Testing Scandal

Testing ScandalOrder Description
Course: Thinking and Doing Ethics

Reading assignments:

Chapter Ten, Natural Ethics: Natural Law and Natural Rights
pp. 181-183 and 192-200 from textbook: Burnor, Richard and Yvonne Raley. Ethical Choices: An Introduction to Moral Philosophy with Cases. Oxford University Press, 2011.

Links:
Hobbes vs Locke: https://www.youtube.com/watch?v=N2LVcu01QEU
Where Do we Get Our Civil Rights? https://civilliberty.about.com/od/historyprofiles/f/where_rights.htm

See attachment:
“On the Duties of Natural Law”: Cicero. De Officiis. (On Duties) Book I, Sections 11-14
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Paper: Critically analyze one video from NBC Learn from each of the following moral perspectives: 1) Consequential Ethics, 2) Deontological Ethics, 3) Natural Ethics
Summarize the main problem and its setting. List possible ways of responding to the problem from three moral perspectives
Video (s): The Atlantic School System Testing Scandal (see attachment)

My Question: “Moral Rights Duties of Natural Laws: was the former superintendent of Atlanta Public Schools Beverly Hall – Instinct of Self-Preservation or the betterment of the students?

Please use as source: This Code of Ethics for Educators was developed by the distinguished AAE Advisory Board and by the Executive Committee of AAE.
• In addition to qualifications, teachers must practice ethical behavior when it comes to reporting grades and handling assessments. Misrepresenting grades or altering student responses on assessments can lead to criminal charges and the loss of a job.
• In the midst of all of their responsibilities, they’re required to serve as strong role models and demonstrate ethical behaviors as they interact with students, colleagues, parents and others. Developing and following a professional code of ethics helps make sure teachers act in a professional and ethical manner at all times.
The consequences of our actions are morally irrelevant.
• The only things for which a person can be held morally accountable are those things which are under one’s own control. The consequences of our actions are NOT under our own control. Thus we cannot be held morally responsible for the consequences of our actions.
• Consequentialism is a slippery theory and has led to a great many arguments about the specifics. After all, a person can “aim” his actions with the intent of causing a specific result, but the outcome is out of his hands, for the most part. Are we to believe that every moral action must be followed by a good outcome in order to be considered truly “moral”? What if someone fights nobly for a good cause, but fails in the end? Are the goodness of the cause and the nobility of the fight negated by a bad outcome?
• A person whose behavior is governed by his or her inclinations, those desires and appetites imposed by nature is a subjugated person and thus does not act freely. For such an individual, behavior is determined by the strength of the thing pushing or pulling.

Grading Guide:

Summarize the main problem and its setting. List possible ways of responding to the problem from three moral perspectives. Clearly identifies the problem of the case using elaboration/ examples and/or the relevant concepts. Identified and clearly defined moral principles and theories from three moral perspectives that are most directly applicable to the problem.

Identify and justify the one moral perspective or that you think is best. Acknowledges the existence of more than one point of view/moral perspective. Explains why the other possible points of view are unacceptable to directly address the identified problem.

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