Browsing by Author "Asifa Shafique"

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    A study of teaching and displaying ethics by the teachers
    (University of Management and Technology, 2014) Asifa Shafique
    There is considerable power and authority that rests in teaching, doctors, lawyers and teachers are considered experts and are expected to act in the best interest of their profession. However, unlike medicine and law, the profession of teaching does not have a formally more methodical code of ethics. Although the American Association of University Professors (AAUP) has a settlement on ethics which is not a binding for those in the profession and there might many who are unaware of it even now. Ethical questions may be more complicated, and there may always be the grey areas; still, but in spite of all there is some basic information that all teachers should be aware of. Ethical issuesconcern more with the ideas of right/wrong, duties/obligations, rights and responsibilities. When making decisions, instructors most of the time rely on ethical standards (based on objective obligations) and should not rely merely on values (based on subjective considerations). Many issues will be unproblematic based on the informal standards shared by most of the teachers (i.e., that plagiarism, cheating, favoritism or discrimination are unethical). Other issues, however, will require the application of ethical reasoning (Keith-Spiegel, Whitley Jr, Balogh, & Wittig, 2003) 2002 offer eight general ethical principles that one ought to consider in passing through an ethical dilemma1. Respect for the autonomy of others: :as long as actions do not interfere with the rights and welfare of others, value free expression of appropriate ideas, student discovery, and a comfortable environment conducive to learning remains possible. 2. Doing no harm (physical or emotional comfort resulting from acts of commission or omission): do not tolerate unethical behaviors and seek consultation if you are unsure. 3. Benefit to others: accept responsibility for student welfare, deliver services students deserve and recognize our roles as models. 4. Fairness and equity: be objective; treat others as we would like to be treated. 5. Fidelity and honesty; exhibit integrity and follow through. Use informed consent procedures when applicable. 6. Dignity; consider the dignity of all and respect diversity. 7. Caring; be compassionate toward peers and students; exercise professional duties with care. 8. Doing one's best: value the pursuit of excellence and take pride in one's work.