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CHAPTER 4
Becoming an Ethical
Professional
Declining Morality?
1. We have eliminated many of the opportunities for
the teaching of morals.
2. The community is not a cohesive force any longer.
3. The authority of religion is not as pervasive as it
once was.
4. The family is weakening as a force of socialization.
5. Educators have abdicated their responsibility for
moral instruction in favor of scientific neutrality.
U.S.
Leaders
Acting
Unethically
• John Edwards, potential
presidential nominee
• Eliot Spitzer – Former
New York governor, district
attorney, and attorney
general
How Does One Become
a Good Person?
Deterministic
• Biology
• Psychology
• Sociology
• Criminology
Free Will/Agency
• Religion
• Philosophy
Fields of study seek to answer this question with free will
acknowledged to greater or lesser degrees.
Why do People Act Unethically?
• Does biology play a role?
- Nature?
• Is modeling and/or reinforcement lacking?
- Nurture?
• Does it have to do with moral development?
• Could it be a combination of things?
Theories of Moral
Development
BIOLOGICAL FACTORS
Behavior depends on an individual’s biological predispositions.
LEARNING THEORIES
Behavior depends on the rewards an individual has received.
DEVELOPMENTAL THEORIES
Behavior depends on an individual’s intellectual and emotional
stage of development, which in turn depends on their
environment.
Biological Theories
Recent research suggests
individuals may be predisposed to
certain types of behavior due to the
biology of their brains.
Frontal Lobe Damage
May result in increased impulsiveness,
decreased attention span, difficulty in
logical reasoning and following
instructions, and antisocial behavior.
Cortical Limbic Network
• Structured event knowledge
• Social perceptual and functional
features
• Central motive and emotional states
Disruptions in the network can limit the ability to respond to ethical dilemmas.
Sex Differences
Inherited Trait
• Men’s brains function differently than
women’s.
• Statistically, men are more likely to be
antisocial, to have serious childhood
conduct disorders, and to commit serious
offenses.
Socio-biology
• Certain traits support the survival of the species
• Moral “senses”: sympathy, fairness, self-control,
and duty
• Individual inheritance or group selection
(evolution)
• Morality seems to lie in the inferior parietal lobe
(rationality) but also in the “emotion” center of the
brain (amygdala)
Learning Theories
Modeling
 Imitating the behavior of
others
 Parents and other
adults provide role
models for children
through their behavior
Premise: All human behavior is learned; therefore,
ethics is a function of learning rather than reasoning.
Reinforcement
• A behavior that is rewarded
will be repeated
• After enough reinforcement,
the behavior becomes
permanent
• The individual develops values
consistent with the behavior
(cognitive dissonance)
Bandura: “Selective
Disengagement”
or Moral Restructuring
Moral justification: Appeal to a higher end (e.g., terrorists who are fighting
for a cause).
Euphemistic labeling: Downplaying the seriousness of actions (e.g.,
“collateral damage”).
Advantageous comparison: Act isn’t as bad as some others (e.g., “What
was done at Abu Ghraib wasn’t as bad as what the insurgents did who cut
off the heads of civilian contractors.”).
Displacement of responsibility: Denies culpability (e.g., “I was only
following orders.”)
Diffusion of responsibility: Mob actions
Distortion of the consequences: Misidentifying the consequences of
one’s actions (e.g., CEO who gives the order to pollute merely requests that
the problem be “taken care of”).
Dehumanization: Process to strip the victim of any qualities of similarity
that may create sympathy (e.g., the use of terms such as gooks, slant-eyes,
pigs, wetbacks).
Developmental Theories
1. They involve qualitative differences in modes of thinking,
as opposed to quantitative differences.
2. Each stage forms a structured whole; cognitive
development and moral growth are integrated.
3. Stages form an invariant sequence; no one bypasses any
stage, and not all people develop to the higher stages.
4. Stages are hierarchical integrations.
Premise: Moral development, like physical growth, occurs in stages.
Kohlberg’s Stages of Moral
Development
Pre-Conventional Level
Approach to moral issues motivated purely by personal
interests.
Stage 1: Punishment/Obedience Orientation
Stage 2: Instrument/Relativity Orientation
Conventional Level
Approach to moral issues motivated by socialization.
Stage 3: Interpersonal Concordance Orientation.
Stage 4: Law-and-Order Orientation.
Kohlberg’s Stages of Moral
Development
Post-Conventional Level
Approach to moral issues motivated by desire to discover universal
good beyond own self or own society.
Stage 5: Social Contract Orientation
Stage 6: Universal Ethical Orientation
Post-Post-Conventional Level
Approach to moral issues moves beyond the human to a cosmic or
religious level of awareness. Kohlberg only speculated that this
stage might exist.
Stage 7: Transcendental Orientation
Corruption
at the
Border
• Between 2003 – 2010, 129 U.S.
Customs and Border Patrol agents
were arrested on corruption charges.
• Corrupt officers could earn up to $60K
per day—the equivalent to a year’s
salary
• In 2009, it was reported that some
Mexican smuggling cartels groom
their workers to apply for border patrol
jobs as a part of a long range plan to
smuggle.
• U.S. Border Patrol Agent Martha
Garnica – Arrested, convicted, and
sentenced to 20 years after trying to
recruit a fellow border agent into the
racket of protecting smugglers
Criticisms of Moral
Development Theory
• Justice/Western Bias: Stages center too much on the concept of
justice, ignoring other aspects of morality.
• Value Bias: Justice, rules, and rights are emphasized as higher
values than caring and relationships.
• Deontological Bias: The higher stages are based on deontological
assumptions about universal ethical principles.
• Rationality Bias: Emphasizes reason in moral decisions while
ignoring emotional factors.
• Gender Bias: Emphasizes traditionally “male” values and virtues.
• Belief = Action?: Difficult to link reasoning levels with moral action in
particular situations.
Factors Necessary for Moral
Growth
• Encouragement to examine situations from other points
of view
• Exposure to individuals whose thinking is a stage higher
than one’s own
• Exposure to conflicts in moral reasoning that challenge
one’s present stage
• Engagement in logical thinking, such as reasoned
argument and consideration of alternatives
• Responsibility for making moral decisions and acting on
them
• Participation in creating and maintaining a just community
Teaching Ethics (Sherman)
 Stimulate the "moral imagination" by posing difficult moral
dilemmas.
 Encourage the recognition of ethical issues beyond immediate
goals.
 Help to develop analytical skills and the tools of ethical analysis.
 Elicit a sense of moral obligation and personal responsibility.
 Explore the morality of coercion, which is intrinsic to criminal
justice.
 Help students recognize the difference between technical and
moral competence.
 Address the full range of moral issues in criminology and criminal
justice.
Jack
Abramoff
• An former U.S. lobbyist, businessman, movie
producer, & writer.
• Extensive corruption investigation that led to
his conviction and to 21 persons either
pleading or being found guilty.
• After a guilty plea in the Indian lobbying
scandal and his dealings with Sun Cruz
Casinos in January 2006, he was sentenced
to 6 years in federal prison for mail fraud,
conspiracy to bribe public officials, and tax
evasion. He served 43 months in prison and
was released in 2010.
• Wrote the book, Capitol Punishment: The
Hard Truth About Corruption From America's
Most Notorious Lobbyist.
• Since his release, he has taught ethics.
Corruption Continuum
• Indifference towards integrity.
• Ignoring obvious ethical issues.
• Creating a fear and hypocrisy
dominated culture.
• Maintaining a survival of the
fittest environment by individual
employees.
Gardner’s Cognitive Capacities
• The “disciplined mind”—the ability to focus and learn a field
of study.
• The “synthesizing mind”—the ability to integrate diverse
ideas into a coherent whole.
• The “creating mind”—the ability to recognize and solve
problems.
• The “respectful mind”—the ability to form and maintain good
relationships with other people.
• The “ethical mind”—the ability to fulfil one’s responsibilities
as a citizen and to identify with fellow humans.
How Leaders Can Foster
Ethics (Metz)
1. Establish realistic goals and objectives.
2. Provide ethical leadership (set a moral tone by
actions).
3. Establish formal written codes of ethics.
4. Provide a whistle blowing mechanism.
5. Discipline violators of ethical standards.
6. Train all personnel in ethics.
Ethical Leadership
• Strong leadership involves caring and
commitment to the organization.
• Idealistic realism: the ability of good leaders
to acknowledge and understand social realities
while avoiding the trap of cynicism.
• Ethical leaders possess vision and moral
responsibility and engage in enlightened
reasoning.
Thinking
Point
The police chief in Bell,
California was under
investigation for accepting a
salary of $457,000 per year.
Chief Randy Adam’s salary
is double that of LAPD’s
police chief Charlie Beck.
The city of 40,000 consists
of blue collar workers and
has a higher than average
poverty rate.
Ethical Choices for
Criminal Justice Professionals
• Friendship vs. institutional
(integrity/professionalism)
• Client (offender) needs vs. bureaucratic
efficiency and institutional goals.
• Personal goals or biases vs. fair and impartial
treatment of the public and the clients served.
The inappropriate use of discretion occurs when the
professional uses unethical criteria to resolve decisions.
Avoiding Cynicism and
Burnout
1. First, adopt realistic goals before
entering the profession.
2. Second, find and nurture a network of
mentors and colleagues that promotes
ethical values.
3. Third, seek self-fulfillment and personal
enrichment.

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Chapter 4

  • 1. CHAPTER 4 Becoming an Ethical Professional
  • 2. Declining Morality? 1. We have eliminated many of the opportunities for the teaching of morals. 2. The community is not a cohesive force any longer. 3. The authority of religion is not as pervasive as it once was. 4. The family is weakening as a force of socialization. 5. Educators have abdicated their responsibility for moral instruction in favor of scientific neutrality.
  • 3. U.S. Leaders Acting Unethically • John Edwards, potential presidential nominee • Eliot Spitzer – Former New York governor, district attorney, and attorney general
  • 4. How Does One Become a Good Person? Deterministic • Biology • Psychology • Sociology • Criminology Free Will/Agency • Religion • Philosophy Fields of study seek to answer this question with free will acknowledged to greater or lesser degrees.
  • 5. Why do People Act Unethically? • Does biology play a role? - Nature? • Is modeling and/or reinforcement lacking? - Nurture? • Does it have to do with moral development? • Could it be a combination of things?
  • 6. Theories of Moral Development BIOLOGICAL FACTORS Behavior depends on an individual’s biological predispositions. LEARNING THEORIES Behavior depends on the rewards an individual has received. DEVELOPMENTAL THEORIES Behavior depends on an individual’s intellectual and emotional stage of development, which in turn depends on their environment.
  • 7. Biological Theories Recent research suggests individuals may be predisposed to certain types of behavior due to the biology of their brains.
  • 8. Frontal Lobe Damage May result in increased impulsiveness, decreased attention span, difficulty in logical reasoning and following instructions, and antisocial behavior.
  • 9. Cortical Limbic Network • Structured event knowledge • Social perceptual and functional features • Central motive and emotional states Disruptions in the network can limit the ability to respond to ethical dilemmas.
  • 10. Sex Differences Inherited Trait • Men’s brains function differently than women’s. • Statistically, men are more likely to be antisocial, to have serious childhood conduct disorders, and to commit serious offenses.
  • 11. Socio-biology • Certain traits support the survival of the species • Moral “senses”: sympathy, fairness, self-control, and duty • Individual inheritance or group selection (evolution) • Morality seems to lie in the inferior parietal lobe (rationality) but also in the “emotion” center of the brain (amygdala)
  • 12. Learning Theories Modeling  Imitating the behavior of others  Parents and other adults provide role models for children through their behavior Premise: All human behavior is learned; therefore, ethics is a function of learning rather than reasoning. Reinforcement • A behavior that is rewarded will be repeated • After enough reinforcement, the behavior becomes permanent • The individual develops values consistent with the behavior (cognitive dissonance)
  • 13. Bandura: “Selective Disengagement” or Moral Restructuring Moral justification: Appeal to a higher end (e.g., terrorists who are fighting for a cause). Euphemistic labeling: Downplaying the seriousness of actions (e.g., “collateral damage”). Advantageous comparison: Act isn’t as bad as some others (e.g., “What was done at Abu Ghraib wasn’t as bad as what the insurgents did who cut off the heads of civilian contractors.”). Displacement of responsibility: Denies culpability (e.g., “I was only following orders.”) Diffusion of responsibility: Mob actions Distortion of the consequences: Misidentifying the consequences of one’s actions (e.g., CEO who gives the order to pollute merely requests that the problem be “taken care of”). Dehumanization: Process to strip the victim of any qualities of similarity that may create sympathy (e.g., the use of terms such as gooks, slant-eyes, pigs, wetbacks).
  • 14. Developmental Theories 1. They involve qualitative differences in modes of thinking, as opposed to quantitative differences. 2. Each stage forms a structured whole; cognitive development and moral growth are integrated. 3. Stages form an invariant sequence; no one bypasses any stage, and not all people develop to the higher stages. 4. Stages are hierarchical integrations. Premise: Moral development, like physical growth, occurs in stages.
  • 15. Kohlberg’s Stages of Moral Development Pre-Conventional Level Approach to moral issues motivated purely by personal interests. Stage 1: Punishment/Obedience Orientation Stage 2: Instrument/Relativity Orientation Conventional Level Approach to moral issues motivated by socialization. Stage 3: Interpersonal Concordance Orientation. Stage 4: Law-and-Order Orientation.
  • 16. Kohlberg’s Stages of Moral Development Post-Conventional Level Approach to moral issues motivated by desire to discover universal good beyond own self or own society. Stage 5: Social Contract Orientation Stage 6: Universal Ethical Orientation Post-Post-Conventional Level Approach to moral issues moves beyond the human to a cosmic or religious level of awareness. Kohlberg only speculated that this stage might exist. Stage 7: Transcendental Orientation
  • 17. Corruption at the Border • Between 2003 – 2010, 129 U.S. Customs and Border Patrol agents were arrested on corruption charges. • Corrupt officers could earn up to $60K per day—the equivalent to a year’s salary • In 2009, it was reported that some Mexican smuggling cartels groom their workers to apply for border patrol jobs as a part of a long range plan to smuggle. • U.S. Border Patrol Agent Martha Garnica – Arrested, convicted, and sentenced to 20 years after trying to recruit a fellow border agent into the racket of protecting smugglers
  • 18. Criticisms of Moral Development Theory • Justice/Western Bias: Stages center too much on the concept of justice, ignoring other aspects of morality. • Value Bias: Justice, rules, and rights are emphasized as higher values than caring and relationships. • Deontological Bias: The higher stages are based on deontological assumptions about universal ethical principles. • Rationality Bias: Emphasizes reason in moral decisions while ignoring emotional factors. • Gender Bias: Emphasizes traditionally “male” values and virtues. • Belief = Action?: Difficult to link reasoning levels with moral action in particular situations.
  • 19. Factors Necessary for Moral Growth • Encouragement to examine situations from other points of view • Exposure to individuals whose thinking is a stage higher than one’s own • Exposure to conflicts in moral reasoning that challenge one’s present stage • Engagement in logical thinking, such as reasoned argument and consideration of alternatives • Responsibility for making moral decisions and acting on them • Participation in creating and maintaining a just community
  • 20. Teaching Ethics (Sherman)  Stimulate the "moral imagination" by posing difficult moral dilemmas.  Encourage the recognition of ethical issues beyond immediate goals.  Help to develop analytical skills and the tools of ethical analysis.  Elicit a sense of moral obligation and personal responsibility.  Explore the morality of coercion, which is intrinsic to criminal justice.  Help students recognize the difference between technical and moral competence.  Address the full range of moral issues in criminology and criminal justice.
  • 21. Jack Abramoff • An former U.S. lobbyist, businessman, movie producer, & writer. • Extensive corruption investigation that led to his conviction and to 21 persons either pleading or being found guilty. • After a guilty plea in the Indian lobbying scandal and his dealings with Sun Cruz Casinos in January 2006, he was sentenced to 6 years in federal prison for mail fraud, conspiracy to bribe public officials, and tax evasion. He served 43 months in prison and was released in 2010. • Wrote the book, Capitol Punishment: The Hard Truth About Corruption From America's Most Notorious Lobbyist. • Since his release, he has taught ethics.
  • 22. Corruption Continuum • Indifference towards integrity. • Ignoring obvious ethical issues. • Creating a fear and hypocrisy dominated culture. • Maintaining a survival of the fittest environment by individual employees.
  • 23. Gardner’s Cognitive Capacities • The “disciplined mind”—the ability to focus and learn a field of study. • The “synthesizing mind”—the ability to integrate diverse ideas into a coherent whole. • The “creating mind”—the ability to recognize and solve problems. • The “respectful mind”—the ability to form and maintain good relationships with other people. • The “ethical mind”—the ability to fulfil one’s responsibilities as a citizen and to identify with fellow humans.
  • 24. How Leaders Can Foster Ethics (Metz) 1. Establish realistic goals and objectives. 2. Provide ethical leadership (set a moral tone by actions). 3. Establish formal written codes of ethics. 4. Provide a whistle blowing mechanism. 5. Discipline violators of ethical standards. 6. Train all personnel in ethics.
  • 25. Ethical Leadership • Strong leadership involves caring and commitment to the organization. • Idealistic realism: the ability of good leaders to acknowledge and understand social realities while avoiding the trap of cynicism. • Ethical leaders possess vision and moral responsibility and engage in enlightened reasoning.
  • 26. Thinking Point The police chief in Bell, California was under investigation for accepting a salary of $457,000 per year. Chief Randy Adam’s salary is double that of LAPD’s police chief Charlie Beck. The city of 40,000 consists of blue collar workers and has a higher than average poverty rate.
  • 27. Ethical Choices for Criminal Justice Professionals • Friendship vs. institutional (integrity/professionalism) • Client (offender) needs vs. bureaucratic efficiency and institutional goals. • Personal goals or biases vs. fair and impartial treatment of the public and the clients served. The inappropriate use of discretion occurs when the professional uses unethical criteria to resolve decisions.
  • 28. Avoiding Cynicism and Burnout 1. First, adopt realistic goals before entering the profession. 2. Second, find and nurture a network of mentors and colleagues that promotes ethical values. 3. Third, seek self-fulfillment and personal enrichment.

Editor's Notes

  1. John Edwards - http://www.deseretnews.com/article/765579911/John-Edwards-acquitted-on-1-count-mistrial-on-5-others.html?pg=all Accused of violating campaign laws, using campaign contributions to hide an affair and illegitimate child—all while his wife battled cancer Was acquitted in 2012 of violating campaign , but how did he fare in the court of public opinion in terms of moral turpitude? Eliot Spitzer – http://www.time.com/time/nation/article/0,8599,1721095,00.html In 2008, he quickly resigned as governor, as it was reported that Spitzer was a client of Emperors Club VIP – a prostitution club This accusation was particularly damaging, as he made cracking down on corruption a huge part of his political platform In late 2010, he emerged as a regular television personality as the host of new prime-time news discussion program—which has since been cancelled. He also taught undergraduates at the City College of New York and lectured at Harvard about ethics Class discussion – Do you find it ironic that he now teaches ethics? Were these individuals good people who made mistakes, or bad people who also did good things? Or are moral character and moral behavior much more complicated than simple dichotomies of good and bad?
  2. Phineas Gage – http://www.smithsonianmag.com/history-archaeology/Phineas-Gage-Neurosciences-Most-Famous-Patient.html Railroad worker in the early part of the 20th Century - Accident resulted in an iron spike impaling itself into his head Miraculously recovered, but changed from being a shy, soft spoken, easy going individual, to one who was quick to anger, and unpleasant, and quarrelsome The physical trauma to his brain changed his personality
  3. http://latimesblogs.latimes.com/laplaza/2010/09/corruption-customs-agents-border.html According to Kohlberg, at what level was Martha Garnica operating?
  4. http://content.usatoday.com/communities/onpolitics/post/2011/12/jack-abramoff-lobbying-kentucky-ethics-/1 Class discussion – Given his history, do you think Mr. Abramoff should be permitted to teach ethics?