Lesson 4

• Sources of ethical development and standard

  • Childhood Upbringing
  • Later Life Experiences
  • Religious Beliefs
  • Codes of Ethics
  • Discussions with Others
  • Ethical philosophy/philosopher
• Utilitarian Approach


  Determines right from wrong by FOCUSING ON OUTCOMES, holds that the most ethical choice is the one that will produce the greatest good for the greatest number
• Rights Approach


  The ethical action is the one that best PROTECTS and RESPECTthe MORAL RIGHTS of those affected, focuses on respect for human dignity
• Fairness or Justice Approach


  Ethical actions TREAT all human beings EQUALLY or if unequally, then fairly based on some standard that is defensible
• Common-Good Approach


  Assumes a society COMPRISING INDIVIDUALS whose own good is inextricably linked to the good of the community, focuses on ensuring social policies, systems, institutions, and environments are beneficial to all
• Virtue Approach


  Assumes there are CERTAIN IDEAS toward which we should strive, which provide for the full development of our humanity, virtues are attitudes or character traits that enable us to be and act in ways that develop our highest potential
• Ethical decision


  One that engenders trust, indicates responsibility, fairness and caring to an individual, demonstrates respect and responsibility
• Ethical decision-making


  The process of EVALUATING and CHOOSING among ALTERNATIVE in a manner consistent with ethical principles, requires commitment, consciousness, and competency
• Process of making ethical decisions

  1. Recognize an ethical issue

  2. Get the facts

  3. Evaluate alternative actions

  4. Make a decision and test it

  5. Act and reflect on the outcome
• Good decisions are both ethical and effective
• Ethical decisions generate and sustain trust, demonstrate respect, responsibility, fairness and caring, and are consistent with good citizenship
• Effective decisions accomplish what we want accomplished and advance our purposes
• Childhood Upbringing person learns ethics from his or her parents—what they teach in words and perhaps more importantly through their actions.
• Later Life Experiences

  a life-shaping event later in life may more directly and consciously shape a person's ethics.
• Discussions with Others

  interaction and discussions with other people lead us to a sense of what the people around us consider to be good and bad, ethical and unethical, conduct.
• . Ethical philosophy/philosopher

  based on philosophy of philosophers who have developed systems of ethics
• Commitment

  The DESIRE to do the right thing regardless of the cost
• Consciousness

  The AWARENESS to act consistently and apply moral convictions to daily behavior
• Competency

  The ABILITY to collect and evaluate information, develop alternatives, and foresee potential consequences and risks
• Codes of Ethics

  written, encouraged and implemented code of ethics.