Sunday, 5 July 2015

Applied and Professional Ethics [Activity 11]

There are a range of methods associated with Applied Ethics which was in a steady decline throughout the 1960's, until prompted by pressing issues in Medicine (Collste, G, 2012. p,g 3).

Collste (2012) discusses a few reasons which have led to the development of applied ethics. Such as a shift from 'moral heteronomy' to 'moral autonomy', new technologies and policy vacuums.  There are also different methods that can be used to approach Ethical issues, also termed as Ethical Inquiry.

Collste (2012) also mentions that the chosen method of approach is determined by the question at the heart of the inquiry.  So when I think the Implications for Education this makes me think about the way in which school management and staff should approach 'Ethical' situations.  As an aspiring leader, it has helped me understand the importance of knowing these methods like the back of my hand.

This brings me to the Code of Ethics provided by the New Zealand Teachers Council (2004) which is a document that governs how educators should carry out their practice.  These are instilled in us from University onwards.  The importance of upholding these Ethics are crucial, especially with the shift that we can see going towards 'autonomy' (Collste, 2012) both inside and outside the classroom walls.


References
Collste, G. (2012). Applied and Professional Ethics. Link√∂ping University, Link√∂ping, Sweden in KEMANUSIAAN Vol. 19, No. 1, (2012), 17–33

New Zealand Teachers Council. (2004). Code of Ethics. Retrieved on 5 July 2015 from http://www.educationcouncil.org.nz/required/ethics/index.stm




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