I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
Ethical issues for administrators power point session 3.bb.fa2017brucemiller9901
I understand the importance of considering other points of view.
I understand the importance that countering opinions are OK and may even be helpful.
I can define the principle of ends-based thinking and can apply it to ethical dilemmas.
I can define the principle of care-based thinking and can apply it to ethical dilemmas.
I can define the principle of rule-based thinking and can apply it to ethical dilemmas.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
This document discusses the balance between individual freedom and the public interest. It explores how to differentiate between public and private matters, and how to find a balance between various interests and their possible effects. It also examines the differences between facts, morals, and values, and how moral principles can create duties and obligations.
SMUMN Ethical Issues for Administrators-Session 2bruce.miller
The document discusses how culture, values, and leadership are interrelated. It explains that a school's culture is defined by the values and norms that have developed over time. Values shape how leaders make decisions and handle conflict. Effective leaders align their values with those of their community and focus on developing others. Making ethical decisions requires considering multiple perspectives and principles.
Ethics issues for administrators power point session #5.bb.fa17brucemiller9901
I understand the rules based resolution principle.
I can apply the rules based resolution principle
I understand the idea of considering relevant criteria in making decisions.
I understand the pros and cons of each of the three resolution principles…ends-based, care-based and rules based.
Ethical issues for administrators power point session 1.2017.1bruce.miller
Here are the key points from Carol Gilligan's study:
- Gilligan conducted interviews with 72 boys and girls aged 6-16 years old.
- She found that boys tended to focus more on rules, rights, and formal structures in their moral reasoning.
- Girls, on the other hand, emphasized interpersonal relationships, compassion, and care in their moral reasoning.
- Gilligan argued this showed that morality incorporates both an ethics of justice (rules and rights) and an ethics of care (compassion and responsibility in relationships).
SMUMN Ethical Issues for Administrators-Session 1bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session 3.bb.fa2017brucemiller9901
I understand the importance of considering other points of view.
I understand the importance that countering opinions are OK and may even be helpful.
I can define the principle of ends-based thinking and can apply it to ethical dilemmas.
I can define the principle of care-based thinking and can apply it to ethical dilemmas.
I can define the principle of rule-based thinking and can apply it to ethical dilemmas.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical issues for administrators power point session#4.bb.fa17brucemiller9901
This document discusses the balance between individual freedom and the public interest. It explores how to differentiate between public and private matters, and how to find a balance between various interests and their possible effects. It also examines the differences between facts, morals, and values, and how moral principles can create duties and obligations.
SMUMN Ethical Issues for Administrators-Session 2bruce.miller
The document discusses how culture, values, and leadership are interrelated. It explains that a school's culture is defined by the values and norms that have developed over time. Values shape how leaders make decisions and handle conflict. Effective leaders align their values with those of their community and focus on developing others. Making ethical decisions requires considering multiple perspectives and principles.
Ethics issues for administrators power point session #5.bb.fa17brucemiller9901
I understand the rules based resolution principle.
I can apply the rules based resolution principle
I understand the idea of considering relevant criteria in making decisions.
I understand the pros and cons of each of the three resolution principles…ends-based, care-based and rules based.
Ethical issues for administrators power point session 1.2017.1bruce.miller
Here are the key points from Carol Gilligan's study:
- Gilligan conducted interviews with 72 boys and girls aged 6-16 years old.
- She found that boys tended to focus more on rules, rights, and formal structures in their moral reasoning.
- Girls, on the other hand, emphasized interpersonal relationships, compassion, and care in their moral reasoning.
- Gilligan argued this showed that morality incorporates both an ethics of justice (rules and rights) and an ethics of care (compassion and responsibility in relationships).
SMUMN Ethical Issues for Administrators-Session 1bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethics issues for administrators power point session #8.bb.fa17bruce.miller
I can summarize a framework of making difficult decisions.
I can apply resolution principles that validate all members of our learning community.
I understand the influence of democracy, community, and educational professionalism in the role of learning for students.
Ethics issues for administrators power point session #8brucemiller9901
The document discusses several key topics:
1) It examines how educational opportunities should allow students to pursue their own identities and conceptions of what is good for them.
2) It emphasizes the importance of open dialogue and debate, as well as recognizing there may be multiple truths.
3) It argues that educational opportunities should both celebrate shared identities but also acknowledge and respect differences among students.
Kidder's Ethical Decision Making CheckpointsSindi Holman
Rushworth Kidder was a professor and author who founded the Institute for Global Ethics. He wrote extensively on ethics and moral decision-making. In his book "How Good People Make Tough Choices", Kidder outlines a 9-step process for making ethical decisions that involves recognizing an ethical issue, determining responsibilities, gathering facts, evaluating options based on consequences and duties, considering multiple perspectives, making a decision, and reflecting on the outcome. This process aims to help decision-makers navigate complex ethical dilemmas by considering impacts on all stakeholders and finding solutions that balance competing interests.
The document provides an introduction to morality. It discusses how morality relates to judging right from wrong and choosing to do right. It explains that morality comes from various sources, including family, friends, religion, society, emotions, and personal values. Moral behavior can depend on consequences, emotions, situations, rules, authority, customs, and conscience. The document provides examples of moral, immoral, and amoral people and discusses making moral decisions through considering facts, options, advice, values, and prayer. It emphasizes that morality matters for healthy relationships and society.
This document discusses character development and defines character. It examines character from psychological perspectives and lists its key components. Character is determined by personal and social factors and includes traits like honesty, integrity, fairness, responsibility, compassion, and respect. The document outlines several frameworks for character, such as the six pillars of character and provides strategies for developing character, such as defining ethical behavior, modeling appropriate behaviors, and building moral reasoning skills.
Carol Gilligan critiques Lawrence Kohlberg's theory of moral development for being based only on male subjects and experience. She argues moral reasoning incorporates both an ethic of care that values relationships and responsibility, as well as an ethic of justice focused on rules and fairness. Care ethics evaluates situations based on understanding individuals and finding resolutions with minimal harm. It emphasizes intelligence, empathy, and sensitivity over detached judgment. While Gilligan's claims of gender differences are debated, care ethics highlights important relational values in moral life.
1. The document discusses the ethics of care approach to moral decision making and compares it to the justice-based approach. It analyzes the Heinz dilemma using both approaches.
2. It summarizes Carol Gilligan's research challenging Lawrence Kohlberg's theory of moral development, finding that women tend to use a care-based approach while men use justice.
3. The ethics of care prioritizes relationships and responsibility to others over impartial duties and rules. It emphasizes compassion, attentiveness, and nurturing relationships.
The document discusses several theories of mate selection:
1) Propinquity Theory - We marry people we already know through places like work, school, church etc.
2) Exchange Theory - We evaluate our worth and find a partner with similar worth, exchanging qualities like looks for money.
3) Complimentary Needs Theory - We find partners who fulfill our needs, like dominant people finding submissive partners.
4) Time and Place Theory - Fate determines who we marry at the right time and place. Most people date 4+ years before marriage.
The document discusses theories of how values and character develop. It describes:
1. Piaget's theory of moral development which includes three stages - moral realism, morality of reciprocity, and mature adult thinking.
2. Kohlberg's theory of moral development which includes six stages across three levels of development.
3. Some basic values that are discussed like respect, kindness, trustworthiness, caring, fairness, responsibility, integrity, and determination.
This document outlines the vision, mission and aims of the Mindful Leadership Foundation, which seeks to develop and support prosocial leadership around the world. A prosocial leader is defined as someone who leads, lives and acts for the welfare of others and the world. The foundation's vision is for a compassionate, equitable and sustainable world, and its mission is to nurture prosocial leaders through programs, research, and developing a global network of individuals committed to creating positive change. It discusses the need for prosocial leadership given current global challenges and outlines several potential research areas, projects and services to help achieve its goals.
This document discusses moral values and character building. It defines morals and values, and lists key moral principles including trustworthiness, respect, responsibility, fairness, caring, and citizenship. It then provides descriptions and examples of each principle. The document discusses the importance of character, what constitutes good character, and factors that influence character development. It also outlines approaches for measuring and developing good character, including effective communication between families, schools, and communities regarding shared values. Overall, the document provides an overview of moral values and principles, what constitutes strong character, and how character can be built in individuals.
1) Relationships are formed through social and demographic similarity, shared attitudes and beliefs, and complementary needs between partners. Long-term relationships are more likely when couples are similar early on.
2) Relationship maintenance is explained by social exchange theory and equity theory, which posit that individuals seek fair, balanced relationships where costs and benefits are evenly distributed.
3) Relationships break down when dissatisfaction and problems are not resolved through negotiation between partners. Breakups tend to occur in stages as dissatisfaction increases and solutions are not found.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
This document discusses values and ethics. It defines values as ideas and beliefs that guide our actions and identities. Moral values concern right vs wrong for oneself, while aesthetic and performance values are personal standards of beauty and achievement. Values can be intrinsic ends or instrumental means to reach goals. The document suggests assessing one's values to ensure they will help with college success and life. It discusses forging values of participation, integrity and service. Challenges to values like new perspectives or conflicts are addressed. Changing societal values are noted. Self-reflection on one's important values over 28 days is proposed.
1. Morals are generally taught by society and relate to groups, while values come from within individuals and are personal principles.
2. Morals motivate good behavior and are deep-seated, whereas values can change with time and circumstances.
3. Ethics are codes or rules set by groups, focusing on duties, while values are individual beliefs about what is good or desirable.
Some Guidelines for Working in Groups on Sensitive Topics: The Homicides of B...Jane Gilgun
The recent grand jury decisions not to indict the homicides of black men by while police officers have created a nation-wide storm of concern and protests. This powerpoint provides some guidelines for doing group work with people who share these concerns. The ideas in the presentation are meant to stimulate creativity and action.
This document discusses ethics in school leadership and provides tools for ethical decision making. It introduces four paradigms for resolving ethical dilemmas: justice, critique, care, and profession. School leaders are encouraged to use a multiple paradigm approach and consider issues from different perspectives. The document also presents several ethical dilemmas school leaders may face and prompts discussion of how to address them using an ethical framework. Leaders are advised to reflect on their ethical strengths and develop ethical awareness.
The document discusses the importance of moral and ethical values in life. It argues that practicing values like truth, righteousness, non-violence and love can help lead to freedom, peace, equality and fulfillment, while a lack of values is associated with issues like inequality, corruption and crime. It provides examples of positive values like commitment, honesty and humility that people should adopt to improve their character and quality of life. The document encourages living according to values like treating others well and doing one's duties to find greater happiness.
The document summarizes the similarity-attraction theory of interpersonal attraction. The theory proposes that people are attracted to others who are similar to them across various dimensions such as attitudes, personality traits, physical characteristics, social backgrounds, intelligence, and education. Several researchers identified different dimensions of similarity that can drive attraction between individuals. The similarity-attraction theory explains why humans interact and form relationships. However, some criticism argues that attitude similarity alone does not necessarily cause interpersonal attraction. The theory is widely applied across various fields like social psychology, marketing, and political science to understand relationship formation.
Lisa received a large donation to fund a free clinic from an executive who was later arrested for fraud. She must now decide whether to keep the money despite its questionable source. While the clinic would help the community, accepting ill-gotten funds could enable criminal behavior and damage Lisa's integrity. Lisa should consider returning the money to avoid ethical issues, as the ends do not always justify the means.
Ethical issues for administrators power point session 2.2018.bbbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
The document provides an overview of human values and ethics towards performance improvement. It discusses several key topics:
- The objectives of ensuring happiness and prosperity for human beings based on an understanding of human reality.
- What constitutes "good" and how to make each day joyful by connecting with others and contributing value.
- Common limiting beliefs people hold about their abilities and how these are formed from a young age.
- The differences between moral values defined by higher authorities versus other types of values.
- How ethics deals with questions of right and wrong actions based on one's values or moral principles.
- The importance of having a clear purpose, values, mission and culture to guide an organization
Ethics issues for administrators power point session #8.bb.fa17bruce.miller
I can summarize a framework of making difficult decisions.
I can apply resolution principles that validate all members of our learning community.
I understand the influence of democracy, community, and educational professionalism in the role of learning for students.
Ethics issues for administrators power point session #8brucemiller9901
The document discusses several key topics:
1) It examines how educational opportunities should allow students to pursue their own identities and conceptions of what is good for them.
2) It emphasizes the importance of open dialogue and debate, as well as recognizing there may be multiple truths.
3) It argues that educational opportunities should both celebrate shared identities but also acknowledge and respect differences among students.
Kidder's Ethical Decision Making CheckpointsSindi Holman
Rushworth Kidder was a professor and author who founded the Institute for Global Ethics. He wrote extensively on ethics and moral decision-making. In his book "How Good People Make Tough Choices", Kidder outlines a 9-step process for making ethical decisions that involves recognizing an ethical issue, determining responsibilities, gathering facts, evaluating options based on consequences and duties, considering multiple perspectives, making a decision, and reflecting on the outcome. This process aims to help decision-makers navigate complex ethical dilemmas by considering impacts on all stakeholders and finding solutions that balance competing interests.
The document provides an introduction to morality. It discusses how morality relates to judging right from wrong and choosing to do right. It explains that morality comes from various sources, including family, friends, religion, society, emotions, and personal values. Moral behavior can depend on consequences, emotions, situations, rules, authority, customs, and conscience. The document provides examples of moral, immoral, and amoral people and discusses making moral decisions through considering facts, options, advice, values, and prayer. It emphasizes that morality matters for healthy relationships and society.
This document discusses character development and defines character. It examines character from psychological perspectives and lists its key components. Character is determined by personal and social factors and includes traits like honesty, integrity, fairness, responsibility, compassion, and respect. The document outlines several frameworks for character, such as the six pillars of character and provides strategies for developing character, such as defining ethical behavior, modeling appropriate behaviors, and building moral reasoning skills.
Carol Gilligan critiques Lawrence Kohlberg's theory of moral development for being based only on male subjects and experience. She argues moral reasoning incorporates both an ethic of care that values relationships and responsibility, as well as an ethic of justice focused on rules and fairness. Care ethics evaluates situations based on understanding individuals and finding resolutions with minimal harm. It emphasizes intelligence, empathy, and sensitivity over detached judgment. While Gilligan's claims of gender differences are debated, care ethics highlights important relational values in moral life.
1. The document discusses the ethics of care approach to moral decision making and compares it to the justice-based approach. It analyzes the Heinz dilemma using both approaches.
2. It summarizes Carol Gilligan's research challenging Lawrence Kohlberg's theory of moral development, finding that women tend to use a care-based approach while men use justice.
3. The ethics of care prioritizes relationships and responsibility to others over impartial duties and rules. It emphasizes compassion, attentiveness, and nurturing relationships.
The document discusses several theories of mate selection:
1) Propinquity Theory - We marry people we already know through places like work, school, church etc.
2) Exchange Theory - We evaluate our worth and find a partner with similar worth, exchanging qualities like looks for money.
3) Complimentary Needs Theory - We find partners who fulfill our needs, like dominant people finding submissive partners.
4) Time and Place Theory - Fate determines who we marry at the right time and place. Most people date 4+ years before marriage.
The document discusses theories of how values and character develop. It describes:
1. Piaget's theory of moral development which includes three stages - moral realism, morality of reciprocity, and mature adult thinking.
2. Kohlberg's theory of moral development which includes six stages across three levels of development.
3. Some basic values that are discussed like respect, kindness, trustworthiness, caring, fairness, responsibility, integrity, and determination.
This document outlines the vision, mission and aims of the Mindful Leadership Foundation, which seeks to develop and support prosocial leadership around the world. A prosocial leader is defined as someone who leads, lives and acts for the welfare of others and the world. The foundation's vision is for a compassionate, equitable and sustainable world, and its mission is to nurture prosocial leaders through programs, research, and developing a global network of individuals committed to creating positive change. It discusses the need for prosocial leadership given current global challenges and outlines several potential research areas, projects and services to help achieve its goals.
This document discusses moral values and character building. It defines morals and values, and lists key moral principles including trustworthiness, respect, responsibility, fairness, caring, and citizenship. It then provides descriptions and examples of each principle. The document discusses the importance of character, what constitutes good character, and factors that influence character development. It also outlines approaches for measuring and developing good character, including effective communication between families, schools, and communities regarding shared values. Overall, the document provides an overview of moral values and principles, what constitutes strong character, and how character can be built in individuals.
1) Relationships are formed through social and demographic similarity, shared attitudes and beliefs, and complementary needs between partners. Long-term relationships are more likely when couples are similar early on.
2) Relationship maintenance is explained by social exchange theory and equity theory, which posit that individuals seek fair, balanced relationships where costs and benefits are evenly distributed.
3) Relationships break down when dissatisfaction and problems are not resolved through negotiation between partners. Breakups tend to occur in stages as dissatisfaction increases and solutions are not found.
The document discusses character development and provides definitions of character from various sources. It summarizes theories of character development from Piaget and Kohlberg, describing stages of moral reasoning. It then introduces the Character Development Scale (CDS), a tool used to help individuals identify strengths and areas for growth across six character traits: kindness, integrity, citizenship, determination, responsibility, and respect. Users reflect on their scores to guide character development.
This document discusses values and ethics. It defines values as ideas and beliefs that guide our actions and identities. Moral values concern right vs wrong for oneself, while aesthetic and performance values are personal standards of beauty and achievement. Values can be intrinsic ends or instrumental means to reach goals. The document suggests assessing one's values to ensure they will help with college success and life. It discusses forging values of participation, integrity and service. Challenges to values like new perspectives or conflicts are addressed. Changing societal values are noted. Self-reflection on one's important values over 28 days is proposed.
1. Morals are generally taught by society and relate to groups, while values come from within individuals and are personal principles.
2. Morals motivate good behavior and are deep-seated, whereas values can change with time and circumstances.
3. Ethics are codes or rules set by groups, focusing on duties, while values are individual beliefs about what is good or desirable.
Some Guidelines for Working in Groups on Sensitive Topics: The Homicides of B...Jane Gilgun
The recent grand jury decisions not to indict the homicides of black men by while police officers have created a nation-wide storm of concern and protests. This powerpoint provides some guidelines for doing group work with people who share these concerns. The ideas in the presentation are meant to stimulate creativity and action.
This document discusses ethics in school leadership and provides tools for ethical decision making. It introduces four paradigms for resolving ethical dilemmas: justice, critique, care, and profession. School leaders are encouraged to use a multiple paradigm approach and consider issues from different perspectives. The document also presents several ethical dilemmas school leaders may face and prompts discussion of how to address them using an ethical framework. Leaders are advised to reflect on their ethical strengths and develop ethical awareness.
The document discusses the importance of moral and ethical values in life. It argues that practicing values like truth, righteousness, non-violence and love can help lead to freedom, peace, equality and fulfillment, while a lack of values is associated with issues like inequality, corruption and crime. It provides examples of positive values like commitment, honesty and humility that people should adopt to improve their character and quality of life. The document encourages living according to values like treating others well and doing one's duties to find greater happiness.
The document summarizes the similarity-attraction theory of interpersonal attraction. The theory proposes that people are attracted to others who are similar to them across various dimensions such as attitudes, personality traits, physical characteristics, social backgrounds, intelligence, and education. Several researchers identified different dimensions of similarity that can drive attraction between individuals. The similarity-attraction theory explains why humans interact and form relationships. However, some criticism argues that attitude similarity alone does not necessarily cause interpersonal attraction. The theory is widely applied across various fields like social psychology, marketing, and political science to understand relationship formation.
Lisa received a large donation to fund a free clinic from an executive who was later arrested for fraud. She must now decide whether to keep the money despite its questionable source. While the clinic would help the community, accepting ill-gotten funds could enable criminal behavior and damage Lisa's integrity. Lisa should consider returning the money to avoid ethical issues, as the ends do not always justify the means.
Ethical issues for administrators power point session 2.2018.bbbrucemiller9901
I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
The document provides an overview of human values and ethics towards performance improvement. It discusses several key topics:
- The objectives of ensuring happiness and prosperity for human beings based on an understanding of human reality.
- What constitutes "good" and how to make each day joyful by connecting with others and contributing value.
- Common limiting beliefs people hold about their abilities and how these are formed from a young age.
- The differences between moral values defined by higher authorities versus other types of values.
- How ethics deals with questions of right and wrong actions based on one's values or moral principles.
- The importance of having a clear purpose, values, mission and culture to guide an organization
The document summarizes a character education workshop that took place on June 15th, 2009. It discusses the concept of character, virtues like honesty and respect, and the CHARACTER COUNTS! initiative. The workshop covered building character through rules, habits, and role models. It also explored the six pillars of character - trustworthiness, respect, responsibility, fairness, caring, and citizenship.
The document summarizes the key points from a character education workshop held by the Chinese YMCA of Hong Kong. It discusses the definition of character and good character, and ways to build character through rules, habits, and positive role models. It also provides an overview of the CHARACTER COUNTS! program, which identifies six pillars of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. The workshop covered activities and strategies for teaching each of these character traits.
This document discusses value education and human values. It defines value education as the process by which a person develops abilities, attitudes and behaviors aligned with their society's positive values. Some key human values discussed include respect, acceptance and empathy toward other humans. The document also examines concepts like truthfulness, sacrifice, sincerity and character formation that contribute to developing a positive personality. It analyzes challenges faced by adolescents, including emotional and behavioral changes, and the need for gender sensitivity.
This document provides an overview of a lesson on character education that focuses on values, ethics, and morals. It begins with introducing the objectives of helping participants define character education, understand its importance, identify their own character strengths, and understand the differences between values, morals, and ethics. Next, it discusses why character education should be incorporated into classrooms by outlining benefits like increased cooperation, safety, achievement, and staff/family harmony. The document then explores whether character strengths can be taught and includes an activity. It proceeds to define and distinguish values, morals, and ethics through examples. In closing, it notes that ethics are not always moral and vice versa.
Stephen R. Covey was an American educator, author, businessman and keynote speaker best known for his 1989 book "The Seven Habits of Highly Effective People", which has sold over 25 million copies worldwide. Some key details:
- He received various degrees including a B.S from University of Utah and an MBA from Harvard University.
- "The Seven Habits of Highly Effective People" was named the #1 most influential business book of the 20th century and introduced his model of seven habits of effective individuals.
- His other popular books included "Principle-Centered Leadership", "First Things First" and "The 8th Habit".
- He received numerous
This document discusses the importance of accountability in maintaining a positive organizational culture as a company grows. It emphasizes that accountability is needed for job performance, relationships, attitude, vision/values, and personal growth. Effective accountability requires mutual responsibility, open communication skills like active listening, exploring alternatives, and brainstorming solutions while showing genuine care and respect for others. The goal of accountability is to encourage improvement and fulfillment for all.
Cultural Differences and Unconscious Bias: An Introduction to Becoming Cultur...debragreen
This document provides an overview of a seminar on becoming culturally competent. The seminar aims to examine unconscious bias and its impact in academic environments. It explores how culture is defined and how values and assumptions differ across cultures. It also discusses how unconscious bias can influence interactions with students, faculty and staff from different backgrounds. Finally, it suggests some initial steps individuals can take to improve their cultural competence, such as educating themselves about cultural differences and listening more than talking.
Take back your world navigate your life being proactive2YCEC_YorkU
The document discusses the relationship between Urban Rez Solutions and R.E.A.L School, which share a mission of empowering marginalized communities. Urban Rez Solutions provides violence prevention and conflict resolution training using culturally sensitive techniques. R.E.A.L School teaches leadership development through its "7 C's" framework. Both organizations recognize the needs of marginalized groups and work to inspire positive change through education and skills development.
This document summarizes tools and concepts for developing cultural intelligence, including socialization, rolling the DIE exercise, mental models, the ladder of inference, and paradigm shifts. It discusses how these tools can be used to explore one's own cultural assumptions and perspectives, understand others, and communicate more effectively across cultural differences. The document concludes by defining cultural intelligence as the ability to interact appropriately with people from other cultures through developing knowledge, awareness, and skills related to cultural differences.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
Ethical issues for administrators power point session 3 su2017bruce.miller
The document discusses several topics including:
1. The importance of understanding different perspectives and considering opposing opinions.
2. Defining principles of ends-based, care-based, and rule-based thinking and applying them to ethical dilemmas.
3. Questions around regulating beliefs and actions that do not harm others.
4. John Stuart Mill's arguments for freedom of expression and debate as conditions for rational decision making.
1. The document discusses how beliefs, attitudes, and behavior are related, with beliefs and values forming attitudes that guide behavior.
2. It provides examples of how 75% of California students cheat on tests, and 66% think cheating is acceptable to get desired grades, showing a change in attitudes leading to changes in cheating behavior.
3. Beliefs represent information we learn, while values are enduring beliefs about what is good or bad that guide our daily decisions and can prioritize into a value system.
This document discusses developing leadership skills through cultivating self-awareness, integrity, and commitment. It introduces the Social Change Model of Leadership and findings from the Multi-Institutional Study of Leadership. Key concepts discussed include consciousness of self, congruence between values and actions, and committing with passion to causes. Living with integrity and authenticity allows one to navigate tensions and serve as a mentor to inspire positive change.
This document discusses different philosophical perspectives on the aims of education. It explores questions around why we educate people, what the goals of education should be, and the role of teachers. Several perspectives are presented, including focusing on developing human potential, promoting social justice, benefiting society, and benefiting individuals. The document also discusses an "ethic of care" perspective proposed by Nel Noddings which emphasizes caring, modeling, dialogue and practice as important for moral development.
The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.
Does not contribute ideas, just
helps others
Dominator: Tries to control the group
Joker: Clowns around and distracts the
group
Withdrawer: Does not participate or
contribute
Similar to Ethical issues for Administrators: Culture Values & Leadership (20)
Ethics issues for administrators power point session #5.bb.fa2017brucemiller9901
I understand the components necessary for due process.
I understand what it means to practice due process with regard to teacher evaluation (or other applications).
I understand why it is important to follow due process.
I under stand the application of a rational approach.
I understand how ends-based and care-based thinking relate to teacher performance evaluation and the evaluation of student learning.
Ethical Issues for Administrators: What is Ethics FALL17brucemiller9901
This document discusses generational characteristics and differences. It outlines key attributes of 4 generations: Seniors (1920-1939), Baby Boomers (1940-1959), Generation X (1960-1980), and Millennials (1981-2006). Characteristics covered include landmark events during their formative years, influential music, TV and heroes, as well as core values, work ethic, and job expectations. Generational differences are shaped by historical context.
Ethical Issues for Administrators: What is Ethics: FA17brucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethical Issues for Administrators: Session 1-What is Ethics?brucemiller9901
The document discusses core values and how they are developed. A core value is one that is chosen freely, prized, and acted upon repeatedly. Values are acquired through imprinting in early childhood from parents, modeling behaviors of heroes in middle childhood, and socialization with peers in the teen years. By young adulthood, one's values system is generally locked in place unless a major life event causes it to change. Making ethical decisions requires understanding one's own core values and how they were formed.
Ethical Issues for Administrators: What is Ethicsbrucemiller9901
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
Ethics issues for administrators power point-Equal Educational Opportunitybrucemiller9901
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2. 1931 Norman
Maier at the
University of
Michigan wanted
to explore how
people solved
problems. He
developed the 2
cord experiment.
3. Could we be successful with the following:
Be truthful
Do not steal from our schools
Not be racist or sexist
Avoid conflicts of interest
Make fair decisions
These are important, but we need more to
create school into a great educational
community (the science vs. the art).
4. Break the law
Do not tell the truth
Deviate from moral rectitude
Right vs. wrong = easy
Right vs. right = hard
6. We need a coherent view of our own role
and our own authority and of how to deal
with conflicting demands made upon us
We need a coherent vision of the
education we wish to provide and we
ought to provide it.
What are the norms of ethical decision
making?
8. If you could formulate a global code
of ethics for 21st Century education,
what would be on it?
9.
10. People are just begging to be told what to
do. There are a lot of reasons for this;
possibly, the biggest one is:
"If you tell me what to do, the
responsibility for the outcome
is yours, not mine. I'm safe."
When asked, resist.
11. I understand what defines the culture of
my school.
I understand how values and morals affect
the culture of my school.
I understand how values and morals affect
leadership.
12.
13. We simply ASSUME that the
way we see things is the way
they really are or the way they
should be. And our attitudes
and behaviors grow out of
these assumptions. (January
7)
Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7
habits of highly effective people everyday. Fireside publishing.
14. Each of us has many, many
maps in our head, which can
be divided into two main
categories: maps of the way
things are, or realities, and
maps of the way things
should be, or values. We
interpret everything we
experience through these
mental maps. (January 8)
Covey, S. R. (1994). Daily reflections for highly effective people: Living the 7
habits of highly effective people everyday. Fireside publishing.
15. A guy sets alone out here at night,
maybe readin’ books or thinkin’ or
stuff like that. Sometimes he gets
thinkin’ an’ he got nothing to tell him what’s
so an’ what ain’t so. Maybe if he sees
something’, he don’t know whether it’s right
or not. He can’t turn to some other guy and
ast him if he sees it too. He can’t tell. He got
nothing to measure by.
Steinbeck, John.( 1993). Of mice and men. Penguin. p. 80
16. Describe the culture in your school. Do you believe you have
a well-defined set of common values? If so, how closely
related are the common values in theory to those that are
practiced? How do the leadership values affect the culture of
your school?
Who are the moral voices in your building…those that others
would look to and say, “now that’s an ethical thinker”? How
do you contribute to the culture in your school (this could be
positive or negative)?
Think of a dilemma, a transition or other important turning
point in your school. How did the leadership through this
issue affect the culture of your school? Do you believe the
policies, rules, informal guidelines confirm the relevance of
the values or values neutrality?
17. The school’s adaptation to the
values, traditions, meanings,
purposes, rituals, and norms that
have accumulated over time
define the culture.
18. “Educators have an unwavering belief in the
ability of all their students to achieve
success, and they pass that belief on to
others in overt and covert ways. Educators
create policies and procedures and adopt
practices that support their belief in the
ability of every student.”
-Kent D Peterson in Cromwell, 2002.
19. …does it take to stop talking about the
problem and start doing something about it.
OR
…does it take to stop thinking about doing
EVERYTHING and do SOMETHING.
20.
21.
22. The BELIEVERS
SUCCESS FOR ALL STUDENTS
The TWEENERS
FIND COMFORT ZONE IN THE
SCHOOL
The SURVIVORS
SURVIVAL
The FUNDAMENTALISTS
MAINTAIN THE STATUS QUO (LEAVE ME
ALONE!)
Muhammad, A. (2009). Transforming school Culture: How to overcome staff
division. Solution Tree Press. Bloomington, Indiana.
23. Level 1…people persist when they are given no clear
reason to change- communication & rationale
Level 2…People persist when the do not trust the
person telling them to change-relationships
Level 3…People persist when they view the
alternative as more frightening-need skill
development & support
Level 4…to change may mean admitting to failure to
the way it was…Lt. Dan from Forest Gump
34. “Review your school’s mission.”
How has the mission statement been shared with the community?
Would you make any changes to your schools statements?
What, if any, are the commons themes for the mission statements?
44. Can you tell the difference between a male
and female violinist?
45. We prefer stories to statistics.
We seek to confirm, not to
question, our ideas.
We rarely appreciate the role
of chance and coincidence in
shaping events.
We sometimes misperceive the
world around us.
We tend to oversimplify our
thinking.
Our memories are often
inaccurate.
Kida, T. (2006). Don’t believe everything you think. Prometheus Books.
Kida is a Professor in the
Isenberg School of
Management at the
University of Massachusetts.
46. Most people find it
hard to believe that
their behavior can
be guided by
mental content of
which they are
unaware.
47. (We all) have reminiscences which (we)
would not tell everyone but only to our
friends. (We) have other matters in (our)
mind which (we) will not reveal to even
(our) friends, but only to (ourselves), and
that in secret. But there are other things
which (we) are afraid to tell even to
ourselves, and every decent perios has a
number of such things stored away in
(our) minds.”
49. Do you trust your memory? Or how you
see things?
TED Talk: How reliable is your memory?
Your memory is like a Wikipedia page.
50. Values-fundamental beliefs (our preference)
Moral-right vs. wrong, seeking the honest, the
good and the right conduct in practice (how
things ought to be)
Ethics-a system of principles of conduct
based on moral values.
51.
52. Values affect how leaders respond to conflict
and how they make decisions
What if you are competive and Ambitious?
vs.
What if you are Co-operative and Gracious?
54. According to Social Scientist Milton Rokeach
End Values = beliefs about the kind of goals or
outcomes that are worth trying to pursue
Instrumental Values = beliefs about the types of
behavior that are appropriate for reaching goals (the
means to the end)
Found to be more or less universal across cultures
BUT there are differences on how individuals and
cultures order them into priorities.
55. A comfortable life
Equality
An exciting life
Family security
Freedom
Health
Inner harmony
Mature love
National security
Pleasure
Salvation
Self-respect
A sense of accomplishment
Social recognition
True friendship
Wisdom
A world at peace
A world of beauty
57. Values affect
• Our perception
• How we relate to others
• How we guide our choices and actions
• How we respond to conflict and make decisions
58. Values affect
If you value ambition and career success,
then how might you view a mistake?
If you value helpfulness and obedience, then
how might you view a mistake?
59. Values affect
• How we guide choices and actions
ex. If you value courage and standing up for
what you believe, then how will you likely
make decisions (whether popular or
unpopular)?
60. Values affect
• How we relate to others
ex. If you value obedience, conformity and
politeness, then you how might you relate to
someone who is self-reliant, independent,
creative and a bit of a rebel
61. Rational Leader Ethical Leader
Concerned primarily with self and own
goals and career advancement
Considers other equal to self, shows
concern for development of others
Uses influence for personal gain or
impact
Uses influence to serve other others
Promotes own personal version
Aligns vision with followers’ needs and
aspirations
Demands decisions be accepted without
question
Stimulates follower to think
independently and to question the
leader’s view
Insensitive to followers’ needs
Coaches, develops, and supports
followers, shares recognition with others
Relies on convenient external moral
standards to satisfy self-interests
Relies on internal moral standards to
satisfy organizational an societal interests
-Howell, J. M. & Avolio, B. J. 1992. “The ethics of charismatic leadership: submission
or liberation?”. Academy of Management Executive 6. 2, 43-54.
62. January 25, 1990. Flight 052 from
Colombia’s Avianca airline, is approaching
John F. Kennedy International Airport. Dense fog and high
winds from a nor’easter are delaying traffic. The plane is
put on three holding patterns for a total of 1 hour and
17 minutes. When it is finally cleared for landing, it makes
a wide circle around Long Island because of wind shear.
But the autopilot is not functioning, and suddenly the
engines go out, one after the other. The plane, 13 miles
away from the airport, stops working. It slams into the
backyard of an estate at Oyster Bay, killing 73 passengers.
Gladwell, Malcolm. (2008). Outliers: The story of success. Little, Brown
and Company.
63.
64. Command: “Turn thirty degrees right.” -most direct and explicit
way of making a point imaginable-zero mitigation.
Crew Obligation Statement: “I think we need to deviate right
about now.” -the use of “we” and the fact that the request is now
much less specific.- it is softer.
Crew Suggestion: “Let’s go around the weather.”-Implicit in
that statement is “we’re in this together.”
Query: “Which direction would you like to deviate?” That’s even
softer than a crew suggestion;the speaker is conceding that
he’s not in charge.
Preference: “I think it would be wise to turn left or right.”
Hint: “That weather at twenty-five miles looks mean.” This is
the most mitigated statement of all. (Outliers, p 195)
65. “Turn thirty degrees right.”
“I think we need to deviate right about now.”
“Let’s go around the weather.”
“Which direction would you like to deviate?”
“I think it would be wise to turn left or right.”
“That weather at twenty-five miles looks mean.”
66.
67. Student-Centered
Teacher-Centered
Subject-Centered
• Best features of teacher- and student-
centered education are merged and
transcended by putting not student,
not teacher but LEARNING the
subject at center of our attention
Palmer, P. J. (1998). The courage to teach. Jossey-Bass. pp. 115-120
68. …stand up for your beliefs?
…have the ability to step forward through
fear?
…accept responsibility?
…create opportunities to make a difference in
your school and community?
…embrace nonconformity?
…push beyond the comfort zone?
…ask for what you want say what you think?
…fight for you believe?
69. …stand up for your beliefs?
…have the ability to step forward through
fear?
…accept responsibility?
…create opportunities to make a difference in
your school and community?
…embrace nonconformity?
…push beyond the comfort zone?
…ask for what you want say what you think?
…fight for you believe?
70. There's a difference
between us. You think the
people of this country exist
to provide you with
position. I think your
position exists to provide
those people with freedom.
And I go to make sure they
have it.
71. There's a difference
between us. You think the
people of this school exist
to provide you with
position. I think your
position exists to provide
students with an education.
And I go to make sure they
have it.
72. p. 95
Easier to get agreement on the level of values
than on the level of tactics
We rally around the highest vision we can.
We don’t always agree on the means for
getting there.
Our challenge is to inspire and remind folks of
our unifying theme.
Loose/Loose or Tight/Tight or Loose/Tight
73. 1. Grit
2. Curiosity
3. Self-Control
4. Social Intelligence
5. Zest
6. Optimism
7. Gratitude
Vs.
Fairness, Integrity,
Generosity
Tough, P. (2012). How children succeed: confidence, curiosity and the hidden
power of character. New York, NY: Harper Collins.
77. • What are the continuum of options?
• Why are these options good or not
good? How do your values support or
limit this option?
• What is your decision?
78. What is the problem and is it a moral issue?
What are the circumstances out of which the problem arose?
Who is responsible to respond/do something?
What are the relevant facts?
Ask a lot of questions & get the details.
What are the end results I want to receive?
What is the right thing to do? What is the successful thing to do?
What is your first inclination for course of action?
Community Acceptability Test/Test for right vs. wrong.
Does this solution conform to my school, community, district,
professional code of conduct?
Is it legal?
Does it violate a code or standard regulations?
Does it adhere to the values of the community?
What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
Does it adhere to my personal values?
Can I sleep tonight?
What ethical or moral principals are involved? (think about the 4
paradigms…justice v. mercy, short-term v. long term, truth v. loyalty, self v.
community.)
Apply the resolution principles…ends-based, care-based, rule-based
What is the continuum of possible solutions?
What are the advantages and disadvantages of each solution?
Is there a trilemma option?
What is your decision?
Reflect on your decision.
80. Truth vs. Loyalty
Individual vs. Community
Short -term vs. Long-term
Justice vs. Mercy
Kidder (1995). pp 6-10.
81. Possible to make ethical decision based on
good reasons that others can accept
Hard choices under ambiguous
circumstances
Give reasons that work to objectively
persuade (who are willing to judge us fairly)
Engage in ethical reflection and justification
82. End-Based Thinking
Rule-Based Thinking
Care-Based Thinking
Consequentialism vs. Nonconsequentialism
The ice cream cone and the butt-end dilemma…
Kidder (1995). pp 12-13
85. The 4 paradigms…the 3 principles…
Why should we accept the principle of
equality of educational opportunity?
What purpose does equality of
“educational opportunity” serve?
86. How should we act and why should we act
that way?
What is our process for justification and
how is it possible for us to engage in
production ethical reflection?
87. State and test systematically and
accurately the principles that underlie
our “gut” reactions.
Get beyond
• “Well, that is just your personal opinion”
• “Aren’t you trying to impose your personal
values on us?
88. Is it OK to lie to benefit your students?
I know this teacher is incompetent. Now I
have to spend months or years proving it
to the satisfaction of the lawyers and
courts. Time and treasure are wasted and
children are harmed.
Test scores and accountability…teaching
to the test argument
89. Human beings are moral agents
• We are responsible for our choices
This is especially important when
individuals have an influence over the lives
of others.
90. I understand what defines the culture of
my school.
I understand how values and morals affect
the culture of my school.
I understand how values and morals affect
leadership.
91. Sarah Adams has held many jobs in her life, including telemarketer, factory worker,
hotel clerk and flower shop cashier, but has never delivered pizzas. Raised in
Wisconsin, Adams is now an English professor at Olympic Community College in
Washington.
by Sarah Adams
92.
93. Deirdre Sullivan grew up in Syracuse, N.Y., and
traveled the world working odd jobs before attending
law school at Northwestern University. She's now a
freelance attorney living in Brooklyn. Sullivan says her
father's greatest gift to her and her family was how
he ushered them through the process of his death.