Ethical Analysis Paper

In an educators’ training program, students begin to embrace the profound opportunities and complexities characteristic of the teaching profession. The ethical aspect of situations introduces learners to the “how should” aspect of the teaching profession. This is essential as many potential questions surpass the “how-to” knowledge body inherent in the teaching profession.

Ethical Analysis Paper

Ethics is a system designed to assist one in thinking based on principles of how one should think and act in a particular situation. When one adopts the goal of achieving excellence in their reasoning and moral abilities, they commence the life-long career process of ethics acculturation. This process enables the professional teacher to practice with an increased understanding level that goes beyond the scientific and moves towards a whole and complete understanding of the existence of humans.

As an educator, one will face several situations saturated with moral consequences, in which one will want to do what is right. However, analyzing what is right or wrong in a particular case can be particularly challenging, causing anxiety, stress, and fear of causing potential harm from wrong decisions, ultimately leading to indecisiveness. This would leave most problems unsolved, allowing other issues to erupt. In turn, this would translate into moral irresponsibility, an aspect that all professionals should avoid. Therefore, one should make conscious and deliberate efforts to cultivate the element of moral responsibility.

Eshleman (2019) states that a person is morally responsible when they exercise their capacities and powers in a manner that results in the right behaviors. This paper analyzes elements of ethical analysis one can use in making formal decisions to guide protocols. Wagner et al. (2018) outline the elements of ethical analysis, admitting that applying each of the outlined elements does not necessarily guarantee a morally ethical decision but ensures one has been thoroughly responsible.

The Elements of Ethical Analysis

According to Wagner et al. (2018), the first element in making an ethical analysis should be to give due attention to the relevant arguments in favor or against a particular action. In this element, one should critically analyze how each stakeholder in that situation will be affected by the potential decisions. This necessitates that a moral agent possesses a particular imagination and experience capacity.

The imaginative power enables one to transcend the confines of the present moment and span from the past to the prospective (Andrews-Hanna & Grilli, 2021). Therefore, possessing an imaginative recall enables the moral agent to develop the correct range of inquiry (Wagner et al., 2018). Furthermore, the moral agent must be cautious not to employ deceptive reasoning forms. Using this element correctly and carefully, the educator would be able to make the correct and morally responsible decisions in the face of an ethical situation.

The second ethical analysis element involves paying attention to all the relevant and verifiable information. Here, the moral agent must review empirical information available to help solve the present situation. The decision-maker must be knowledgeable in identifying research studies describing the problems. However, the moral agent must be aware of their limitations in making observations and inherent limitations in the methods used to collect the scientific data. This ensures that the moral agent utilizes credible, valid, and reliable scientific resources, ensuring they borrow the correct thought processes and reasoning skills to make morally responsible ethical decisions.

The third element of ethical analysis states that a moral decision-maker must appropriately use moral terms. It implies that the moral decision-maker must skillfully use moral language. For instance, “being fair” does not necessarily mean treating everyone the same. In some cases, the most unfair thing would be to treat all the people equally or the same. Therefore, the moral agent must define the moral terms per the present scenario. This would assist the educator in making the correct formal decision theory in the face of a scenario with an ethical dilemma.

Another element of ethical analysis is the correct use of logical operators in moral thinking. These are terms such as “if,” “thus,” “therefore,” “consequently,” “ought,” and “then.” Using these terms in making conclusions denotes sufficient reasons that have been presented, compelling the involved parties to be contented with the proposed decisions or suggestions to deal with the ethical situation (Wagner et al., 2018).

For instance, “If we were to work with the first option, party A would have been oppressed while part B would go home feeling contented. However, if we explore and use the second option, both parties, A and B, will go home happy, ending in a win-win situation. Therefore, for the best interest of everyone involved in this case, let us use the second option to settle this case.”

In making an ethical analysis, the moral agent must ensure that political ambitions and effectiveness do not control the agent in reasoning morally. This element reminds the moral agent always to figure out what is ethically correct without worrying about causing social inconveniences or offending others.

The goal should be to make a decision that portrays a morally responsible individual who conforms to the laws and rules of the land. Guided by this element, the educator can make decisions that may seem difficult or unpleasant but are the most appropriate to the situation at hand.

The other element states that one must review and ascertain whether the social and legal conventions of wisdom can be used with the matter being handled. This means that one must examine what the state codes of educator ethics state, figure out why they exist, and for how long they have been in operation. One must be careful not to break the code of ethics provisions. Additionally, seeking guidance from the educator code of ethics would assist one to be more morally responsible and settle for the correct decisions for daily and strategic professional practice.

Lastly, the last element states that a true professional must be willing to take on special moral tasks. A professional must be willing to look beyond the code of ethics and ask themselves what the most dedicated professional would do in such a situation. One must also look at all the elements, advantages, and disadvantages of each argument and how each party will likely be affected by the decisions made.

Conclusion

Teaching is a noble and honorable profession. We have all undergone through the hands of an educator. The teacher is faced with unique challenges, some causing considerable ethical dilemmas and distress. To face these challenges, the paper has outlined elements of ethical analysis that, if used, assist teachers in making formal decisions that guide protocols for their daily professional practice. This makes them better professionals who continue to guide and inspire learners.

References

  • Andrews-Hanna, J. R., & Grilli, M. D. (2021). Mapping the Imaginative Mind: Charting New Paths Forward. Current Directions in Psychological Science, 30(1), 82–89. https://doi.org/10.1177/0963721420980753
  • Eshleman, A. (2019). Moral Responsibility (Stanford Encyclopedia of Philosophy). Stanford.edu. https://plato.stanford.edu/entries/moral-responsibility/
  • Wagner, P. A., Johnson, D. D., Fair, F., & Fasko, D. (2018). Thinking ahead: Engaging all teachers in critical thinking. Rowman & Littlefield.

Ethical Analysis Paper Instructions

Assessment Description
The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on \"Case Study: End of Life Decisions,\" the Christian worldview, and the worldview questions presented in the required topic Resources you will complete an ethical analysis of George\'s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
Given the above, what options would be morally justified in the Christian worldview for George and why?
Based on your worldview, what decision would you make if you were in George\'s situation?
Remember to support your responses with the topic Resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.