethics of the Mind—Case Study Analysis
Professional Ethics Statement: An Ethical Mind
Support the value of ethical decision-making.
Ethical Theory Summary and Analysis
Ethics of the Mind—Case Study Analysis
Professional Ethics Statement: An Ethical Mind
Apply historical and contemporary ethical theories and beliefs to provide reasoned decisions that help address current issues in educational and administrative practice.
Ethics of the Mind—Case Study Analysis
Utilize historical, contemporary, and Christian ethical standards as an aid in analyzing the moral dimensions of current issues, practices, and policies in education.
Ethical Theory Summary and Analysis
Ethics of the Mind Project—Case Study Analysis
Heads Up
During Week 1, you selected a book for the Week 5 Book Study Group. Please pace your reading so that you will be ready for the discussion in Week 5. Consider coordinating your team’s Week 3 working time to prepare also for the Week 5 Expert Group Book Synthesis Summary PowerPoint posting. Help one another stay accountable.
On Saturday this week, you will submit the Week 3 Professional Ethics Statement: An Ethical Mind (no more than two pages) in a single document. Use the same Final Form Profession Ethics Statement – APA Style Formatted Template.docx that you used to submit the Week 1 Ethical Foundations statement and the Week 2 Professional Ethics Statement: An Ethical Body. You will have a growing, single document that is developing into the Week 7 Final Form Professional Ethics Statement.
the required information
TEXTBOOK READINGS
Real American Ethics (Borgmann, 2006)
Review the following:
Chapter 4: Moral Landmarks
Chapter 5: Jefferson and Kant
Chapter 6: The Pursuit of Happiness
Chapter 7: Evolutionary Psychology
Chapter 8: John Rawls
A Hidden Wholeness (Palmer, 2009)
Chapter II: Across the Great Divide
READ: JESUS THE LOGICIAN (WILLARD, 1999) [WEB PAGE]
READ: DO THE ENDS JUSTIFY THE MEANS: THE ETHICS OF DECEPTION IN SOCIAL SCIENCE RESEARCH (SCHRAG, 1997) [WEB PAGE]
WATCH: RICHARD DAWKINS LECTURE ON NATURAL SELECTION AND EVOLUTIONARY PSYCHOLOGY PART 1/2 (DAWKINS, 2009A) [VIDEO] [CLOSED CAPTIONED]
https://youtu.be/BzJUCG7L9I4
WATCH: JUSTICE: WHAT’S THE RIGHT THING TO DO? EPISODE 06: “MIND YOUR MOTIVE” (SANDEL, 2017A) [VIDEO] [CLOSED CAPTIONED]
WATCH: JUSTICE: WHAT’S THE RIGHT THING TO DO? EPISODE 07: “A LESSON IN LYING” (SANDEL, 2017B) [VIDEO] [CLOSED CAPTIONED]
WATCH: MARTHA NUSSBAUM, “CREATING CAPABILITIES: THE HUMAN DEVELOPMENT APPROACH” (NUSSBAUM, 2013) [VIDEO] [CLOSED CAPTIONED]
ADDITIONAL RESOURCES ON ETHICAL DECISION-MAKING TO EXPLORE
Kantianism
Ethics Guide: Duty-Based Ethics (BBC, 2014) [Web page]
Consequentialism & Utilitarianism
About Consequentialism (BBC, 2014) [Web page]
Evolutionary Psychology
A Model for Ethical Decision Making in Business (Woiceshyn, 2011) pages 317-319 [Web page]
Distributive Justice
Justice Test (Hamilton, 2012) [Web page]
Circles of Trust (Center for Courage & Renewal, 2009) [Web page ]
Chapter 1: The Primacy of Soul (Center for Courage & Renewal, 2008) [Video] [Transcript]
Chapter 2: The Great Divide (Center for Courage & Renewal, 2008) [Video] [Transcript]
Chapter 3: Journey Toward an Undivided Life (Center for Courage & Renewal, 2008) [Video] [Transcript]
Note: These videos are also available on a DVD that is included with your text: A Hidden Wholeness (Palm
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