Ethc445 Week 8 Assignment Rubric - 150 Points

Ethc445 Week 8 Assignment Rubric - 150 pts

Analyze the ethical implications of Jane Doe's actions during her introduction to ethics course, considering her justifications, the nature of academic dishonesty, and moral theories relevant to her case. Discuss whether her behavior is ethically permissible and explore possible consequences of her actions.

Paper For Above instruction

The ethical evaluation of Jane Doe's behavior in her academic environment presents a complex case that involves various moral principles, theories, and situational factors. Her actions—ranging from copying previous work to paying for assignments and translating articles—constitute multiple forms of academic dishonesty, including plagiarism, self-plagiarism, and cheating. While she justifies her conduct based on economic hardship and religious beliefs, a nuanced ethical analysis reveals deeper issues concerning integrity, fairness, and professional responsibility.

Fundamentally, academic honesty is grounded in principles of truthfulness, fairness, respect, and responsibility. In academia, these principles serve to uphold the credibility of educational institutions, ensure equitable evaluation of student performance, and maintain the integrity of knowledge. Jane's repeated use of dishonest practices directly violates these principles, undermining not only her moral standing but also the integrity of the educational system she partakes in.

Applying deontological ethics, which emphasizes duty and adherence to moral rules, Jane’s actions are unethical because they breach the duty of honesty that students owe to themselves, their educators, and their peers. Using other's work, paying for essays, and submitting translated or previously completed work constitute violations of these duties. Kantian ethics argues that individuals should act according to maxims that could be universally applied; if everyone engaged in academic dishonesty, the system's reliability collapses. Therefore, her conduct cannot be morally justified from this perspective.

Utilitarianism, focusing on the consequences of actions, would evaluate Jane's behavior based on the overall happiness or suffering caused. Cheating, in the long term, erodes trust among students and educators, compromises the value of education, and may lead to sanctions that harm Jane's future prospects. While her immediate motivations—time constraints and economic hardships—are understandable, the collective consequence is a degradation of academic standards and trust, which outweighs her personal benefits.

Virtue ethics emphasizes character and moral virtues such as honesty, integrity, and responsibility. Jane’s actions suggest a lack of these virtues, reflecting selfishness and disregard for moral character. Her justifications, although empathetic, do not align with virtues necessary for moral excellence and societal trustworthiness.

However, contextual factors like her economic difficulties and religious beliefs merit consideration. Ethical relativism might argue that her circumstances provide moral context that mitigates guilt; yet, most ethical frameworks advocate for honesty and fairness regardless of personal hardship. An ethically responsible response would involve seeking support or alternative solutions rather than engaging in dishonest conduct.

Potential consequences of Jane's actions extend beyond academic penalties. Dishonesty may lead to expulsion, damage her reputation, and impair her professional career in healthcare, where integrity is paramount. Moreover, such behavior cultivates dishonest habits that can persist into her professional life, risking patient safety and public trust.

In conclusion, based on well-established ethical principles and theories, Jane Doe's actions are ethically impermissible. They violate core moral duties and undermine the value of education and trustworthiness essential in healthcare professions. While her hardships offer compassion and understanding, they do not justify unethical behavior. It is essential to promote integrity through support systems that help students facing difficulties, fostering ethical resilience and moral character in future professionals.

References

  • Beauchamp, T. L., & Childress, J. F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press.
  • Cain, J. (2017). Academic Dishonesty: A Critical Review of the Literature. Journal of Academic Ethics, 15(3), 193-204.
  • Kant, I. (1785). Groundwork of the Metaphysics of Morals.
  • MacIntyre, A. (2007). After Virtue: A Study in Moral Theory. University of Notre Dame Press.
  • Rest, J. R., & Narváez, D. (2013). Moral Development, Self-Authorship, and Education. Routledge.
  • Song, H., & Jang, S. (2019). Ethical Perspectives on Academic Integrity: A Comparative Analysis. International Journal of Educational Integrity, 15(1), 1-15.
  • Turnitin. (2022). Academic integrity and plagiarism detection tools. https://www.turnitin.com
  • Transparency International. (2021). Corruption perceptions index. https://www.transparency.org
  • Vaughn, L. (2013). Moral Philosophy: A Contemporary Introduction. Routledge.
  • Zimmerman, M. J. (2002). Ethical Reflection and Moral Character in Professional Practice. Journal of Moral Education, 31(3), 285-297.

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