When faced with a moral dilemma, both individuals and organizations have to make choices from different options. G. K. Chesterton stressed the importance of education in society as it is passed on from one generation to another. Education is an ongoing journey where we acquire knowledge and share it with others while eliminating any unnecessary information.
Education, a serious field, necessitates clear ethics and values governed by laws to manage its exchange and distribution. The following are typical ethical dilemmas encountered by educators, students, educational institutions, and at times parents and guardians:
The Education for All Handicapped Children Act, which was enacted by the Federal Government in 1975, represented a noteworthy advancement in the education of disabled children. Prior to the implementation of this legislation, disabled children were obligated to attend mainstream public schools and adhere to a curriculum that did not cater to their individual requirements.
Afterward, states were given funding to develop educational curricula specifically for children with disabilities. The Education for All Handicapped Children Act in 1975 ensured that all handicapped children aged 3 to 21 had the right to receive a Free, Appropriate Public Education (APE). The ongoing discussion between principals and parents regarding the choice of teachers for the upcoming school year is seen as a notable ethical issue in education.
The debate surrounding the mandatory implementation of school uniforms has two expected results. The principal can either resign under parental pressure or decline the request, explaining that the school’s policy does not involve considering parents’ opinions on faculty choices. Like many other topics, this one also presents opposing views – those in favor of compulsory school uniforms and those against it.
Advocates for school uniforms highlight the detrimental consequences of not having a uniform dress code in schools nationwide. These consequences include the display of revealing piercings, provocative or excessively informal attire, as well as non-traditional hair colors and styles. Conversely, opponents contend that clothing has no bearing on education and assert that what students wear to school does not affect the curriculum taught. Moreover, they express apprehension about students who might be unable to afford uniforms and whether this would hinder their access to education.
A potential resolution to the school uniform controversy is to establish a rigorous dress code specifying prohibited attire for students. Non-compliance with this dress code may lead to fines or suspension. This approach finds middle ground between the extremes of requiring school uniforms and permitting unrestricted clothing choices. The matter of maintaining discipline can be simplified as the ongoing argument between a zero tolerance policy and a more forgiving method that permits opportunities for redemption.
Both zero tolerance policies and second-chance policies should coexist in various educational or other institutes. Zero tolerance policies aim to address aggressive and anti-social behaviors, including bullying and carrying firearms, while second-chance policies are utilized to promote improved academic performance and the development of a growth mindset. However, it is important to note that opportunities provided through second-chance policies should not be endlessly available for repeated offenses by the same individual.
The idea that giving second chances does not equate to endorsing a neglectful approach towards discipline is important to consider. The question of how to address diversity is a significant one as schools are currently admitting students from various social and ethnic backgrounds. Throughout the history of public schools, racial inequality and ethnic distinctions have been ongoing problems. The curriculum should be the first aspect to tackle when it comes to addressing diversity in schools.
Incorporating various ethnic sports and multicultural festivals in schools signifies the initial step towards unifying students from different backgrounds within an institutional framework. Integrating significant historical records from diverse ethnicities into the study of global history would also promote understanding and appreciation of each other’s racial, cultural, and ethnic variations among students. Instead of allowing diversity to hinder education, it is crucial to prioritize the value of diversity.
Grading – Linking Parameters with purpose: What do grades represent? What should grades represent? Should they solely represent academic performance? Moreover, what aspects of academics should grades accurately depict? Should grades measure learning abilities, comprehension skills, adherence to deadlines, or all of the above? Additionally, should a student’s failure to meet these standards be attributed to their own laziness or the teacher’s incompetence?
The debate surrounding whether class participation should be taken into account for overall grading raises questions about the fairness of evaluating shier or quieter students who may excel academically. It also points to the need for a comprehensive examination of various aspects and viewpoints to establish an unbiased grading system that eliminates ambiguity.
