1. ETHICS IN COLLEGE TEACHING by SEGUN GBADEGESIN Department of Philosophy

2. FROM THE MOUTH OF A CHILD FROM THE MOUTH OF A CHILD ‘A little girl was talking to her teacher about whales. The teacher said it was physically impossible for a whale to swallow a human because even though it was a very large mammal its throat was very small. The little girl stated that Jonah was swallowed by a whale. Irritated, the teacher reiterated that a whale could not swallow a human; it was physically impossible. The little girl said, "When I get to heaven I will ask Jonah". The teacher asked, " What if Jonah went to hell?" The little girl replied, "Then you ask him".’ ‘A little girl was talking to her teacher about whales. The teacher said it was physically impossible for a whale to swallow a human because even though it was a very large mammal its throat was very small. The little girl stated that Jonah was swallowed by a whale. Irritated, the teacher reiterated that a whale could not swallow a human; it was physically impossible. The little girl said, "When I get to heaven I will ask Jonah". The teacher asked, " What if Jonah went to hell?" The little girl replied, "Then you ask him".’

3. THE ACADEMY THE ACADEMY Mission Mission Means Means Milieu Milieu

4. Mission Mission General: Promote scholarship for the benefit of humanity General: Promote scholarship for the benefit of humanity Specific: Howard University is a comprehensive, research-oriented, historically Black private university providing an educational experience of exceptional quality to students of high academic potential with particular emphasis upon the provision of educational opportunities to promising Black students. Further, the University is dedicated to attracting and sustaining a cadre of faculty who are, through their teaching and research, committed to the development of distinguished and compassionate graduates and to the quest for solutions to human and social problems in the United States and throughout the world Specific: Howard University is a comprehensive, research-oriented, historically Black private university providing an educational experience of exceptional quality to students of high academic potential with particular emphasis upon the provision of educational opportunities to promising Black students. Further, the University is dedicated to attracting and sustaining a cadre of faculty who are, through their teaching and research, committed to the development of distinguished and compassionate graduates and to the quest for solutions to human and social problems in the United States and throughout the world

5. Howard Core Values Howard Core Values Truth Truth Freedom Freedom Culture Culture Caring, nurturing and respectful environment for all Caring, nurturing and respectful environment for all Leadership Leadership Service Service Diversity Diversity Equal protection under the law Equal protection under the law Equal opportunity Equal opportunity

6. Means Means Teaching Teaching Research Research Professional Development Professional Development Service Service

7. Milieu Milieu Human agents Human agents Instructors Instructors Students Students Administrators Administrators Support Staff Support Staff Materials Materials Physical Facilities Physical Facilities

8. Broad Ethical Issues Broad Ethical Issues What justifies the mission? What justifies the mission? What ought the university to teach? What ought the university to teach? What ought the university to investigate? What ought the university to investigate? How ought the university to carry out its teaching and investigations? How ought the university to carry out its teaching and investigations?

9. The Instructor The Instructor Agent of scholarship Agent of scholarship –Teaches –Searches –Self develops –Serves

10. FROM THE MOUTH OF A CHILD FROM THE MOUTH OF A CHILD ‘A teacher was giving a lesson on the circulation of the blood. Trying to make the matter clearer, she said, "Now, class, if I stood on my head, the blood, as you know, would run into it, and I would turn red in the face.." "Yes," the class said. "Then why is it that while I am standing upright in the ordinary position the blood doesn't run into my feet?" A little fellow shouted, "Cause your feet ain't empty.’ ‘A teacher was giving a lesson on the circulation of the blood. Trying to make the matter clearer, she said, "Now, class, if I stood on my head, the blood, as you know, would run into it, and I would turn red in the face.." "Yes," the class said. "Then why is it that while I am standing upright in the ordinary position the blood doesn't run into my feet?" A little fellow shouted, "Cause your feet ain't empty.’

11. Paradox of the Academy Paradox of the Academy The Noble and the Ideal The Noble and the Ideal –Citadel of objective search for truth –Home of “saints” The Ignoble and the Base The Ignoble and the Base –Abode of egoistic egg-heads –World of spoiled elites out of touch with the real world

12. The Perception The Perception Perception: Professors as saintly truth seekers versus professors as scampish standard compromisers Perception: Professors as saintly truth seekers versus professors as scampish standard compromisers

13. The Reality The Reality Reality: Some of each: “saints and scamps” abide in the house of truth Reality: Some of each: “saints and scamps” abide in the house of truth Ethical dilemmas exist: “saints” do face the question: what is the right course now? Ethical dilemmas exist: “saints” do face the question: what is the right course now?

14. Context of Ethical Issues Context of Ethical Issues Teaching Teaching Research Research Professional Development Professional Development Service Service

15. Moral Principles Moral Principles Autonomy Autonomy Beneficence Beneficence Nonmaleficence Nonmaleficence Justice Justice

16. FROM THE MOUTH OF A CHILD FROM THE MOUTH OF A CHILD ‘The children were lined up in the cafeteria of a ‘The children were lined up in the cafeteria of a Catholic elementary school for lunch. At the head of the table was a large pile of apples. The nun made a note, and posted it on the apple tray: "Take only ONE. God is watching." Moving further along the lunch line, at the other end of the table was a large pile of chocolate chip cookies. A child had written a note, "Take all you want. God is watching the apples.” ‘ Catholic elementary school for lunch. At the head of the table was a large pile of apples. The nun made a note, and posted it on the apple tray: "Take only ONE. God is watching." Moving further along the lunch line, at the other end of the table was a large pile of chocolate chip cookies. A child had written a note, "Take all you want. God is watching the apples.” ‘

17. Autonomy Autonomy Respect the autonomy of students and instructors in the learning environment Respect the autonomy of students and instructors in the learning environment

18. Beneficence Beneficence Promote the benefit of students, professors, the profession/discipline and the consuming public Promote the benefit of students, professors, the profession/discipline and the consuming public

19. Nonmaleficence Nonmaleficence Avoid causing unnecessary pain to all those in the learning environment: students, professors, and the consuming public Avoid causing unnecessary pain to all those in the learning environment: students, professors, and the consuming public

20. Justice Justice Fairly distribute the benefit and burden of the learning, teaching, research process and outcomes to all concerned: students, professors, school, and the public Fairly distribute the benefit and burden of the learning, teaching, research process and outcomes to all concerned: students, professors, school, and the public

21. Case 1 Incompetence meets popularity Case 1 Incompetence meets popularity X is an assistant professor in a mid-size urban university. He is flamboyant and popular with the administrators. A computer whiz, he helps out a lot. But X is grossly incompetent in teaching and research. His students complain frequently about his absenteeism and failure to prepare for class. The chairperson of the department, who is otherwise firm and thorough, feels helpless because she is the only black woman in a white institution where X is also white. She has told X on a number of occasions to get his act together, but X is contemptuous of her. One day, a black woman in X’s class complains about a racist remark that X has made in his aesthetic class. His remark is that many people would judge white skin to be more beautiful than black skin. The chair is furious and wants to make an issue out of this. Then she also thinks about the principle of academic freedom. What should she do? X is an assistant professor in a mid-size urban university. He is flamboyant and popular with the administrators. A computer whiz, he helps out a lot. But X is grossly incompetent in teaching and research. His students complain frequently about his absenteeism and failure to prepare for class. The chairperson of the department, who is otherwise firm and thorough, feels helpless because she is the only black woman in a white institution where X is also white. She has told X on a number of occasions to get his act together, but X is contemptuous of her. One day, a black woman in X’s class complains about a racist remark that X has made in his aesthetic class. His remark is that many people would judge white skin to be more beautiful than black skin. The chair is furious and wants to make an issue out of this. Then she also thinks about the principle of academic freedom. What should she do?

22. The Veil of Academic Freedom The Veil of Academic Freedom Freedom without license to hurt Freedom without license to hurt No level classroom playing field No level classroom playing field Student autonomy and classroom intimidation/harassment Student autonomy and classroom intimidation/harassment

23. Case II Student autonomy /Professor authority Case II Student autonomy /Professor authority Professor Y is known for his command of the classroom environment. He brooks no nonsense and his students know it. One day, he asks the class a question and there is a complete silence. Y then calls one student to give the answer. The student refuses to answer the question. Y feels disrespected and asks the student to leave his classroom. Is Y right? Professor Y is known for his command of the classroom environment. He brooks no nonsense and his students know it. One day, he asks the class a question and there is a complete silence. Y then calls one student to give the answer. The student refuses to answer the question. Y feels disrespected and asks the student to leave his classroom. Is Y right?

24. The autonomy of reason The autonomy of reason Autonomy requires responsibility Autonomy requires responsibility Paternalism is sometimes justified: curriculum development, syllabus preparation, examination preparation Paternalism is sometimes justified: curriculum development, syllabus preparation, examination preparation Students must not be embarrassed Students must not be embarrassed

25. Case III Clash of missions and professor predicament Case III Clash of missions and professor predicament W was a professor in a small 4-year college with an outstanding football team. Dow, a member of the team, registered in W’s logic course. After the first class, Dow introduced himself to W, informing him that he would be away on many occasions because of the games. W told him that he would have to do all the work to earn a good grade. Dow assured W that he would. At the end of the semester, Dow failed the course. The football coach called W’s office to plead for a review of Dow’s performance on the ground that Dow was an invaluable member of the team and failure meant withdrawal from the college. Then the Departmental chair called W. The provost too called. They all asked W to give Dow a “D” instead of an “F”. W thought he could not do anything about it. Then one of his colleagues reminded him that he was due for tenure review the following year. What should W do? What would you do? W was a professor in a small 4-year college with an outstanding football team. Dow, a member of the team, registered in W’s logic course. After the first class, Dow introduced himself to W, informing him that he would be away on many occasions because of the games. W told him that he would have to do all the work to earn a good grade. Dow assured W that he would. At the end of the semester, Dow failed the course. The football coach called W’s office to plead for a review of Dow’s performance on the ground that Dow was an invaluable member of the team and failure meant withdrawal from the college. Then the Departmental chair called W. The provost too called. They all asked W to give Dow a “D” instead of an “F”. W thought he could not do anything about it. Then one of his colleagues reminded him that he was due for tenure review the following year. What should W do? What would you do?

26. Resolving moral dilemmas Resolving moral dilemmas Clarification of the demand of principles Clarification of the demand of principles Establishment of the priority of principles Establishment of the priority of principles Establishment of the priority of missions Establishment of the priority of missions Priority of autonomous decision Priority of autonomous decision

27. Case IV Sex as a teaching tool? Case IV Sex as a teaching tool? S is a full professor in a research institution. She is prolific in research and has brought a lot of research dollars to her institution. She has also written extensively in her field. S also loves students and enjoys having them around on campus and in her home. Ordinarily this is commendable. But S adds another dimension to her love for students. She enjoys having sexual relationship with them. She does not see anything wrong with this and she justifies it on the ground that it makes her teaching effective. According to her, that was how she learned well from her professors too and she advocates the method to others. In the light of the principles discussed above, what do you think of Professor S? S is a full professor in a research institution. She is prolific in research and has brought a lot of research dollars to her institution. She has also written extensively in her field. S also loves students and enjoys having them around on campus and in her home. Ordinarily this is commendable. But S adds another dimension to her love for students. She enjoys having sexual relationship with them. She does not see anything wrong with this and she justifies it on the ground that it makes her teaching effective. According to her, that was how she learned well from her professors too and she advocates the method to others. In the light of the principles discussed above, what do you think of Professor S?

28. FROM THE MOUTH OF A CHILD FROM THE MOUTH OF A CHILD ‘The children had all been photographed, and the teacher was trying to persuade them each ‘The children had all been photographed, and the teacher was trying to persuade them each to buy a copy of the group picture. "Just think how nice it will be to look at it when you are all grown up and say, 'There's Jennifer, she's a lawyer,' or 'That's Michael, He's a doctor.' “ A small voice at the back of the room rang out, "And there's the teacher, She's dead. “’ to buy a copy of the group picture. "Just think how nice it will be to look at it when you are all grown up and say, 'There's Jennifer, she's a lawyer,' or 'That's Michael, He's a doctor.' “ A small voice at the back of the room rang out, "And there's the teacher, She's dead. “’