Intellectual Liberty

1. Intellectual Liberty

2.  Culturalize: To cultivate a
community of learners by
behaving in a kind, caring honest,
and compassionate manner in
order to challenge and inspire
each member of the school
community to become more than
they ever thought possible.
Casas, Jimmy. 2017. Cultuize: Every student. Every day. Whatever it takes.
Dave Burgess Consulting Inc.

3. Values affect how leaders respond to conflict
and how they make decisions
What if you are competitive and Ambitious?
vs.
What if you are Co-operative and Gracious?

4. Characterize your leadership…
Daft, R.L. 2002. The Leadership Experience.
229-231. Westin, Ohio: South-Western.

5.  According to Social Scientist Milton Rokeach
End Values = beliefs about the kind of goals or
outcomes that are worth trying to pursue
Instrumental Values = beliefs about the types of
behavior that are appropriate for reaching goals (the
means to the end)
Found to be more or less universal across cultures
BUT there are differences on how individuals and
cultures order them into priorities.

6.  A comfortable life
 Equality
 An exciting life
 Family security
 Freedom
 Health
 Inner harmony
 Mature love
 National security
 Pleasure
 Salvation
 Self-respect
 A sense of accomplishment
 Social recognition
 True friendship
 Wisdom
 A world at peace
 A world of beauty

7.  Ambition
 Broad-mindedness
 Capability
 Cheerfulness
 Cleanliness
 Courage
 Forgiveness
 Helpfulness
 Honesty
 Imagination
 Intellectualism
 Logic
 Ability to love
 Loyalty
 Obedience
 Politeness
 Responsibility
 Self-control

8. Values affect
• Our perception
• How we relate to others
• How we guide our choices and actions
• How we respond to conflict and make decisions

9. Values affect
 If you value ambition and career success,
then how might you view a mistake?
 If you value helpfulness and obedience, then
how might you view a mistake?
If you value ambition and career success, then you may view a mistake as a
impediment to success
If you value helpfulness and obedience, then you may view a mistake as a growth
opportunity

10. Values affect
• How we guide choices and actions
 ex. If you value courage and standing up for
what you believe, then how will you likely
make decisions (whether popular or
unpopular)?

11. Values affect
• How we relate to others
 ex. If you value obedience, conformity and
politeness, then you how might you relate to
someone who is self-reliant, independent,
creative and a bit of a rebel

12. Rational Leader Ethical Leader
Concerned primarily with self and own
goals and career advancement
Considers other equal to self, shows
concern for development of others
Uses influence for personal gain or
impact
Uses influence to serve other others
Promotes own personal version
Aligns vision with followers’ needs and
aspirations
Demands decisions be accepted without
question
Stimulates follower to think
independently and to question the
leader’s view
Insensitive to followers’ needs
Coaches, develops, and supports
followers, shares recognition with others
Relies on convenient external moral
standards to satisfy self-interests
Relies on internal moral standards to
satisfy organizational an societal interests
-Howell, J. M. & Avolio, B. J. 1992. “The ethics of charismatic leadership: submission
or liberation?”. Academy of Management Executive 6. 2, 43-54.

14. 1. Grit
2. Curiosity
3. Self-Control
4. Social Intelligence
5. Zest
6. Optimism
7. Gratitude
Vs.
Fairness, Integrity,
Generosity
Tough, P. (2012). How children succeed: confidence, curiosity and the hidden
power of character. New York, NY: Harper Collins.

15.  I understand the importance of considering
other points of view.
 I understand the importance that countering
opinions are OK and may even be helpful.
 I can define the principle of ends-based
thinking and can apply it to ethical dilemmas.
 I can define the principle of care-based
thinking and can apply it to ethical dilemmas.
 I can define the principle of rule-based
thinking and can apply it to ethical dilemmas.

16. Eliza Fitzgerald – English Teacher, Sutton
High School
Paul Robinson – Principal, Sutton High
School
Dr. Higgins - Superintendent

17. Natalie Munroe
Marvin Pickering

18. Whoever tells the stories defines the culture.
Do you want to be right or do you want to be
successful?
Seek first to understand then to be understood.

19. The GOOD of the public interest
vs.
Moral Principle of Individual Responsibility

21.  Need to be respected, to self-respect and to
respect others.
 Need to engage in order to gain recognition and
have an activity or activities that give the person
a sense of contribution and self-value, be it in a
profession or hobby.
 Imbalances can result in low self-esteem,
inferiority complexes, an inflated sense of self-
importance or snobbishness.

22. The instinctual need of
humans to make the most of
their
unique abilities and to strive
to be the best they can be.

23. Beliefs are OK as long as we do not act
upon them…are you OK with this?
A person’s actions can only be regulated if
they injure the welfare of others. Why is
this OK?
“Fire!” Vs. “some harm MIGHT be done”
Racist beliefs, opposing politicians

24. Do You See or
Are You Blind?

25. Can you tell the difference between a male
and female violinist?

26.  We prefer stories to statistics.
 We seek to confirm, not to
question, our ideas.
 We rarely appreciate the role
of chance and coincidence in
shaping events.
 We sometimes misperceive the
world around us.
 We tend to oversimplify our
thinking.
 Our memories are often
inaccurate.
Kida, T. (2006). Don’t believe everything you think. Prometheus Books.
Kida is a Professor in the
Isenberg School of
Management at the
University of Massachusetts.

27. Most people find it
hard to believe that
their behavior can be
guided by mental
content of which they
are unaware.

28. (We all) have reminiscences which (we)
would not tell everyone but only to our
friends. (We) have other matters in (our)
mind which (we) will not reveal to even
(our) friends, but only to (ourselves), and
that in secret. But there are other things
which (we) are afraid to tell even to
ourselves, and every decent person has
a number of such things stored away in
(our) minds.”

29. https://www.nytimes.com/video/us/1000000048
18663/peanut-butter-jelly-and-
racism.html?mcubz=1

32. John Stuart Mill
(page 11)
1. If an opinion is compelled to
silence, then it must be true.
2. If there is an error in the opinion,
it most likely contains some truth
(rarely is the prevailing opinion
the whole truth). Opposition
allows the full truth to be
revealed.
3. If the opinion is 100% true, then
it must be challenged to be fully
accepted and understood.
4. It must be challenged in order to
NOT be forgotten. Otherwise, the
opinion will lose its full effect
5. Each person must be guaranteed
the greatest possible liberty that
will not interfere with the liberty
of others, so that each person
may maximize his or her
happiness.

33. Debate and criticism are conditions of
rationality itself.
We cannot make competent decisions
without free expression (social utility).
Ms. Fitzgerald has done a service for the
voters of the district by helping them make
a responsible choice (individual
responsibility).
What if Ms. Fitzgerald’s letter harms the
welfare of the students by causing a
teacher strike and thus interrupting their
right to an education?

34. John Stuart Mill
(page 12)
-Mill, J. S. (1956). On liberty. Indianapolis, IN: Bobbs-Merrill
“He who lets the
world, or his own
portion of it, choose
his plan of life for
him has no need of
any other faculty
than the ape-like
one of imitation”
-1859

35. Are we in a no-win situation?

36. The best guide to our actions is well confirmed
research that connects actions with
consequences
Boards and the public determine the ends
Educators are the means to achieve the ends.
Science tells us what decisions and actions
will bring about the policies and goals deemed
by others to be desirable

37.  Judges the rightness of actions and policies in term
of their consequences
 Focus is the results of actions, rather than the acts
themselves
 Morally correct actions are determined by the worth
produced by the performance (pleasure, knowledge,
health) for the general good, not just the private
good
 Actions are determined to be right or wrong by only
one of their features, their consequences

38. Jeremy Bentham
Farther of modern utilitarianism

39.  Asserts that we ought, in all circumstances, to
produce the greatest possible balance of value
or worth for all persons affected
 “the end justifies the means”
 Asserts that we ought to promote “the greatest
good of the greatest number”
 “utility” is the ultimate source for determining an
act as morally right
 The problem is doing bad things in order to
achieve good results

40. Maintains that the concept of duty is
independent of the concept of good
Holds that features of some acts,
independent of their consequences, make
them right or wrong—examples are
fidelity to a promise, truthfulness,
justice

41. Judgments about moral acts as right or
wrong are often made using:
• Ten Commandments
• Golden Rule/Platinum Rule
• Human reason
• Intuition and common sense
• Social Contract

42.  People should not be merely agents who initiate
acts for good ends
 People have more responsibilities to others than
the responsibility to promote the good. “Utility
(purpose)” is subordinate to “rights and justice”.
 The non-consequentialist is concerned with acts
themselves, not with the results of the acts. What
is important is the act itself, independent of the
outcome.

43.  Treat people as ends rather than the means.
(Don’t use people to achieve your goals,
consider their goals as well)
 We must respect each individual person’s
freedom of choice.
 Everyone has equal value (does not include
ability or capacity…it is OK to pay someone
who works harder and/or contributes more)

44. Christianity
All things whatsoever ye would that men should do to you, do ye so to them;
for this is the law and the prophets. Matthew 7:1
Confucianism
Do not do to others what you would not like yourself. Then there will be no
resentment against you, either in the family or in the state. Analects 12:2
Buddhism
Hurt not others in ways that you yourself would find hurtful.
Udana-Varga 5,1
Hinduism
This is the sum of duty; do naught onto others what you would not have them
do unto you. Mahabharata 5,1517
Islam
No one of you is a believer until he desires for his brother that which he
desires for himself. Sunnah
Judaism
What is hateful to you, do not do to your fellowman. This is the entire Law; all
the rest is commentary. Talmud, Shabbat 3id
Taoism
Regard your neighbor’s gain as your gain, and your neighbor’s loss as your
own loss. Tai Shang Kan Yin P’ien
Zoroastrianism
That nature alone is good which refrains from doing another whatsoever is
not good for itself. Dadisten-I-dinik, 94,5
The Universality of the Golden Rule in World Religions

45. Consequentialists hold that ultimately there
is only one morally significant relationship
between persons: the relationship of
benefactor and beneficiary
Non-consequentialists hold that there are
many relationships that have moral
significance; parent-child, friend-friend,
teacher-student.

46. Consequentialisms asks, “What is our
objective and how can we most effectively
realize our objective; the production of the
greatest possible good?”
Non-consequentialisms asks, “What is
one’s duty?” Promises must be kept, debts
must be paid, dependents must be looked
after; and stealing, lying and cruelty must
be avoided.

47. If the good is defined in terms of
the greatest good for the greatest
number, then what happens to the
interest minority?

48. Is it OK to disregard our end goal to be
sure everyone is treated equally? How do
we reconcile that?
Doesn’t a poor teacher get to make the
choice to not be better? Doesn’t a student
get to make the choice not to engage?

49. These are relatable to everyone
They can be dependent upon each
other
The principles may conflict

50.  Immanual Kant
 “Follow only the principle
that you want everyone
else to follow”
 If everyone in the world
followed the rule of action I
am following, would that
create the greatest good
or the greatest worth of
character.

51.  The Trooper - Ch. 3 (48-49)/(162)
 The Social Counselor - Ch. 5 (122-123)
 The Loyal Employee - Ch. 6 (130)
 The Basketball Team – Ch. 6 (140)
Discuss the 3 approaches of the resolution
principles and describe how they support your
decision and/or how they conflict with each
other.

52. What is the problem and is it a moral issue?
 What are the circumstances out of which the problem arose?
Who is responsible to respond/do something?
What are the relevant facts?
 Ask a lot of questions & get the details.
What are the end results I want to receive?
 What is the right thing to do? What is the successful thing to do?
 What is your first inclination for course of action?
Community Acceptability Test/Test for right vs. wrong.
 Does this solution conform to my school, community, district,
professional code of conduct?
 Is it legal?
 Does it violate a code or standard regulations?
 Does it adhere to the values of the community?
 What would mother think if my decision shows up on the front
page of the newspaper?
Personal Value Test
 Does it adhere to my personal values?
 Can I sleep tonight?
What ethical or moral principals are involved? (think about the 4 paradigms…justice
v. mercy, short-term v. long term, truth v. loyalty, self v. community.)
Apply the resolution principles…ends-based, care-based, rule-based
What is the continuum of possible solutions?
 What are the advantages and disadvantages of each solution?
 Is there a trilemma option?
What is your decision?
Reflect on your decision.

53.  I understand the importance of considering other
points of view.
 I understand the importance that countering
opinions are OK and may even be helpful.
 I can define the principle of ends-based thinking
and can apply it to ethical dilemmas.
 I can define the principle of care-based thinking
and can apply it to ethical dilemmas.
 I can define the principle of rule-based thinking
and can apply it to ethical dilemmas

54. In reference to the Values Tactics Ladder
(p95): We agree that honesty is important,
but we have intense debate about how to
get there. What are some strategies to help
us get there?

55. If the good is defined in terms of the
greatest good for the greatest number,
then what happens to the interest
minority?
Is it OK to disregard our end goal to be
sure everyone is treated equally? How do
we reconcile that?

56. Most people find it hard to believe that
their behavior can be guided by mental
content of which they are unaware.
Do you recognize that you have an implicit
bias (you don’t need to declare it)? How
do we help ourselves and others to
recognize their own implicit bias?