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.

1. Intellectual Liberty

2.  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.

3. Eliza Fitzgerald – English Teacher, Sutton
High School
Paul Robinson – Principal, Sutton High
School
Dr. Higgins - Superintendent

4. Whoever tells the stories defines the culture.
Do you want to be right or do you want to be
successful?
Seek first to understand then to be understood.

5. The GOOD of the public interest
vs.
Moral Principle of Individual Responsibility

7.  Need to be respected, to self-respect and to
respect others.
 Need to engage in order to gain recognition and
have an activity or activities that give the person
a sense of contribution and self-value, be it in a
profession or hobby.
 Imbalances can result in low self-esteem,
inferiority complexes, an inflated sense of self-
importance or snobbishness.

8. The instinctual need of
humans to make the most of
their
unique abilities and to strive
to be the best they can be.

9. Beliefs are OK as long as we do not act
upon them…are you OK with this?
A person’s actions can only be regulated if
they injure the welfare of others. Why is
this OK?
“Fire!” Vs. “some harm MIGHT be done”
Racist beliefs, opposing politicians

10. Do You See or
Are You Blind?

11. 1931 Norman
Maier at the
University of
Michigan wanted
to explore how
people solved
problems. He
developed the 2
cord experiment.

12. Can you tell the difference between a male
and female violinist?

13.  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.

14. Most people find it
hard to believe that
their behavior can be
guided by mental
content of which they
are unaware.

15. (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 person has
a number of such things stored away in
(our) minds.”

16. https://www.nytimes.com/video/us/1000000048
18663/peanut-butter-jelly-and-
racism.html?mcubz=1

17. Do you trust your memory? Or how you
see things?
TED Talk: How reliable is your memory?
Your memory is like a Wikipedia page.

20. John Stuart Mill
(page 11)
1. If an opinion is compelled to
silence, then it must be true.
2. If there is an error in the opinion,
it most likely contains some truth
(rarely is the prevailing opinion
the whole truth). Opposition
allows the full truth to be
revealed.
3. If the opinion is 100% true, then
it must be challenged to be fully
accepted and understood.
4. It must be challenged in order to
NOT be forgotten. Otherwise, the
opinion will lose its full effect
5. Each person must be guaranteed
the greatest possible liberty that
will not interfere with the liberty
of others, so that each person
may maximize his or her
happiness.

21. Debate and criticism are conditions of
rationality itself.
We cannot make competent decisions
without free expression (social utility).
Ms. Fitzgerald has done a service for the
voters of the district by helping them make
a responsible choice (individual
responsibility).
What if Ms. Fitzgerald’s letter harms the
welfare of the students by causing a
teacher strike and thus interrupting their
right to an education?

22. John Stuart Mill
(page 12)
-Mill, J. S. (1956). On liberty. Indianapolis, IN: Bobbs-Merrill
“He who lets the
world, or his own
portion of it, choose
his plan of life for
him has no need of
any other faculty
than the ape-like
one of imitation”
-1859

23. Are we in a no-win situation?

24. The best guide to our actions is well confirmed
research that connects actions with
consequences
Boards and the public determine the ends
Educators are the means to achieve the ends.
Science tells us what decisions and actions
will bring about the policies and goals deemed
by others to be desirable

25.  Judges the rightness of actions and policies in
term of their consequences
 Focus is the results of actions, rather than the
acts themselves
 Morally correct actions are determined by the
worth produced by the performance (pleasure,
knowledge, health) for the general good, not just
the private good
 Actions are determined to be right or wrong by
only one of their features, their consequences

26. Jeremy Bentham
Farther of modern utilitarianism

27.  Asserts that we ought, in all circumstances, to
produce the greatest possible balance of value
or worth for all persons affected
 “the end justifies the means”
 Asserts that we ought to promote “the greatest
good of the greatest number”
 “utility” is the ultimate source for determining an
act as morally right
 The problem is doing bad things in order to
achieve good results

28. Maintains that the concept of duty is
independent of the concept of good
Holds that features of some acts,
independent of their consequences, make
them right or wrong—examples are
fidelity to a promise, truthfulness,
justice

29. Judgments about moral acts as right or
wrong are often made using:
• Ten Commandments
• Golden Rule
• Human reason
• Intuition and common sense
• Social Contract

30.  People should not be merely agents who initiate
acts for good ends
 People have more responsibilities to others than
the responsibility to promote the good. “Utility
(purpose)” is subordinate to “rights and justice”.
 The non-consequentialist is concerned with acts
themselves, not with the results of the acts. What
is important is the act itself, independent of the
outcome.

31. Treat people as ends rather than the
means. (Don’t use people to achieve your
goals, consider their goals as well)
We must respect each individual person’s
freedom of choice.
Everyone has equal value (does not
include ability or capacity…it is OK to pay
someone who works harder and/or
contributes more)

32. Christianity
All things whatsoever ye would that men should do to you, do ye so to them;
for this is the law and the prophets. Matthew 7:1
Confucianism
Do not do to others what you would not like yourself. Then there will be no
resentment against you, either in the family or in the state. Analects 12:2
Buddhism
Hurt not others in ways that you yourself would find hurtful.
Udana-Varga 5,1
Hinduism
This is the sum of duty; do naught onto others what you would not have them
do unto you. Mahabharata 5,1517
Islam
No one of you is a believer until he desires for his brother that which he
desires for himself. Sunnah
Judaism
What is hateful to you, do not do to your fellowman. This is the entire Law; all
the rest is commentary. Talmud, Shabbat 3id
Taoism
Regard your neighbor’s gain as your gain, and your neighbor’s loss as your
own loss. Tai Shang Kan Yin P’ien
Zoroastrianism
That nature alone is good which refrains from doing another whatsoever is
not good for itself. Dadisten-I-dinik, 94,5
The Universality of the Golden Rule in World Religions

33. Consequentialists hold that ultimately there
is only one morally significant relationship
between persons: the relationship of
benefactor and beneficiary
Non-consequentialists hold that there are
many relationships that have moral
significance; parent-child, friend-friend,
teacher-student.

34.  Immanual Kant
 “Follow only the principle
that you want everyone
else to follow”
 If everyone in the world
followed the rule of action I
am following, would that
create the greatest good
or the greatest worth of
character.

35. Consequentialisms asks, “What is our
objective and how can we most effectively
realize our objective; the production of the
greatest possible good?”
Non-consequentialisms asks, “What is
one’s duty?” Promises must be kept, debts
must be paid, dependents must be looked
after; and stealing, lying and cruelty must
be avoided.

36. If the good is defined in terms of
the greatest good for the greatest
number, then what happens to the
interest minority?

37. Is it OK to disregard our end goal to be
sure everyone is treated equally? How do
we reconcile that?
Doesn’t a poor teacher get to make the
choice to not be better? Doesn’t a student
get to make the choice not to engage?

38. These are relatable to everyone
They can be dependent upon each
other
The principles may conflict

39.  The Trooper - Ch. 3 (48-49)/(162)
 The Social Counselor - Ch. 5 (122-123)
 The Loyal Employee - Ch. 6 (130)
 The Basketball Team – Ch. 6 (140)
Discuss the 3 approaches of the resolution
principles and describe how they support your
decision and/or how they conflict with each
other.

40. 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.

41.  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

42. In reference to the Values Tactics Ladder:
We agree that honesty is important, but we
have intense debate about how to get there.
What are some strategies to help us get
there?

43. If the good is defined in terms of the
greatest good for the greatest number,
then what happens to the interest
minority?
Is it OK to disregard our end goal to be
sure everyone is treated equally? How do
we reconcile that?

44. Most people find it hard to believe that
their behavior can be guided by mental
content of which they are unaware.
Do you recognize that you have an implicit
bias (you don’t need to declare it)? How
do we help ourselves and others to
recognize their own implicit bias?