SUBJECT:
ETHICS COURSES POST-SECONDARY
PURPOSE:
This briefing note is a recommendation for changes in policy pertaining
to post-secondary education.
ISSUE:
There is not enough regulation for the administering of ethics courses
for post-secondary students.
Background:
Post-secondary education is widely
available to those who would like to avail of it. Students, once they get into college or university
learn valuable skills and knowledge in which can increase their probability of
getting hired. It is the skills and
knowledge that is taught in these schools that allows society to increase
productivity so that the economy may reap benefits. However, by increasing efficiency there is a
risk whereby those that are educated act in a manner contusive to the principles
of what they have been educated. The
specific risk is the exploitation of people.
Ethical dilemmas arise when an individual practices and encounters a
problem in which the solutions are both negative. By thinking critically, individuals can learn
to ethically rectify problems in which they may encounter in the work
force. Ethics plays a big part in having
a society that is civil. Through ethics,
people are equitably handled thus they respond accordingly, resulting in
civility. The concept of ethics involves
the systematizing, defending, and recommending concepts of right and wrong behavior. By using morality, a values based system can
emerge wherein these values serve to improve the community. Values are important and they are a person’s
principles or standards of behavior or ones judgement of what is important in
life. Currently, there are ethics
courses available in post-secondary education institutes however, it is the way
that they are administered which does a disservice to the entire cause of
educating people. The reason why ethics
courses are often overlooked and or ignored is because they are treated just
like any other course when in fact, it is these courses that are the backbone
of a civil society. Thus, emphasis must
be placed on the education of ethics to our future students.
Considerations:
An ethical dilemma is a conflict between
two sets of human values, both judged to be good but which cannot be fully
served. The way ethical dilemmas are
handled is by first asking one’s self, “is this an ethical dilemma?” In this
initial stage one needs to reflect on their knowledge base. They need to critically think about process
and procedure. Reviewing as much
information you can about a particular subject matter can assist one in finding
the right solution given the limitations.
Once all the information has been laid out, one should then examine and determine
his or her own values. This could be
done through an activity called values clarification. By identifying priorities one can then start
to unravel the action he or she may select.
The next step is to verbalize the problem. In this stage, one can refer to a colleague
to gain information on the troubling subject matter. The next step is then to consider several
courses of action as according to the previous data collected. By negotiating an outcome, the individual can
then come to solve the ethical dilemma.
The final step is then to evaluate the action. Evaluation occurs by collecting information
on how people responded to a certain course of action. Ethics are implemented in many professions
however, only some make it a priority.
It is the prioritization of these ethics that has resulted in equitable
fields as justice, law and medicine. Currently,
universities allow students to take ethics courses however, in some cases it is
locked to certain majors. This is an
issue that needs to be looked at and solved.
For example, ethics courses in some universities are locked to Nursing
or Accounting or Business or Human Resources programs. Furthermore, students that take majors as Criminology,
Sociology, Political Science, or Policy, these majors are taught without a
value set, thus the importance of ethics are not conveyed to students. This is a terrible mistake, as students could
potentially go out into the field and exploit others knowingly or
unknowingly. By ensuring ethics courses
are prioritized, society can be assured that those students outputted by
universities are of good accord.
Options:
Option 1:
Open ethics courses to all students and administer only at the last
semester.
This option is very feasible and easy to
implement. By opening up ethics courses to
students of any major, the education institution can adequately socialize these
potential employees into the work force.
These courses must be however administered at the very end of the
program on the last semester so that students remember its proponents when they
enter the work force. By administering
these courses at that time, the government can be assured that society will be
treated with the values Canadians hold dear such as equality and equity. These future professionals can then build
their critical thinking skills as they encounter ethical dilemmas in the
community. This option is the most
sustainable as people would respond accordingly to these professionals.
Option 2:
Status quo.
This option is the most feasible, however,
it doesn’t reduce this risk that future professionals can behave in ways that
promote self interest by exploitation of others. Selecting this option leaves people at risk
of exploitation in the hands of those that could potential cause harm. It is the educational institutes job to
ensure that they have provided as much information as possible so that these
professionals can make informed independent choices. By giving professionals the information, they
need to make choices, they are given autonomy which then they become responsible
for their individual actions in the face of the judicial system. This is not as sustainable as the previous
option because left unrectified, society can and will act in uncivil ways in
response to those the seek to exploit.
This can cause civil unrest wherein the government may have to intervene
to destabilize the matter.
Recommendation:
Option one is recommended.
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