By Dr. Catharyn Baird
At EthicsGame, we often hear from faculty members who assert they don’t have to think about teaching ethics because their subject doesn’t include conversations about values. However, like it or not, every faculty member teaches ethics — either intentionally or unintentionally — as they discuss dilemmas. All educators talk about the ethical potholes of their discipline, hopefully model a civil and respectful environment in their classrooms, and advise students who come to them for wisdom and guidance.
Equally important, not identifying conversations about policies and best practices as ethics within the constructs of a course or discipline sends a message, too.
The most basic ethics conversation involves educating students about potential pitfalls common to any discipline. Often, instructors showcase examples of individuals or companies that have made unethical decisions, drawn public scrutiny, or faced financial or legal consequences as a result of their behavior. Elizabeth Holmes and Theranos is a cautionary tale for would-be innovators in the healthcare technology space. Likewise, it’s hard to imagine a finance course chock-full of future investment fiduciaries that didn’t detail what went wrong with FTX and Sam Bankman-Fried.
A critical part of earning a degree and becoming a professional in any industry is understanding the types of behaviors that will lead to trouble, whether that’s being fired, losing clients, or even going to jail. During these conversations, faculty can also discuss the ethical issues around emerging technologies and research. Whether it’s a course on biology that explores the ethics of gene editing or an IT class where questions about navigating big data practices arise, using our experience and expertise to flash warning lights for students can only help prepare them to make informed decisions in real-world situations.
Many instructors shy away from conversations about ethics because they believe it’s a distinct field of study where qualified ethicists and philosophers are best positioned to tackle that work. They might not feel qualified to wade into this territory. And without training in behavioral ethics and psychology, faculty might feel uncomfortable probing into the reasons people stray into unethical behavior.
However, we have all considered how greed, blind loyalty, the desire for power, or just not paying attention can land someone on the wrong side of the law. Offering a concrete example of a universal problem is often enough to make a memorable impression on students.
The second type of ethics conversation is inherent in the structure of the classroom. With a modicum of awareness, anyone can learn how to facilitate dialogue with people of different ethical perspectives and value priorities. By modelling respect for students who hold ideas and express positions that are contrary to that of the instructor, other peers or the institution, teachers have an opportunity to encourage critical thinking and well-articulated positions that promote civil and productive discourse.
My college-aged grandchildren talk about weighing the risks of taking a position in a paper when they suspect their instructors might not approve, and then perhaps receiving a lower grade than if they had simply taken a more agreeable tack. They debate about when to bring forward a complaint about a faculty member who has disrespected or silenced members of a class — always, by the way, after they are certain to never encounter that teacher again.
Each of us, regardless of our role or subject matter expertise, can examine our own practices to ensure that we are not one of those teachers who is roasted over Christmas dinner. Remembering a conversation about what to do and how to do it is a conversation about ethics. Don’t avoid critical explorations into what not to do. Successful professionals need a strong ethical grounding in both.
A 2024 Harvard study found that 51% of students feel comfortable sharing political opinions at their college “without fear of censorship or negative repercussions.” However, 8% of those who identified as Democrat, 14% of those who identified as Independent, and 21% of those who identified as Republican said that they were not comfortable sharing their ideas. The challenge for professors is engaging in interesting conversations that will gently widen the viewpoint of both conservatives and liberals without making anyone feel silenced. With thoughtfulness and practice — and a willingness to learn from students — it’s possible to create an open and inviting space where ethical learning can happen.
A third way teachers engage about ethics is when students seek out wisdom and guidance. In these conversations, students often struggle with how to balance a desire for accomplishment with treating coworkers and peers with respect and care. In early glimpses of common ethical problems, they see people who are focused on their own careers and are rewarded even if they don’t consider the impact of their behaviors on others. Charges of harassment or bullying, or a concern about a toxic culture, often result from this type of ethical blindness and leadership’s failure to prioritize civility.
Our objective as educators is to ensure that students are equipped to recognize inappropriate behaviors and feel prepared to navigate difficult environments effectively. They can learn strategies for evaluating scenarios to avoid ethical errors and how to deal with those who misbehave or are unkind or lack respect.
In these discussions, instructors can explore with students what it means to demonstrate moral courage and how to make those big decisions that can elevate or derail a career. Because those choices are not obvious, teachers might find themselves sharing personal stories about making a tough decision that had career impact.
In a blog post, Matt Reed discusses his decision to be an involved dad and to write frankly about issues in higher education which resulted in a glass ceiling on his own career. Moments of vulnerability not only help students see faculty as real people, but they can begin to believe that they too can make hard decisions when the moment strikes.
Educators don’t need a degree in philosophy to help students learn to be effective and ethical people in a complex, rapidly changing world. We can model ways to harmonize personal values and organizational values as we teach and execute our research. The only question is whether those lessons will be taught from a space of mindfulness, where the learning can be highlighted, or from a position of oblivion. First, acknowledge that all educators have a responsibility to teach ethics. Then search for ways to engage thoughtfully and intentionally. Your students will thank you.