Transcript 5e_05p - Homework Market

Chapter 5. General Ethical Perspectives
 Utilitarianism: Do the Greatest Good for the Greatest
Number of People
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Utilitarianism is based on the premise that ethical choices
should be based on their consequences.
Utilitarianism is attempting to do the greatest good for the
greatest number of people.
Utility can be based on what is best in a specific case (act
utilitarianism) or on what is generally best in most contexts
(rule utilitarianism).
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Utilitarianism
 4 steps to conducting a utilitarian analysis of an
ethical problem:
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1. Clearly identify the action or issue under consideration.
2. Specify all those who might be affected by the action (e.g.,
the organization, the local community, a professional group,
society), not just those immediately involved in the situation.
3. Determine the good and bad consequences for those
affected.
4. Sum the good and the bad consequences.
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Utilitarianism
 Applications of Utilitarianism
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Build on your prior experience
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Carefully examine the outcomes of your decisions
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Set personal interests aside
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Recognize when weighing consequences is critical
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Utilitarianism
 Cautions of Utilitarianism
 Consequences
are difficult to identify, measure,
and evaluate
 There
may be unanticipated outcomes
 Decision
makers reach different conclusions
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Kant’s Categorical Imperative
 In sharp contrast to the utilitarians, European
philosopher Immanuel Kant (1724–1804) argued that
people should do what is morally right no matter the
consequences.
 Kant’s reasoning was the best-know example of
deontological ethics:
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Deontological ethicists argue that we ought to make
choices based on our duty
 According to Kant, what is right for one is right for all.
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Kant’s Categorical Imperative
 Applications of Kant’s Categorical Imperative
 Be
duty bound
 Always
ask if you would want everyone to make
the same choice
 Demonstrate
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respect for others
Kant’s Categorical Imperative
 Cautions of Kant’s Categorical Imperative
 Exceptions
 Moral
 Is
exist to nearly every “universal” law
obligations may conflict with one another
demonstrated through unrealistic examples
 Hard
to apply, particularly under stress
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Justice as Fairness
 According to Harvard philosopher John Rawls we
should follow these principles of justice and build
them into our social institutions:
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Principle 1: Each person has an equal right to the same
basic liberties that are compatible with similar liberties for
all.
Principle 2: Social and economic inequalities are to satisfy
two conditions: (A) They are to be attached to offices and
positions open to all under conditions of fair equality of
opportunity. (B) They are to provide the greatest benefit to the
least advantaged members of society.
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Justice as Fairness
 Veil of Ignorance
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If a group stands behind a veil of ignorance they will
choose:
 (a)
equal liberty, because they would want the maximum
amount of freedom to pursue their interests;
 (b) equal opportunity, because if they turned out to be the
most talented members of society, they would probably land
the best jobs and elected offices;
 (c) the difference principle, because they would want to be
sure they were cared for if they ended up disadvantaged.
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Justice as Fairness
 Applications of this model
 Follow
fairness guidelines
 Weigh
both individual freedom and the good of
the community when decision making
 Step
behind the veil of ignorance when making
choices
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Justice as Fairness
 Cautions of this model:
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Principles can be applied only to democratic societies
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Groups disagree about the meaning of justice and
fairness
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Lack of consensus about the most important rights
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Pragmatism: Ethics as Inquiry
 Pragmatism was the dominant philosophical
movement in the United States from the Civil War
through World War II.
 John Dewey (1859-1952) emerged as its most
prominent spokesperson.
 Dewey and other pragmatists believed that scientific
methods could be applied to solving human
dilemmas.
 Dewey argued that ethical dilemmas should be
approached scientifically as well.
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Pragmatism: Ethics as Inquiry
 The term “dramatic rehearsal” describes mental
imagination in action. In dramatic rehearsal,
decision makers conduct a series of imaginary
thought experiments to visualize how their decisions
could turn out.
 While Dewey focused on the process of ethical
decision-making, he also believed that every ethical
decision must be made with an end or value in mind.
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Pragmatism: Ethics as Inquiry
 Applications of Pragmatism
Approach ethical problems like other dilemmas
 Immerse yourself in the details of the situation
 Engage your imagination
 Acknowledge your limitations
 Look for creative solutions
 Embrace your emotions
 Recognize that your ethical choices shape your
character
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Pragmatism: Ethics as Inquiry
 Cautions of Pragmatism
 Lacks
 Can
a moral center
lead to undesirable decisions
 Vague
outcomes
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Focus on Follower Ethics
 According to Harvard University political scientist,
Barbara Kellerman there are guidelines that can be
employed to encourage followers to serve the greater
good by resisting bad leaders:
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Be informed.
Be engaged.
Be independent.
Be a watchdog.
Be prepared to analyze and judge the situation, the leader,
and the other followers.
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Follower Ethics
 Kellerman’s guidelines (cont’d)
 Be open to allies and to forming coalitions.
 Be prepared to be different.
 Be prepared to take a stand.
 Be loyal to the group, not to any single individual.
 Know the slippery slope—bad leaders who over time
become more deeply embedded and more difficult to
uproot.
 Know your options.
 Know the risk of doing something—and of doing nothing.
 Check your moral compass.
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Altruism
 Advocates of altruism argue that love of neighbor is the
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ultimate ethical standard.
Our actions should be designed to help others whatever
the personal cost.
The command to love God and to love others as we love
ourselves is our most important obligation in JudeoChristian ethics.
Concern for others promotes healthy social relationships.
Researchers from social psychology, economics, political
science, and other fields have discovered that altruistic
behavior is more often than not the norm, not the
exception.
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Altruism
 Management professors Rabindra Kanungo and
Manuel Mendonca believe that concern for others is
even more important for leaders than it is for
followers.
 According to Kanungo and Mendonca, leaders intent
on benefiting followers will pursue organizational
goals, rely on referent and expert power bases, and
give power away.
 Leaders intent on benefiting themselves will focus on
personal achievements; rely on legitimate, coercive,
and reward power bases; and try to control followers.
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Altruism
 Terms:
 Individual-focused altruistic behaviors include providing
training, technical assistance, and mentoring.
 Group-focused altruistic behaviors include team building,
participative group decision-making, and minority
advancement programs.
 Organizational-focused altruistic attitudes and actions
include demonstrating commitment and loyalty, protecting
organizational resources, and whistle-blowing.
 Societal-focused altruistic behaviors include making
contributions to promote social welfare, reducing pollution,
ensuring product safety, and maintaining customer
satisfaction.
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Leadership at the Movies: Radio
 Discussion Questions:
What event in Coach Jones’ life prompted him to reach
out to Radio?
 Who gained the most from their relationship--the
Coach or Radio?
 Were players, students and family members hurt
because the coach invested so much time in Radio?
What limits should leaders set on the amount of time
and effort they invest in the lives of followers?
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Ethics of Care
 Philosopher Virginia Held identifies five key
components of the care ethic:
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Focuses on the importance of noting and meeting the needs of
those we are responsible for.
Values emotions.
Specific needs and relationships take priority above universal
principles.
Breaks down the barriers between the public and private
spheres.
Views persons as both relational and interdependent.
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Case Study: The Asian Carp
 Discussion Questions:
 What
is the lesser of two evils?
 Shutting
down the canal locks to prevent the
spread of the Asian carp or keeping the locks
open? Why?
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Case Study: Fukushima 50
 Discussion Questions:
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If the explosions had occurred in another country, do you think
workers would have stayed on the job? Why or why not?
Can you think of other examples of where people risked their lives
out of a sense of duty? What explains their actions?
In addition to duty, what other ethical principles appeared to
motivate the 50, those who joined their efforts, and other
Japanese citizens?
How should Japan and the world honor those who stayed to save
the plant?
What leadership and followership ethics lessons do you take from
this case?
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Case Study: Drone Wars
 Discussion Questions:
 Should
the United States continue to use drones in
its fight against terrorism? If so, what changes, if
any, should be made in the way the drone program
operates?
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