Virtue Ethics in Teaching: An Executive Interview Analysis

Introduction and Interview Method

For this paper, a high school teacher was interviewed about his personal ethical beliefs. The interview was conducted in his classroom and recorded on video for future reference. The interview was semi-structured, which allowed for a more reflective and immersive yet guided process (Dearnley, 2005). The analysis presented here is drawn from that interview recording.

The Subject's Ethical Beliefs: Virtue Ethics in Education

The ethical beliefs and practices of a teacher are an important foundation for providing quality education. The subject's self-described ethical beliefs were grounded in the system of virtue ethics. Virtue ethics is centered on acting in accordance with ideals that, if pursued, will improve one's moral character. Ultimately, the development of one's character contributes to the development of society as a whole, since virtuous conduct will positively impact others and may even inspire them to live in the same virtuous manner (Trianosky, 1990).

As a teacher, exercising virtue ethics can involve cultivating personal values such as kindness, respect, balance, and integrity while attending to the needs of others. Such conduct models strong ethical tenets within educational contexts and constructively shapes how students think about moral decisions. Ultimately, a teacher's commitment to virtue ethics encourages students to contribute positively to the world and to navigate difficult circumstances — both academic and everyday — with ethical awareness.

The subject noted that, as a teacher, he has encountered a number of ethical challenges in the workplace. Most notably, he has been confronted with issues of equity — providing students with equal access to learning opportunities — and the challenge of finding workable compromises between competing interests. In addressing these challenges, he has found it essential to approach them from an ethical standpoint. This involves critically evaluating questions about what is fair or just for each party involved in order to ensure that all are treated equitably. In arriving at these conclusions, he has been mindful that his decisions can have both short- and long-term effects on individuals and their communities. When faced with an ethical challenge, he attempts to justify his reasoning within the context of the situation by emphasizing fairness at every stage of the decision-making process.

As the subject noted, virtue ethics places emphasis on character and on how praiseworthy or reprehensible behavior affects the outcome of any given situation. In order to better understand our ethical obligations, we must reflect on what actions best convey moral excellence so as to cultivate virtuous habits. One must also strive to make meaningful connections between decisions and the values we hold dear — such as truth, justice, and respect for colleagues. In doing so, not only can one make positive changes in the workplace, but one can also internalize a broader sense of morality that extends beyond professional life into all its aspects.

The subject also stressed that virtue ethics is one of the most important ethical philosophies available to students, as it encourages individuals to develop good character traits — such as diligence, respect, honesty, and integrity — in order to navigate the world and make sound moral choices. By developing these traits, students can foster greater self-esteem and increase their motivation to achieve higher academic goals. Emphasizing that it takes more than acquiring knowledge to become a competent student discourages shallow pursuits and instead encourages engagement in intellectually stimulating activities.

Analysis of the Teacher's Moral Framework

A study of the high school teacher's moral development reveals an evolution in his understanding of virtue ethics. Through his experiences as a teacher, he came to embrace the view that ethical conduct is not binary but exists on a spectrum that draws upon self-awareness and judgment (Froming, 1978). He moved away from seeing virtue ethics simply as compliance with existing codes and instead focused on self-development through conscious decisions in both large and small matters. His reflection on how "the good life" is constructed revealed a personal commitment to always strive for virtuous living. Ultimately, this journey gave the teacher a renewed appreciation for the nuanced approach demanded by moral decisions, as well as an awareness of the difficulty ethics faces in providing definitive answers to complex questions.

The subject discussed virtue ethics, duty, and the common good in his explication of his ethical beliefs, suggesting that several ethical theories are implied in his thinking. Duty would refer perhaps to deontology — that is, duty ethics — while the common good may refer to utilitarianism. In discussing these three theories, the subject emphasized their interconnectedness, focusing on how virtue ethics provides individuals with a moral compass while also making them attentive to the needs of those around them. He also noted that determining what is universally "right" can be murky and subjective, yet this does not remove the responsibility individuals have to seek solutions that serve both themselves and others for the greater good.

Conclusion: Virtue Ethics as a Universal Moral Foundation

For the subject, there is no question of putting his own interests ahead of anyone else's. He believes in virtue because he recognizes it as a universal ideal — something real that exists and that all people can acknowledge. Virtue ethics therefore comes across as a morality-based approach to ethical decision-making that calls upon universal ideals to guide moral behavior. It is a system that seeks to nurture virtues within the individual, focuses on building moral habits, and cultivates those virtues through social and educational activities. It emphasizes characteristics such as courage, temperance, justice, prudence, fortitude, wisdom, friendship, charity, peaceableness, and selflessness as essential elements of living a good life.

References

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