Professional Documents
Culture Documents
University of Calgary
Miss. James is a 30 year old teacher at William Aberhart High School in Calgary and
who has been teaching grade 10 science for the past 4 years.
John Smith is a grade 10 student in Miss James’ science class. In the recent parent-teacher
conference John’s mother revealed to Miss James that John’s father is in prison and she is
John has also been through a recent growth spurt and is often seen wearing clothes that are too
small for him. Miss James has questioned John on his lack of appropriate clothing and John has
On a Friday afternoon Miss James visits Mountain Warehouse in her local shopping centre to
buy a winter coat. While browsing, Miss James notices John. On her way to say hi, she sees John
put a fleece and some warm socks under his hoodie and then sees him walk out of the shop.
Deontological Ethics:
Deontological ethics is the act of doing the right thing in regards to the obligation to
one’s duty, regardless of the consequences suffered by both parties. This approach to ethics
applies the “Golden Rule” principle, meaning that one treats others how they wish to be treated.
However, in applying the “Golden Rule,” one is obliged by the Categorical Imperative, meaning
that one must make the same decision in accordance to their duty for every situation, even in
regards to their own actions (Donlevy, 2017). Thus, ensuring the grace of their obligation and
school of thought, is that she must report John Smith to the manager of Mountain Warehouse as
According to the Canadian Criminal Code Theft is defined by “every one commits theft who
fraudulently and without colour of right takes, or fraudulently and without colour of right
converts to his use or to the use of another person, anything, whether animate or inanimate, with
intent (a) to deprive, temporarily or absolutely, the owner of it, or a person who has a special
property or interest in it, of the thing or of his property or interest in it” (Criminal Code, R.S.C.,
1985, c. C-46). Thus, Miss. James holds an obligation to her duty to the Code of Professional
Conduct, by following the law and reporting the theft to the proper authorities.
Miss. James holds a professional duty to the Alberta Teachers Association Code of
Professional Conduct, in relation to the pupil, item 5, “The teacher may not divulge information
about a pupil received in confidence or in the course of professional duties except as required by
law or where, in the judgment of the teacher, to do so is in the best interest of the pupil” (The
Alberta Teachers’ Association, 2004). Miss James also holds a duty to the Code of Professional
Conduct in regards to item 18, “the teacher acts in a manner which maintains the honour and
Yes the proposed decision meets the Golden Rule condition. The Golden Rule states
“One should do unto others as one would have them do unto themselves,” therefore, Miss. James
would expect to be held liable if she committed theft due to her breaking the law and denying her
Yes the proposed decision meets the Categorical Imperative condition because Miss.
James is obligated by her duty to the Code of Professional Conduct, therefore must report the
theft committed by James, as it is breaking the law. In following the Teachers’ Code of
Professional Conduct, we assume that if Miss. James was committing a theft, she would know
that she is criminally liable for her actions, thus she must be held accountable and suffer the
Regardless of the consequences, is there a principle which must be adhered to in this case?
Yes there is a principle to adhere too: one must always follow the law, therefore do not
commit the act of theft. As educators we have the responsibility to teach our students how to
think critically and to become ethical citizens; thus, one must follow the law.
Postmodern Ethics:
Postmodern ethics argues that every individual has the impulse to act ethically or morally
based on their relationship with others, and it is the impulse itself which carries the morality of
the individual within it. This moral impulse “is not derived from a code, or prescribed ethical
values, or principles but from the very fact that she or he exists as a human being in relationship
with the Other” (EDUC 525, 2017 Oct 24, Powerpoint #12, Slide 38). We are assuming that the
postmodern teacher would be morally compelled to act in the interest of the student because that
is the teacher’s immediate reaction due to the human relationship that exists between the teacher
The immediate intuitive reaction of our group members was to assist the student
in some way, and because of that we assume the immediate reaction of Miss James would
be equivalent. The most immediate reaction would be to not report the student’s crime
but to help the student receive appropriate clothing by way of direct contact with the
student. While the teacher must respect the student’s dignity and consider their
circumstances, Miss James is bound by the Professional Code of Conduct in other ways
that are more important to the dilemma. Particularly sections 5 and 18, where a teacher is
bound to share their knowledge with the appropriate authorities since the guardian(s) of
the child are unable to provide the necessities of life which has led to theft on behalf of
the student. The child and their family would hopefully be provided the least intrusive
intervention in order to assist with their difficult circumstances, while still abiding by the
What is the moral urge I feel when faced with this decision?
We assume that our moral urge when faced with this decision is to act in the best interest
of the student, which would be to assist them in acquiring the appropriate clothing due to the fact
that it is a basic human necessity. If the student lacks clothing, they will be unable to flourish in
or evidence and was not decided beforehand. We are assuming that Miss James did not
preconceive her decision because it is out of the ordinary to assume that you will witness a
student stealing in order to clothe themselves. Furthermore, the urge to assist the student is a
Am I prepared to act within the context of the situation knowing full well that this is my
decision and that I alone am responsible for it and all the consequences that flow from it?
By making the decision, we acknowledge that we alone are responsible for the decision,
regardless of whether Miss James chooses to report or not. Miss James would have to accept that
whatever decision she makes, the consequences will affect everyone involved and are also her
responsibility. A postmodern teacher chooses consequences that they inherently feel are moral as
Virtue Ethics :
relationships to and amongst persons and things, practical wisdom exhibits maturity, deep
consideration of culture, persons, and things, and possible consequences with a close
appreciation of the actual situation with the temporal nature of the situation involved in the
For those advocates of virtue ethics, the belief is that if one lives a life of good character
which utilizes practical wisdom, one can achieve the goal, at least for this school of thought, of
personal happiness which is sometimes referred to as eudemonia meaning that one flourishes
according to the nature of being human (Hursthouse, 2007). Some questions that advocates of
As stated by Donlevy “It is important to note that one can exhibit honesty in some
situations but not others” (Chapter 3, p. 2). We assume that this would involve not reporting the
student to the police for committing theft due to the fact that the teacher knows the student is
having difficulties at home and may be unable to purchase necessary clothing. The teacher and
administration team should first approach the student within school hours to carefully talk the
situation through with the student and attempt to resolve it without the police. A virtue ethics
supporter is always trying to bring out the best in an individual, therefore through conversation
rather than immediate punishment, the teacher would be reinforcing certain virtues and
If I make the proposed decision, how might that decision impact my view of myself and my
ethical character?
A virtue ethics teacher would make the proposed decision if it aligns with the personal
values that they hold. One possible issue with virtue ethics is that there is not necessarily a
specific list that outlines specific actions that are virtuous. This list is fluid and will often change
depending on the person and depending on the situation that one finds themselves involved in.
If I make the proposed decision would it be in accord with those persons that I admire for
their strength of character?
A supporter of virtue ethics often has certain individuals that they admire for character
traits such as experiential wisdom, honesty, empathy, etc. If the teacher (in this case) can make a
decision that appears to align with those of an admired individual, they will pursue it.
If I make the proposed decision how might it affect others sense of their own ethical
awareness?
A virtue ethics supporter is unique in the way that they always consider others and are
able to empathize. While other schools of ethical thought often consider solely the impact on the
individual who will make the decision, a virtue ethics supporter considers the impact on those
around her/him. In the case of Miss James, we assume she would consider the consequences of
her decision and how they would affect all parties involved. We assume that because experiential
wisdom is of utmost importance to virtue ethics supporters, Miss James would use this to resolve
Ultimate Conclusion:
Following our analysis of Miss. James’ ethical dilemma using the Deontological, Post
Modern and Virtue Ethics school of ethical thoughts we have concluded that if we were in Miss.
James’ situation we would not immediately report John to the authorities. We have concluded
that it is not “in the best interest of the pupil” (The Alberta Teachers Association, 2004, item 5)
to immediately divulge information about the theft, before consulting John in regards to his
actions. We have concluded that we would approach John at school on Monday, talk to him
about what we had witnessed, and initiate a conversation about the illegality of theft, and the
consequences of committing such a crime. We would support John in accessing resources that
would provide him and his family with affordable clothing, telling him that thievery is always
illegal and that there are always other options before committing a crime. We believe that this
conclusion aligns with the Post-Modern school of thought, as we are addressing this ethical
dilemma by forming relationship with our student based on trust and respect, ensuring that it is in
References
Alberta Teachers’ Association. Code of professional conduct. (2004). Retrieved from:
https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-
Professionals/IM-4E%20Code%20of%20Professional%20Conduct.pdf
Donlevy, J. EDUC 525, October 19 2017 Class #11 (PDF document). Retrived from Lecture
Notes Online Website:
https://d2l.ucalgary.ca/d2l/le/content/193828/viewContent/2699139/View
Donlevy, J. EDUC 525, October 24 2017 Class #12, Slide 38 (PDF document). Retrieved from
Lecture Notes Online Website:
https://d2l.ucalgary.ca/d2l/le/content/193828/viewContent/2705086/View
Government of Canada. (2017). Criminal Code, R.S.C., 1985, c. C-46. Retrieved from:
http://laws-lois.justice.gc.ca/eng/acts/C-46/section-322.html
Province of Alberta. (2017). Child, Youth and Family Enhancement Act. Retrieved from:
http://www.qp.alberta.ca/documents/Acts/c12.pdf