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The purpose of this lesson is to introduce the student to ethics. You will give students a basic understanding of ethics and show where employees face the dilemma of balancing their own moral standards with those of the company they work for and the supervisor or manager to whom they report to on a daily basis. CHAPTER OUTLINE The textbook outlines the chapter with the following seven headings. As an instructor, you can use the headings to focus and direct your major lecture topics. What is ethics?
Understanding Right and Wrong The Golden Rule Ethical Theories Ethical Relativism Ethical Dilemmas Ethical Reasoning CHAPTER OBJECTIVES You will find notations throughout the support material indicating the appearance of the objectives. The notations will appear, for example, as BOX 1. 1 for Chapter 1 r objective 1. Upon completion of this chapter, the students will be able to: 1 . Define ethics. Assessment Method – Progress check questions Assignments/activities 2. Explain “The Golden Rule. ” Assessment Method 3. Define ethical relativism. Progress check quiz 4. Define applied ethics. . Recognize an ethical dilemma. 6. Understand the process for resolving an ethical dilemma. Assessment Method – ASSESSMENT TOOLS This chapter supplement includes quizzes, homework assignments, a test bank, projects, and group exercises. KEY TERMS AND CONCEPTS Key terms and concepts are posted in the student textbook margins. They are compiled here alphabetically for your quick reference. You can use this table to check off terms as they are covered in class. Write the terms you will be covering in your lesson on the board prior to class. Refer to the board during the lecture time.
Also do a quick review of the terms after the breaks by asking students to provide an extemporaneous benefiting. It will help students refocus prior to resuming the lecture. For online faculty, post “terms of the day” for students to review. Include a definition quiz as part of your daily lesson. Select the key terms from the board, give the definition, and have the students write the correct term. Term Definition Page “The Golden Rule” “Do unto others as you would have them do unto you. ” 7 Applied ethics The study of how ethical theories are put into practice. Culture A particular set Of attitudes, beliefs, and practices that characterize a group Of individuals. 4 Ethical dilemma A situation in which there is no obvious “right” or “wrong” decision, but rather a “right” or “right” answer. 9 Ethical reasoning Looking at the information available to us in resolving an ethical dilemma, and drawing conclusions based on that information in relation to our own ethical standards. 13 Ethical relativism Where your ethical principles are defined by the traditions of your society, your personal opinions, and the circumstances of the present moment. Ethics How people try to live their lives according to a standard of “right” or “wrong” behavior–in both we think and behave toward others and how we would like hem to think and behave toward us. 5 Instrumental value Where the pursuit of that value is a good way to reach another value. 5 Intrinsic value Where a value is a good thing in itself and is pursued for its own sake, whether anything good comes from the pursuit or not. 5 Society A structured community of people bound together by similar traditions and customs. Universal ethics Actions are taken out of duty and obligation to a purely moral ideal rather than based on the needs of the situation, since the universal principles are seen to apply to everyone, everywhere, all the time. 8 utilitarianism Ethical choices that offer the greatest good for the greatest number of people. 8 Value system A set of personal principles formalized into a code of behavior. 5 Virtuous ethics A concept of living your life according to a commitment to the achievement of a clear ideal–“what sort of person would like to become, and how do I go about becoming that person? 7 LESSON OUTLINE Estimated time Topic Description Asset 5 minutes Administrative Take attendance. Roster 10 to 25 minutes Chapter 1 Introduction 1. 1 “What is ethics? ” 1 . The field of ethics is the study of how people try to live their lives according o a standard of “right” and “wrong” behavior. 2. How people derive at the definition of what’s right or wrong is a result of many factors. Teaching tip: Ask students what factor influences people’s definition of what is right most. Answers may vary. Objectives or wrong the Discuss each of the objectives to be completed during the lesson with the class. Upon completion of this chapter, the student will be able to: 1. Define ethics. 6. Understand the process for resolving an ethical dilemma. Textbook p. 3-4 Powering slide 3 25 to 55 minutes Lecture 1 BOX 1,2, & 1. 3 people do not acquire their personal moral standards same way that you learn the alphabet. 2. When individual LULAS share similar standards in a community, we can use the terms values and value system. In the Teaching tip: Ask students if the terms morals and values are often used to mean the same thing. Students should be able to agree that both are used to mean the same thing. . An intrinsic vial u-?where a value is a good thing in pursued for its own sake, whether anything goods come from that pursuit or not. Itself and is Teaching tip: Ask students to identify some examples of things that have intrinsic value to them. Responses should include: happiness, health, and self-respect. 4. An instrumental value-?where the pursuit of that value is a good way to reach another value. Teaching tip: Ask students if this statement is true, “Money can’t buy happiness. ” Answers will vary, however students should realize there is truth underlining this statement. 1.
For some, the goal of living “an ethical life” is expressed by “The Golden Rule”; do unto others as you would have them do unto you or “treat others as you would like to be treated. ” Teaching tip: Ask students if the golden rule is effective for allowing an individual to live an ethical life. Answers will vary. 1 . The Greek philosopher Aristotle belief in individual character and integrity established a concept of living your life according to a commitment to the achievement of a clear ideal-?what sort of person would like to become, and how do I go about becoming that person? 2.
The problem with virtuous ethics is that societies can place different emphasis on different virtues. 3. Ethics for the greater good theory is focused on the outcome of your actions rather than the apparent virtue of the actions themselves-?that is, a Ochs on the greatest good for the greatest number of people. 4. Originally proposed by a Scottish philosopher named David Home, this approach to ethics is also referred to as utilitarianism. Teaching tip: Ask students what the problem is with this approach. Students should be able to identify that this idea promotes the idea that “the ends justify the means. 5. Originally attributed to a German philosopher named Emmanuel Kant, universal ethics argues that there are certain and universal principles that should apply to all ethical judgments. 1 . Ethical relativism is where your ethical principles are defined by the radiation four society, for your personal opinions, and the circumstances of the present moment. Teaching tip: Ask students what the idea of relativism implies. Students should conclude that this idea implies some degree of flexibility as opposed to strict black-and-white rules. P. -8 Powering slides 3 – 4 Frontline Focus ‘Doing The Right Thing Megan is a rental agent for the Oxford Lake apartment complex. The work is fairly boring but she’s going to school in the evening, so the quiet periods give her time to catch-up on her studies, plus the discounted rent is a great help to her budget. Business has been slow since two other apartment complexes opened up, and their vacancies are starting to run a little high. The company recently appointed a new Regional Director to ‘inject some energy and creativity’ into their local campaigns and generate some new rental leases.
Her name is Kate Jones and, based on first impressions, Megan thinks she would sell her grandmother an apartment as long as she could raise the rent first. Skate’s first event is an ‘Open House’, complete with free hot dogs and cokes and a clown making balloon animals for the kids. They run ads in the paper ND on the radio and manage to attract a good crowd of people. Their first applicants are Michael and Tania Wilson, an African American couple with one young son, Tyler. Megan takes their application.
They’re a nice couple with a stable work history, more than enough income to cover the rent, and good references from their previous landlord. Megan advises them that they will do a background check as a standard procedure and that things “look very good” for their application. After they leave, Kate stops by the rental office. “How did that couple look? Any issues with their application? ” “None at all” answers Megan. I think they’ll be a perfect addition to our community. ” “Don’t rush their application through too quickly/’ replies Kate. We have time to find some more applicants and in my experience, those people usually end-up breaking their lease or skipping town with unpaid rent. ” 1. What would be ‘The Right Thing to do here? How would ‘The Golden Rule’ on page 7 relate to Mean’s decision? At this point, Megan has no reason not to treat the Willow’s application in the same way as any other application for an apartment at Oxford Lake. Despite Skate’s instruction to not “rush their application through too quickly, the aground check on the Willow’s should proceed as normal. The Golden Rule suggests that you should ‘do unto others as you would have them do unto you’.
Megan should consider how she would feel if her application for a job or an apartment was ‘tagged’ by a reviewer and held back in some way. 2. How would you resolve this Ethical Dilemma? Review the ‘3-step process’ on page 1 1 for more details. Megan should continue to take applications but also allow the Willow’s background check to proceed as normal. 1 . Analyze the Consequences: Kate might be right and the Willow’s might break their lease, but Oxford Lake takes he same risk on any tenant and it would be wrong to start ‘profiling’ applicants on anything other than their application criteria.
Also, if Megan did ‘bury the Willow’s application and they found out, Oxford Lake could be sued for discrimination. 2. Analyze the actions: ‘Burying’ the Willow’s application would ‘cross the line’. 3. Make a decision: Not following through on the Willow’s application would be the same as “not rushing”. Megan has to decide if there is a greater risk in following Skate’s instructions and exposing the apartment complex to the risk of a lawsuit, or ‘doing the right thing’ and vomiting applications based on the company’s criteria rather than Skate’s ‘instincts’. . What should Megan do now? Answers may vary depending on a comfort level with job security (or the lack thereof). Megan should ‘do the right thing’ and process the Willow’s application as normal, while continuing to take additional applications.