This chapter discusses intellectual freedom and censorship in schools. It presents a case where a school newspaper advisor refuses to publish a fictional student article that mirrors a controversial situation at the school involving sexual themes, out of concern for how it would impact those portrayed. The student claims their right to freedom of expression. The chapter explores concepts like intellectual freedom, freedom of opinion, and the balance between freedom and protecting students. It analyzes the case through consequentialist and nonconsequentialist lenses, noting tensions between different moral theories in resolving such dilemmas.

1. The Ethics of Teaching
Kenneth A. Strike
Jonas F. Soltis

2. Code of Ethics of the
Education Profession
• Preamble: belief in the
worth/dignity of each
human, dedication to the
pursuit of truth, freedom to
teach/learn, equal
educational opportunity for
all; the code provides
something to live up to and
standards for judgement
This Photo by Unknown Author is licensed under CC BY-SA

3. Adopted by the 1975 NEA Representative
Assembly
Principle 1
• Commitment to the Student
• Stimulate Inquiry
• Encourage Acquisition of
Knowledge and Understanding
• Provide for Independent Action,
Exposure to Various Points of
View
• Protecting Students from
Embarrassment or Unjust
Treatment
Principle 2
• Commitment to the Profession
• Recognize the Direct Influence
Education has on Our Nation
• Raise Professional Standards
• Exercise Professional Judgement
• Create a Climate that Attracts
the Best and Brightest to
Education

4. What’s the Difference?
Norms
Definition:
Examples:
Morals
Definition:
Examples:
Ethics
Definition:
Examples

5. What’s the Difference?

6. What’s the Difference?
Norms
Definition:
Standards of proper or
acceptable behavior.
Examples:
Morals
Definition:
Principles of right and
wrong in behavior.
Examples:
Ethics
Definition:
Rules of behavior based on
ideas about what is morally
good and bad.
Examples:

7. What’s the Difference?
Norms
Definition:
Standards of proper or
acceptable behavior.
Examples:
It is a norm in the
classroom to listen while
others are speaking during
class discussions.
Morals
Definition:
Principles of right and
wrong in behavior.
Examples:
It is moral to help someone
in need.
Ethics
Definition:
Rules of behavior based on
ideas about what is morally
good and bad.
Examples:
Stealing is not ethical.

8. Norms, Morals, and Ethics
• Norms deal with standards of appropriate behavior. There is no
value judgement by the individual as there is with morals. Instead
society dictates what is acceptable.
• Morals involve value judgements and principles about right and
wrong behavior. They can be decided by individuals or society.
• Ethics are based upon rules of what is morally good or bad
behavior. Since ethics are rules, they are generally determined by
society.

9. Norms, Morals, and Ethics
• The terms are all similar in that they deal with right and wrong
behavior. They are different in that norms deal with societal
standards, morals involve value judgements by individuals or
society, and ethics are based upon rules (usually dictated by
society).
• Morals are the basis for the definition of ethics (rules based upon
morally good or bad behavior) and norms (appropriate behavior is
arguably, generally moral).

10. The Significance of Ethics and Ethics
Education in Everyday Life

11. Chapter 1: What is this book about?
“Develop better or worse answers to challenging
circumstances…cultivate ethical awareness…develop skills
needed to act ethically.”

12. Plagiarism Scenario
• Plagiarism: the practice of taking someone
else's work or ideas and passing them off as
one's own
• Consequences:
• Middle/High School – Failed Assignment,
Opportunity for Reassessment, Saturday
School, Detention
• College – Failed Class, Expulsion
This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY-SA

13. Let’s Go Back to the NEA Code of Ethics:
Commitment to Student & Commitment to Profession
Consequentialist
• What are the consequences of
turning this student in?
• Immediate?
• Long Term?
Nonconsequentialist
• What is my duty as a teacher
at this institution?
• What are the rules?
• Who am I obligated to?

14. More to Consider…
•How does Respect
for Persons apply
to this scenario?

15. More to Consider…
•Can we achieve
Benefit
Maximization?

16. More to Consider…
• Facts (Describe) vs.
Ethics (Prescribe)
• So with all of this
in mind, what
would you do?
What should you
do? Are they
different?
This Photo by Unknown Author is licensed under CC BY-NC-SA

17. Lying Scenario
• A student routinely
initiates fights at school
and their parent comes in
for a conference. At the
conference, the parent
displays extreme agitation
and smells of alcohol.
Fearing for the student,
the teacher lies about the
context of the fighting.
• What would you do? What
should you do?
This Photo by Unknown Author is licensed under CC BY-SA

18. Is It Ever Okay To Lie?
This Photo by Unknown Author is licensed under CC BY-NC-SA
This Photo by Unknown Author is licensed
under CC BY-SA

19. What Do You Think?
• Follow This Link To Let
Us Know When You
Think It’s Okay To Lie:
• Mentimeter Poll
• Follow This Link To Let
Us Know What You
Would Do In This
Situation:
• Padlet Response

20. Chapter 2
Punishment and Due Process

21. Code of Ethics of the
Education Profession
• The topics of this
chapter align with
ethics statements
targeting our
obligation to shield
students from harm
and avoid exposure
to embarrassment.
This Photo by Unknown Author is licensed under CC BY-SA

22. A Case to Consider
• A Chemistry Teacher receives an emergency phone call during class so he leaves
to talk.
• While the teacher is out of the room a student uses supplies from the class to
create an explosion.
• Upon hearing the explosion the teacher returns to find everyone fine but is
unable to determine who caused the explosion.
• Further inquiry led the teacher to believe someone had broken into his supplies
to complete the prank.
• Since no one confesses or reveals any information the teacher punishes the
entire class – lunch detention for the quarter and a written assignment.
This Photo by Unknown Author is licensed under CC BY-SA

23. • As a result of the group
punishment, an anonymous
note identifies the guilty
party.
• The teacher responds by
ending the group
punishment and failing the
accused student.
This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY-NC
Chemistry Case Continued

24. Dispute
What are the problems
and possibilities
associated with this
situation?
This Photo by Unknown Author is licensed under CC BY-SA

25. Concepts
• Due Process balances the power
of law of the land and protects
the individual person from it.
• Due process has also been
frequently interpreted as limiting
laws and legal proceedings so
that judges, instead of
legislators, may define and
guarantee fundamental fairness,
justice, and liberty.
• What does this look like in
schools?

26. Analysis
Consequentialist
• Have a high regard for Due
Process
• Three suggestions associated
with use of Due Process when
dealing with punishment
include: deterrence,
rehabilitation, separation
Nonconsequentialist
• Have a high regard for
retribution theory
• Includes the necessity of
determined guilt and
punishment that fits the crime
• This aligns with resect for
persons

27. Reflections on Method
• Neither view purely
works
• Not all moral dilemmas
are this complex
• Do we always have to
punish?
• Use reason and intution
This Photo by Unknown Author is licensed under CC BY-NC-ND

28. Application
Read the two case studies at the end
of Chapter 2 and respond to the
corresponding questions.
Read
Describe the case and prepare to
discuss the ethical dilemmas
present in the situation.
Describe &
Discuss
Incorporate ethics vocabulary
into your responses to
demonstrate an understanding of
the concepts covered this far.
Incorporate

29. Chapter 3
Intellectual Freedom

30. Code of Ethics of the
Education Profession
• The topics of this
chapter align with
ethics statements
targeting our
obligation to
encourage pursuit of
learning, provide
access to different
points of view, and
deliver accurate
information.
This Photo by Unknown Author is licensed under CC BY-SA

31. A Case to Consider
• The advisor for a school publication has
an especially talented writer on staff.
• An article written by the student
presents as fictional while mirroring a
controversial situation that occurred at
the school.
• To make matters worse, the situations
involves sexual themes.
• After much deliberation the advisor
refuses to publish the article because of
the impact it would have on those
portrayed.
This Photo by Unknown Author is licensed under CC BY-NC-ND

32. School News Continued
• The student was well
versed politically and
indicated that refusal to
publish would cause him
to invoke his rights, using
the judicial system if
necessary.
This Photo by Unknown Author is licensed under CC BY-SA

33. Dispute
•What are the
problems and
possibilities
associated with
this situation? This Photo by Unknown Author is licensed under CC BY-SA

34. Concepts
• Intellectual Freedom
encompasses the freedom to
hold, receive and disseminate
ideas without restriction.
• The American Library Association
(ALA) defines intellectual
freedom as "the right of every
individual to both seek and
receive information from all
points of view without
restriction.
• Freedom of Opinion is a theory
presented by John Stuart Mill
which states that exposure to
differing ideas provides an
avenue for growth.
• However, Mill does recognize that
students do not have the maturity
to express themselves without
adult guidance.
• Their freedom depends on
whether it serves their interests.

35. Analysis
Consequentialist
• Mill’s argument aligns with benefit
maximization, in that freedom serves
the greatest good to the greatest
number.
• But do we really know the
consequences?
• The exception for children opens the
door to many questions and
possibilities.
Nonconsequentialist
• Supports the central idea that people
have value because they are moral
agents.
• This supports freedom, particularly
the freedom to access information
and make a responsible choice
associated with respect for persons.
• However, the rule of universality
creates the need for a competence
exception which makes maturity a
relevant consideration.

36. Reflections on
Method
• Do we value freedom and human
growth over and above happiness?
• This debate can extend beyond
censorship and intellectual liberty
to the basic objectives of
education.
• Neither moral theory seems to
favor a resolution or choice.
• We have not resolved the
problem, but in discussing have
set the stage for intuitive and
reasonable reflection for future
ethical dilemmas.
This Photo by Unknown Author is licensed under CC BY

37. For Further Inquiry – Jigsaw Activity
Red Dry Erase Board
Read the case
summary for Bethel
v. Fraser and discuss
its relevance to this
chapter in your
group. Prepare to
share key
components with
the class.
Blue Dry Erase Board
Read the case
summary for
Hazelwood v.
Kuhlmeier and discuss
its relevance to this
chapter in your group.
Prepare to share key
components with the
class.
Black Dry Erase Board
Read the case
summary for Tinker
v. Des Moines and
discuss its relevance
to this chapter in
your group. Prepare
to share key
components with the
class.

38. Morse v.
Frederick
A local school
sponsors a trip watch
the Olympic torch as
it passes through
town.
One student does not
attend school but
does attend the
torch relay in town.
The student unfurls a
sign that says “Bong
Hits 4 Jesus” as the
torch approaches.
Seeing the sign the
school principal takes
it from the student
and suspends him.
The student
considers this a
violation of his
freedom of speech
and sues.
Using the precedents
from the previous
cases and your
understanding of
ethics, who is right?

39. Morse v. Frederick