Table Of ContentTHINKING ABOUT EDUCATION SERIES
FIFTH EDITION
Jonas F. Soltis, Editor
The revised and expanded Fifth Edition of this series builds on the
strengths of the previous editions. Written in a clear and concise style,
these books speak directly to preservice and in-service teachers. Each of-
fers useful interpretive categories and thought-provoking insights into
daily practice in schools. Numerous case studies provide a needed bridge
between theory and practice. Basic philosophical perspectives on teach-
ing, learning, curriculum, ethics, and the relation of school to society are
made readily accessible to the reader.
Perspectives on Learning
D. C. Phillips and Jonas F. Soltis
The Ethics of Teaching
Kenneth A. Strike and Jonas F. Soltis
Curriculum and Aims
Decker F. Walker and Jonas F. Soltis
School and Society
Walter Feinberg and Jonas F. Soltis
Approaches to Teaching
Gary D Fenstermacher and Jonas F. Soltis
Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY
10027
Copyright © 2009 by Teachers College, Columbia University
All rights reserved. No part of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopy, or any
information storage and retrieval system, without permission from the publisher
Library of Congress Cataloging-in-Publication Data
Strike, Kenneth A.
The ethics of teaching / Kenneth A. Strike, Jonas F. Soltis. — 5th ed.
p. cm. — (Thinking about education series)
Includes bibliographical references and index.
ISBN 978-0-8077-4981-4 (pbk. : alk. paper)
1. College teachers—Professional ethics—United States. I. Soltis, Jonas F.
II. Title.
LB1779.S73 2009
378.1'25—dc22 2009000215
ISBN 978-0-8077-4981-4 (paper)
Printed on acid-free paper
Manufactured in the United States of America
16 15 14 13 12 11 10 09 8 7 6 5 4 3 2 1
Contents
Acknowledgments vii
Code of Ethics of the Education Profession viii
Chapter 1
What This Book Is About 1
The Nature of Ethical Inquiry 5
A Case 9
Two Ways to Think About Ethics 10
Consequentialist Theories and Benefit Maximization 11
Nonconsequentialist Theories and Respect for Persons 14
Ethical Theories and Their Uses 17
Additional Cases 20
For Further Inquiry 23
Chapter 2
Punishment and Due Process 24
A Case to Consider 24
Dispute 26
Concepts 27
Analysis 29
Reflections on Method 32
Additional Cases 33
For Further Inquiry 36
Chapter 3
Intellectual Freedom 38
A Case to Consider 38
Dispute 40
Concepts 41
Analysis 44
Reflections on Method 48
Additional Cases 49
For Further Inquiry 54
Chapter 4
Equal Opportunity and Democratic Community 55
A Tale of Two Meetings: Two Cases to Consider 55
Dispute 58
Concepts 60
v
vi Contents
Analysis 67
Reflections on Method 75
Additional Cases 76
For Further Inquiry 81
Chapter 5
Diversity: Multiculturalism and Religion 82
Two Cases to Consider 82
Dispute 86
Concepts and Issues 87
Radical Pluralism 89
Other Defenses of Diversity 93
Pros and Cons 96
Persons as Citizens 101
An Additional Case 103
For Further Inquiry 105
Chapter 6
Democracy, Professionalism, and Teaching with Integrity 107
A Case to Consider 107
Reflective Equilibrium 110
The Question of Sovereignty 114
Professionalism and Teaching with Integrity 120
Ethical Dialogue 123
Additional Cases 127
For Further Inquiry 131
Chapter 7
Conclusions and Postscript 132
Postscript 133
Chapter 8
Supplemental Case Studies 139
Teacher Burnout 143
Whose Rights: Students’ or Parents’? 145
You Get What You Pay For 147
Pledge of Allegiance 149
Teacher or Friend? 150
Professional Conduct: Two Cases 151
College or Workforce? 154
Values Clarification 156
Abuse? Neglect? Or Nothing to Worry About? 158
Friendly Support or Sexual Harassment? 160
Grading Policies 161
Additional Resources 163
Acknowledgments
We would like to thank The Hasting Center Institute of Society, Ethics, and
the Life Sciences for bringing us together and starting us thinking about
the ethics of teaching at a conference entitled “Professional Ethics in
Schools of Education” held in October 1981. We must also thank the many
students who attended our classes and helped us to develop and test our
approach and materials in Education 472 (Cornell) and TF4680 (Teachers
College, Columbia). Some students were kind enough to let us use cases
they had constructed: Randy Berger, Tim Counihan, Ann Marie Kelley,
Meg Lavigne, Karley Meltzer, Barbara Reynolds, Scott Smith, and Steve
Tobolsky. We also had the benefit of seeing some of the cases developed in
the Ohio State project on Moral Negotiation. For that we thank Bernard
Rosen, Gerald Reagan, and Jo Ann Freiberg. Very special thanks go to
Andrew Alexander, Paul Green, and Tim Counihan, who served as re-
search assistants doing everything including finding sources, copy editing,
and offering suggestions. Tim Counihan, who was with the project from
start to finish, also ably assisted in ethics courses at Teachers College and
skillfully developed and edited cases, some of which appear in this text. Jo
Ellen Thomas and Berni Oltz prepared the manuscript, asked some very
good questions, and made useful suggestions. Many people read and com-
mented on the manuscript. Among them were Barry Bull, Scott Bilow,
Martha Cummings, James Galt, Emil Haller, John Decker, Charles Love,
Naomi Mascarenhas, Margaret McCasland, Karley Meltzer, David Monk,
George Posner, Vern Rockcastle, Merrill Stevenson, Abebetch Tadesse,
Craig Thurtell, and Michael Weinstock.
We also would like to thank Tom Rotell, former Director of Teachers
College Press, and Carole Saltz, the current Director, who supported and
encouraged the development of this series, Thinking About Education, as
well as Sarah Biondello, former Executive Acquisitions Editor, who en-
couraged the second edition and involved Teachers College Press in addi-
tional books on ethics and education. Finally, we thank Susan Liddicoat
and Peter Sieger of Teachers College Press for the overseeing and care-
taking of all the subsequent editions of the series.
vii
Code of Ethics of the
Education Profession
Adopted by the 1975 NEA
Representative Assembly
PREAMBLE
The educator, believing in the worth and dignity of each human being,
recognizes the supreme importance of the pursuit of truth, devotion to ex-
cellence, and the nurture of democratic principles. Essential to these goals
is the protection of freedom to learn and to teach and the guarantee of
equal educational opportunity for all. The educator accepts the responsi-
bility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent
in the teaching process. The desire for the respect and confidence of one's
colleagues, of students, of parents, and of the members of the community
provides the incentive to attain and maintain the highest possible degree
of ethical conduct. The Code of Ethics of the Education Profession indi-
cates the aspiration of all educators and provides standards by which to
judge conduct.
The remedies specified by the NEA and/or its affiliates for the viola-
tion of any provision of this Code shall be exclusive and no such provision
shall be enforceable in any form other than one specifically designated by
the NEA or its affiliates.
__________
Reprinted from NEA Handbook, 1977–78, Washington, DC: National Education
Association. Used by permission.
viii
Code of Ethics ix
PRINCIPLE I
Commitment to the Student
The educator strives to help each student realize his or her potential as a
worthy and effective member of society. The educator therefore works to
stimulate the spirit of inquiry, the acquisition of knowledge and under-
standing, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator—
1. Shall not unreasonably restrain the student from independent action in
the pursuit of learning.
2. Shall not unreasonably deny the student access to varying points of
view.
3. Shall not deliberately suppress or distort subject matter relevant to the
student's progress.
4. Shall make reasonable effort to protect the student from conditions
harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or dispar-
agement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital
status, political or religious beliefs, family, social or cultural back-
ground, or sexual orientation, unfairly:
a. Exclude any student from participation in any program;
b. Deny benefits to any student;
c. Grant any advantage to any student.
7. Shall not use professional relationships with students for private ad-
vantage.
8. Shall not disclose information about students obtained in the course of
professional service, unless disclosure serves a compelling professional
purpose or is required by law.
PRINCIPLE II
Commitment to the Profession
The education profession is vested by the public with a trust and responsi-
bility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profes-
sion directly influences the nation and its citizens, the educator shall
exert every effort to raise professional standards, to promote a climate
