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Moral and ethical values final

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Moral and ethical values

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Moral and ethical values final

  1. 1. 1
  2. 2. 2 Moral & Ethical Values and Character Building for Instructors
  3. 3. Sequence 3 • Moral and Ethical Values • Character Building Process • Islamic Ethical Paradigm • Code of Conduct for Professional Instructor
  4. 4. Moral and Ethical Values 4
  5. 5. 5 Morals: Morals are principles and values based on what a person or society believes are the right, proper or acceptable ways of behaving. Values: Values of a person or group are the moral principles and beliefs that they think are important in life and that they tend to live their lives by such values as guiding principles.
  6. 6. 6 • May be invisible obligations that we perceive • Ideas that are less tangible and observable • Refers to a system or a code of morality embraced by a particular person or group Ethics
  7. 7. 7 • Trustworthiness • Respect • Responsibility • Fairness • Caring • Citizenship Moral Principles or Values
  8. 8. 8 Moral Principles or Values Trustworthiness • Work with little supervision, yet seek guidance as needed. • Be honest, reliable, and ethical in all dealings. • Refuse to steal, misuse or abuse company time, property or equipment. • Refuse to lie, cheat, deceive, manipulate, exploit or take advantage of others.
  9. 9. 9 Moral Principles or Values Respect • Value and honor all people. • Respect the dignity, privacy and freedom of all. • Use good manners. Be courteous and polite. • Listen to and communicate openly with others. • Be friendly and cooperative.
  10. 10. 10 Moral Principles or Values Responsibility • Show initiative. Pay attention to detail. Pursue excellence. • Be loyal. • Strive to improve abilities, learn new skills and take on broader responsibilities. • Be accountable. Fulfill commitments, persevere and get the job done.
  11. 11. 11 Fairness • Listen. Know your job. Communicate honestly. • Consider all stakeholders and the possible short- and long-term consequences of decisions. • Be free of bias, just, without favoritism or prejudice. • Use tact and courtesy. • Share knowledge, ideas and skills with others. Moral Principles or Values
  12. 12. 12 Caring • Strive for harmonious, mutually beneficial relationships. • Show kindness and sensitivity to the feelings of others. • Express gratitude. • Show personal concern for others. • Take time to help others. • Be kind. Be kind. Be kind. Moral Principles or Values
  13. 13. 13 Citizenship • Understand and contribute to the organization. • Take care of equipment and resources. • Pursue life-long learning. Volunteer without expectation of recognition or reward. Be a role model and mentor to new employees. Moral Principles or Values
  14. 14. Character Building Process 14
  15. 15. 15 Character is like a tree and reputation like its shadow. The shadow is what we think of it; the tree is the real thing.
  16. 16. 16 What is Character? The inherent complex of attributes that determine a persons moral and ethical actions and reactions.
  17. 17. 17 Who Cares About Character? • The Age of Accountability • The Importance of Family Values PEOPLE ARE ALWAYS WATCHING!!!
  18. 18. 18 Impacting Moral & Character Development Four major questions need to be addressed when focusing on character development: 1. What is good character? 2. What causes or prevents good character? 3. How can good character be measured ? 4. How can good character best be developed?
  19. 19. 19 Impacting Moral & Character Development 1. What is good character? Personal • Honest and truthful • Autonomous • Responsible • Self-management and self-discipline • Courageous • Integrity
  20. 20. 20 1. What is good character? Social • Sociable • Benevolent • Compassionate • Courteous • Trustworthy Impacting Moral & Character Development
  21. 21. 21 2. What causes or prevents good character? Impacting Moral & Character Development • Heredity • Early childhood experience • Modeling by important adults & older youth • Peer influence • General physical and social environment • Communications media • Content taught in the Institution, etc. • Specific situations and roles
  22. 22. 22 3. How can good character be measured ? • Cognitive knowledge • Age appropriate cognitive and moral development. • Values expressed • Commitments expressed • Written plans • Personal and social overt behavior Impacting Moral & Character Development
  23. 23. 23 4. How can good character best be developed? Effective communication and shared values among families, organization, religious organizations, and communities. Impacting Moral & Character Development
  24. 24. 24 • Everything that happens to us happens in purpose. And sometimes, one thing leads to another. • Instead of locking yourself up in your cage of fears and crying over past heartaches, embarrassment and failures, treat them as your teachers and they will become your tools in both self- improvement and success. Building a strong character…
  25. 25. 25 when does self-improvement become synonymous with success? Building a strong character… • Stop thinking and feeling as if you’re a failure, because you’re not. How can others accept you if YOU can’t accept YOU? • When you see hunks and models on TV, think more on self improvement, not self pitying. Self-acceptance is not just about having nice slender legs, or great abs. Concentrate on inner beauty.
  26. 26. 26 Building a strong character… • When people feel so down and low about themselves, help them move up. Don’t go down with them. They’ll pull you down further and both of you will end up feeling inferior. • The world is a large room for lessons, not mistakes. Don’t feel stupid and doomed forever just because you failed on a science quiz. There’s always a next time. Make rooms for self-improvement.
  27. 27. 27 Building a strong character… • Take things one at a time. You don’t expect black sheep’s to be goody two-shoes in just a snap of a finger. Self-improvement is a one day at a time process. • Self-improvement results to inner stability, personality development and SUCCESS. It comes from self- confidence, self appreciation and self esteem.
  28. 28. 28 Building a strong character… • Set meaningful and achievable goals. It hopes and aims to result to an improved and better YOU. • Little things mean BIG to other people. When we’re being appreciative about beautiful things around us and other people, we also become beautiful to them.
  29. 29. 29
  30. 30. Islamic Ethical Paradigm 30
  31. 31. 31 The essence of the Qur’an lies in its holistic ethics in practice “And you are certainly on the most exalted standard of moral excellence.” (al-Qalam 68:4) The mission of the Prophet (sallalahu alayhay wasaallum) was to present through his behavior an inimitable ethical model.
  32. 32. 32 Prophet’s Role Model “Surely you have in the Messenger of Allah a good example.” (al-Ahzab 33:21) The ethical model of the Prophet sallalahu alayhay wasallam is historic, comprehensive, contemporary, practical and simple.
  33. 33. 33 Islamic Universal Ethical Values Protection of Property (mal) Protection and Dignity of Gene and Genealogy (nasl) Preservation of Religio-Cultural Freedom (din) Protection of Reason (‘aql) Protection and Promotion of Life (nafs) Equity, Justice, Fairness (‘adl) Unity in Life and Cosmos (tawhid)
  34. 34. 34 Adl ‘Adl is one of the core teachings of Islam. It is also a major attribute of the Creator and Sustainer, Allah subhanahu wa taala. It is a desirable behavioral quality to be reflected in the attitude of all believers and in their behavior toward their Rabb, toward universe, toward their own self, and others.
  35. 35. 35 ‘Adl as a comprehensive Qur’anic term refers to: • Balance and Harmony • Impartiality • Equity and justice • No-discrimination • Fair and just social conduct • Ethical and moral responsibility • It is essentially an Applied Ethical Principle
  36. 36. 36 Islamic ethical paradigm- Foundational Values • Sincerity or ikhlas • Honesty or amanah • Observance of justice or ‘adl • Ethical and moral conduct or taqwa • Humanity and humbleness or insaniyat • Respect of faith and culture of others or din • Development of excellence or ehsan, virtue or birr and self-purification (tazkiyah)
  37. 37. 37 Personal Conduct: Right Intention “Action (deeds) are judged on intentions; a person will get what he intends for. Those whoso migrate for Allah and His messenger, his migration shall be counted fro Allah and His messenger; and whoso migrates for material gains or for marrying a woman, his migration will be for that purpose” Reported by Umar bin al-Khattab, Sahih Al Bukhari,Kitab ul Wahi, Hadees # 1, Published by Markazi Jamiat Ahle hadith Hind, 2004 “Allah does not look at your faces and wealth, but He notices your hearts (qulub) and action (A’mal)” Reported by Abu Huraira, Sahih Al Muslim, Bab tehreem zulm ul Muslim, Hadith # 1986, Published by Dar ehya al-turaas ul arabi Al bairut
  38. 38. 38 Ahd Anas says “Very seldom the Messenger of Allah (p.b.u.h) addressed us and did not say “He who destroys trust (amanah) has no Iman and he who does not keep his promise (‘Ahd) has no din” Mishkat Al Masabeeh , Hadith # 35, Al Maktab ul Islami berut, 1985
  39. 39. 39 Ethical Professional Conduct: Halal & Haram The Messenger of Allah (pbuh) said “No one even ate a better food than the one who earned it with his own hand, and the apostle of Allah. Dawud used to eat from what he earned with his own hand” Reported by Maqdad bin Ma’dikarb in Sahih of Bukhari
  40. 40. Code of Conduct for Professional Instructor 40
  41. 41. 41 COMMON SENSE AND PROFESSIONAL JUDGMENT TO AVOID COMPLICATIONS IN TRAINING “By virtue of their leadership capacity, instructors are traditionally held to a high moral standard in a community.”
  42. 42. 42 CODE OF ETHICS • The instructor primary professional concern will always be the student and the development of the student’s potential. • The instructor strives to achieve and sustain the highest degree of ethical conduct.
  43. 43. 43 PRINCIPLES OF PROFESSIONAL CONDUCT OBLIGATIONS TO THE PUBLIC The instructor will: DISTINGUISH between personal views and the views of the institution with which the instructor is affiliated REFUSE TO ACCEPT gifts or favors which will influence professional judgment AVOID using his/her professional position for personal gain or advantage
  44. 44. 44 PRINCIPLES OF PROFESSIONAL CONDUCT OBLIGATIONS TO THE STUDENT The instructor will: COMMIT to academic openness, fairness, honesty, and objectivity to students and the learning material AVOID harassment of, embarrassment of, or discrimination against students
  45. 45. 45 PRINCIPLES OF PROFESSIONAL CONDUCT OBLIGATIONS TO THE PROFESSION The instructor will: RESPECT and be fair to colleagues REPORT alleged violations of institutional policies and rules by other instructors AVOID misrepresenting qualifications or assisting unqualified personnel to gain or continue employment in the profession
  46. 46. 46 INTERACTION WITH STUDENTS • Maintain a professional barrier between you and students. • Keep the classroom door open when talking with students. • Refer students to the appropriate resource person for counseling and/or discussions about personal matters. • Do NOT flirt with students. • Do NOT discuss your personal life or personal matters with students. Do NOT discuss your dates, spouse, friends or personal problems with students. • When transporting students, coordinate transportation ahead of time, and use mass transportation, if possible. If you must transport a student in your vehicle, ask a co- worker to accompany you.
  47. 47. 47 INTERACTION WITH STUDENTS • Keep your hands and other parts of your body to yourself. • Use verbal praise and reinforcement. • Do NOT socialize with students. If you chaperon a field trip, put your responsibilities in writing. Do NOT take trainees home with you. • Do NOT make telephone calls or write notes of a personal nature to trainees. • Do NOT harass trainees; respect their differences. What you intent as humor may, in fact, be cultural bias or harassment.
  48. 48. 48 FINANCIAL MANAGEMENT • Know the laws, institutional policies, and governing rules - and follow them. Know your rights • Know your policies and Government laws regarding collecting money, purchasing materials and equipment – and follow them. Work in pairs when collecting large amounts of money.
  49. 49. 49 REPUTATION IN THE COMMUNITY • Keep your co-workers and supervisors informed; work and communicate as a team; plan and teach together. • Dress and act appropriately and professionally. You are a role model in the community . • Use common sense and good judgment. Ask yourself if your comments or actions could be taken out of context and/or misinterpreted. • Avoid putting yourself in a position where it’s your word against another person’s word. • Maintain a professional reputation in the community.
  50. 50. 50 GUIDELINES AND COMMON SENSE • You are held to a higher moral standard than other professionals because of your role in training rescuers. • Your are held accountable for your private life, as well as your public life. • Keep in mind that relatively few instructors ever commit violations. • Arm yourself with knowledge to avoid violation of standards and don’t become one of the statistics. • Use common sense and rational judgment to avoid problems.
  51. 51. That the best class room in the world in at the feet of an elderly person Andy Rooney
  52. 52. 52
  53. 53. Thanks 53

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