Problem Statement

1. Educational Values (Ruthie M. Tate)

Please provide analysis and how Educational Values are manifested.

Assess their effectiveness in personal situations and working environments.

Conclude (Individual conclusion will be compounded on the main conclusion) if philosophically speaking they can be achieved or whether or not differences and conflicts can arise.

Please submit your portion to the "Center for Writing excellence"

According to Coxon (Nov 16, 2003), a school, Norfolk House, based on

traditional values emphasize traditional subjects, particularly math and English; however, there are extracurricular such as music, drama, and sports. There are small classes to ensure close personal attention to each student and teaching methods uphold traditional educational values.

Cited by Leonard (1999), the condition of ambivalence, fueled by diversity and change ubiquitous in today's postmodern society (Hargreaves, 1994b), means, "because education inevitably mirrors society, these are not easy times for educators" (Begley, 1996a, p. 8)

Teachers experience value conflicts and heated debates when teaming relationships and

decision-making processes. Cited by Leonard (1999), Fullan and [Hargreaves] (1991) point out, whereas collaborative cultures may require consensus on educational values, "they also tolerate disagreement" (p. 48).

"I address the problems of diminished moral responsibility and of moral relativism,

typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators who seek to enable their students to develop a deeply-founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalization and plural society."

Ng (2003) examined the validity of two educational values Ð'- knowledge and morality Ð'-

beginning "with a rebuttal of the value subjectivism circumscribing the whole modern culture, drawing on its questionable assumptions on reality, objectivity, and rationality." Ng (2003) claims that "on the one hand, language conventions provide a formal condition for the acts of valuing (comprising two levels of mental activity: valuating and evaluating); on the other hand, human emotionality (implying reasonableness) is responsible for the substance of the values we adhere to." In regards to human emotionality, Ng (2003) says, "it is believed that any attempt in values, education must necessitate the broadening and deepening of our emotional horizons."

2. Ethics of Integrity (Ruthie M. Tate)

Please provide analysis and how Ethics of Integrity are manifested.

Assess their effectiveness in personal situations and working environments.

Conclude (Individual conclusion will be compounded on the main conclusion) if philosophically speaking they can be achieved or whether or not differences and conflicts can arise.

Please submit your portion to the "Center for Writing excellence"

Mason (2001) says that the ethics of integrity points towards the sort of moral fact that

Ternasky (1993, pp 119- 120) suggests: like scientific facts, they may be difficult to establish, they may be subject to misinterpretation, they may be dependent on theoretical foundations, but disagreement alone cannot justify moral relativism. (p. 20).

Mason (2001) considers two core problems when addressing educational values and

ethics of integrity: (1) the possibility and problem of moral relativism associated with a non-fundamental orientation, and (2) consequent on the contested nature of moral authority in increasingly multicultural educational environments. (p. 19). Because of the multicultural classrooms teachers face challenging problems "associated with the development of shared values while sustaining respect for particular values" (p. 19). In late modern society, it is questioned if there are any core values that can be defended in education, irrespective of the cultural background of the participants. It is also questioned whether we have to accept moral relativism, or whether there are any values and ethics to which we can expect all participants in the educational process, whatever their cultural background, to be committed. (p. 19). The ethics of integrity commands tolerance of other cultural perspectives by the following two ways: virtue of the principle of respect for the dignity of each others' being and virtue of its constitution as a dialectical morality. (pgs. 20- 21). Mason (2001) suggest that "the ethics of morality offer a more worthwhile response that the scant resources of postmodern ethics to educators who seek to enable their students to develop a more deeply founded sense of moral complexity of late modernity's globalization and plural society" (p. 21)

3. Moral Principles (Tonya Banks)

Please provide analysis and how Moral Principles are manifested.

Assess their effectiveness in personal situations and working environments.

Conclude (Individual conclusion will be compounded on the main conclusion) if philosophically speaking they can be achieved or whether or not differences and conflicts can arise.

Please submit your portion to the "Center for Writing excellence".

Andrews, R. (2003) discusses several questions about the structure of Immanuel Kant's

moral theory, with reference to Paul Guyer's book "Kant on Freedom, Law, and Happiness." Characteristics of Kant's practical philosophy; Distinction between formal and material principles of obligation; Kinds of arguments that are presented in Kant's derivation of the moral law.

Discourse ethics is originally conceived as a program of philosophical justification of

morality. This