ETHICAL FRAMEWORK 3
Ethical Framework
Kim Y. Bailey
Concordia University, St. Paul, ED 582-621
Robert J. Gehrke, M.Div.
December 19, 2013
Ethical Framework
Whether we are educators or parents when we understand ourselves and the ethical codes we can all learn to make ethical decisions. The decisions we make affect many others (e.g. children, friends, family, peers, co-workers, neighbors, etc.). How can we be sure we are making the most ethical decisions? Our actions and decision-making are a part of our own ethical views based on our values and our beliefs.
Ethical Decision Making
Everyday decisions are made. The decisions we make can either be effective or ineffective. However the end result is concluded; the decisions that are made are a reflection of who we are. Dewey (1975) writes “there cannot be two set of ethical principles, one for life in the school, and the other for life outside of school” (p. 7). It does not matter if we are in the classroom or in our homes; our own personal ethical principles makes us who we are. To make effective ethical decisions we can use Nash’s (2002) Three Moral Languages. The Three Moral Languages includes background beliefs, moral character, and moral principle.
First Moral Language: Background Beliefs
The First Moral Language is the foundational language which is our background beliefs. Taking the time to reflect upon your background gives you an opportunity to really understand your behaviors or beliefs. Nash (2002) writes that “the most fundamental assumptions that guide our perceptions about the nature of reality and what we experience as good or bad, right or wrong, important or unimportant. I believe that these assumptions – what I refer to as Background Beliefs- are the ultimate bases by which we make our ethical decisions” (p. 36).
Second Moral Language: Moral Character
The Second Moral Language is the framework which pushes you to train yourself with virtues. The virtues support who you are or who you are striving to become. When making an ethical decision, reflect upon who you are. Nash (2002) writes “the paradigmatic Second Language question to ask is not only “Is this the right thing to do” but “which decision has the most integrity in terms of the kind of person I either perceive myself to be or am striving to become?” (p. 63).
Third Moral Language: Moral Principle
The Third Moral Language is the moral principle. The moral principle is the general rules and principles. Nash (2002) writes “The major purpose of the Moral Principle Framework is to justify, or defend, an ethical decision based on a logical appeal to appropriate rules, principles, and theories” (p. 115). There are questions that Nash provided for us to ask ourselves before making a final decision called the Third Language Moral Brief. Nash (2002) writes “the goal of the Third Language Brief is to ask simple, but essential, case-specific questions, as preliminary to constructing a sound defense for taking a particular ethical action” (p. 117). When making decisions at CAPRW Head Start it is vital to know and understand CAPRW Head Starts’ Code of Conduct, NHSs’ Performance Standards and NAEYCs’ Code of Ethics. They provide us with guidance and support in making ethical decisions. When making a decision and knowing the guides can and will support your decision and action.
Understanding The Code Of Ethics
Using the National Head Start (NHS) Performance Standards, National Association for the Education of Young Children (NAEYC) Positional Statement, and Community Action Partnerships of Ramsey and Washington Counties (CAPRW) Employee Handbook, we can better understand the code of ethics. Understanding the code of ethics from CAPRW, NHS, and NAEYC are important because these are used for guidance in CAPRW Head Start. These code of ethics are needed to maintain the highest standards possible.
CAPRW Head Start is an educational program that works with young children. It is only appropriate that when referring to these guides the most important guideline is to protect and respect children. Head Start (n.d.) performance standards states “we, as early childhood educators and caregivers, need to use respectful language whenever interacting with children. It is vital that we never shame, insult, belittle, discourage, or label children, their feelings, decisions they make, or actions they may choose” [regulation 45 CFR part 1304.21]. NAEYC Positional Statement (as cited in Feeny & Freeman, 2013) states “above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this code” (p. xviii). CAPRW (2006) Code of Ethics state “Community Action employees are expected to protect the welfare of those who seek or utilize Community Action services.” (p. 24).
Within CAPRW Head Start we are very diverse. The staff and families we serve represent many different cultures and beliefs. A mutual respect is needed to provide the best possible relationships. CAPRW (2006) states “we promote quality service to all we serve by valuing the differences of cultural attitudes beliefs, and practices in our service methods and thorough out our organization and its systems” (p. 3). The guidelines continue to state that “Community Action prohibits discrimination and discriminatory harassment based on race, color, religion, sex, age, national origin, disability, and other characteristics protected under state, federal, or local law” (p. 6). This is very important because cultural awareness and competency is valued. It does not matter who you are or what you choose to believe in, you are important.
Sharing The Information
To share the information learned about ethical decision making from this course it is relevant that it cannot be learned from just reading a handout. When sharing this information, it will and should be done at a family fun night or meeting. The handout will then be provided for parents and staff to use. The handout itself will help support parents and staffs to understand Nash’s (2002) Three Moral Languages. The handout also provides the Code of Ethics used within CAPRW Head Start. Providing the Code of Ethics by CAPRW Head Start can also help staff and parents understand what is important to the agency. Especially caring about children and how children think. Nash (2002) states “I simply wish to reiterate my belief that good ethical decision-making incorporates all three moral languages, including the increasingly popular moral language of caring, which I would subsume under my Second Moral Language” (p. 147).
Conclusion
No matter who we are, we are always facing dilemmas and decisions that we have to make. To make ethical decisions, we must understand the importance of the code of ethics and the Three Moral Languages. When using the Three Moral Languages correctly and relate them to the code of ethics, ethical decisions can be made and supported.
References
CAPRW. (2006). Employee handbook. Retrieved from https://secure.benergy.com/2GContent/pdfs/CustomResources/0_39066_288883.pdf
Dewey, J. (1975). Moral principles in education. Carbondale, IL: Southern Illinois University Press.
Head Start (n.d.). Policy and regulation. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/standards
Feeny, S., & Freeman, N. (2013). Ethics and the early childhood educator: Using the NAEYC code. Washington, DC: NAEYC.
Nash, R. J. (2002). Real world ethics. (2nd ed.). New York, NY: Teacher’s College Press
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