Reconciling Ethics and Education

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Introduc�on

The role of educa�on in an individual's life is an area that has been open to numerous interpreta�ons. It has been defined as an instrument for opening the doors of the mind,

1,2cleansing the soul and realiza�on of the self . Educa�on as a basic human right has been recognized, advocated for and

3,4, 5,6,7sought to be enforced by many interna�onal covenants The right's based approach to educa�on tends to define the

8following impacts of the educa�on process :

1. Promo�on of social cohesion, integra�on and

stability

2. Building respect for peace and non-violent conflict

resolu�on

3. Contribu�ng to posi�ve social transforma�on

4. Is more cost-effec�ve and sustainable

5. Producing be�er outcomes for economic

development

6. Building capacity

Scenario in India

The educa�onal sector in India has seen massive growth over the past few decades. It has been reported that in the FY 2015-16, this market was worth $100 billion, while it

7rose to $116.4 billion in FY 2016-17 .The Indian higher educa�on system, which includes technical educa�on, is one of the largest of the world. The number of Universi�es has grown from 27 in 1950-51 to 621 in 2010-11 and further to 712 in 2013-14. The number of Ins�tutes has grown from 11,095 in 2010-11 to 11,443 in 2012-13. The number of colleges has shown phenomenal growth, from 578 in 1950-51 to 32,974 in 2010- 11; 34,852 in 2011-12;

935,829 in 2012-13 . In 2014-15, there were 711

10universi�es, 40,760 colleges and 11922 stand-alone 11

ins�tu�ons in higher educa�on sector in India. This should theore�cally translate into a robust workforce available at the service of the na�on. What then exactly is the nature of service that is expected from them? Is it to merely co-exist with and technically enact the role of one's own ilk or is there a much higher calling – one that exhorts for a more value-based involvement? The la�er is what is desirable should be nobody's guess. Are our graduates and post-graduates capable of performing the same? The answer is sadly, an overwhelming no.

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Reconciling Ethics and Educa�on

Ethics in educa�on can be linked to the wider concept of

educa�on as envisaged by “all ac�vi�es by which a human

group transmits to its descendants a body of knowledge and 12skills and a moral code which enable the group to subsist" .

The argument for inculca�ng ethics into the academic

curriculum of major streams of educa�on has been in vogue

for quite some �me now. The issues that have been

a�ributed to ethical erosion in the educa�onal arena are as

follows:

1. Recruitment of admissions and awarding of degrees purely driven by monetary considera�ons

2. Rising levels of plagiarism, especially in rela�on to academic and scien�fic wri�ng that has been

13observed of late in higher educa�onal ins�tu�ons

3. Poor professional standards of teachers with respect to a�endance, quality of delivery of lectures and emo�onal involvement and emo�onal

14interac�on within the classrooms4. In the embodiment and discharge of professional

responsibili�es, more so for the health professional, the humane approach and values that should be the cardinal feature of this discipline has now metamorphosed into a quality that is under threat of ex�nc�on.

5. In the science and technology sector, where innova�ons guided by a sense of what is just for the society and environment at large is being rapidly

15replaced by ones with pure economic needs.

The following factors are ascribed to be the reasons for

above challenges that confront the educa�onal system:

1. The rapid pace of commercializa�on and priva�za�on

in providing educa�on the iden�ty of a marketable 16commodity.

2. Overwhelming pressure on publica�ons, poor

training towards ethical scien�fic wri�ng, ignorance,

lapse and an absence of statutory control and clear

policies to deal with scien�fic misconduct in 17

academics.

3. Absence of ethical educa�on in the training 14curriculum for teachers.

4. Adop�on of transhumanist approaches for the 15propaga�on of technology to achieve superiority

Unlike the tradi�onal educa�onal system which

focused on the inter-genera�onal transfer of skills,

customs and values, today ethics and values are o�en

considered as a subject not in synchrony with the

modern era of so called pragma�sm and evidence

based approaches. There exists an apprehension in

both teachers and students as to the fact whether such

orienta�on limits the opportuni�es that may open up

or chances of success in their chosen arena of

endeavour. Ins�tu�ons no longer wish to be defined by

ethical students but rather by meritorious students

with promising and lucra�ve career trajectories.

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Reconciling Ethics and Educa�on

As per the Na�onal Policy of Educa�on 2016, value

orienta�on has been men�oned in the prelude as an over-

arching and comprehensive area which requires conscious

integra�on with general educa�on at each stage including

adult educa�on, teacher educa�on, and also technical and

management educa�on. It spells out that educa�on has

li�le meaning without development, nurture and

internaliza�on of values. The document envisages teachers

to be role models and inculcator of values who themselves

are expected to lead a value-based life. Despite this, the

document fails to propose frameworks for the integra�on of

the same into the educa�on system. Unfortunately, these

lo�y principles and ideas are s�ll on paper and not in ac�on!

Dealing with ethics at a UniversityThere is an argument that ethics at the level of a University

18relate to professional ethics . Ethical educa�on at

University should provide learners (inten�onal usage of the

term, instead of students) with ability to make judgement of

what is right and wrong as well as shape their character in a

manner they can s�ck to ac�ons that are right. Students

who graduated from universi�es may be well educated

persons in their professions but it is not enough. Aristotle

also says, “Educa�ng the mind without educa�ng the heart

is no educa�on at all.”

It is suggested that the evalua�on of students and teachers

at their respec�ve levels of advancement should integrally

incorporate and credit the assessment of their so� skills

and such assessment needs to be carried out against

clearly defined competency markers. Such markers should

include those related to ethics. Ins�tu�ons should reward,

support and promote learners who seek to contribute to

societal well-being based on principles of fairness,

morality and equity. Students and teachers need to be

oriented to be civilized individuals who can make sound

judgements related to self and society.

Let the following three principles guide our ac�on in

impar�ng ethics in educa�on at University level. First,

create space and opportuni�es for the learners to

understand the need of ethics to succeed in life as a part of

all courses, and not just those related to arts and logic.

Second, ensure the professional growth of learners is

intricately linked to behaviour and conduct that is both self

and society centred. Third, design means to assess ethical

behaviour so that the learners can understand and

appreciate their ac�ons as something that can be valued.

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Reconciling Ethics and Educa�on

Author:

Dr. Sarin N. S.Assistant Professor, TransDisciplinary University

Dr. Balakrishna PisupatiVice Chancellor,TransDisciplinary University

Contact address: No. 74/2, Jarakabande Kaval, Post Attur, Via Yelahanka Bangalore - 560 064website: tdu.edu.in

Photo credit:

Disclaimer: Content and views expressed here are those of the author.

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