Consequences in Education: Beyond Naive-Utilitarianism
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| Title: | Consequences in Education: Beyond Naive-Utilitarianism |
|---|---|
| Language: | English |
| Authors: | Sergei Talanker (ORCID |
| Source: | Ethics and Education. 2025 20(4):394-406. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Ethics, Theories, Moral Issues, Punishment, Conflict Resolution, Teachers, Educational Research |
| DOI: | 10.1080/17449642.2025.2554386 |
| ISSN: | 1744-9642 1744-9650 |
| Abstract: | We argue that simplistic understanding of consequentialist moral theories, and their misapplication to educational context contribute to scholars' inability to resolve relatively simple cases. Understanding consequentialism is necessary to resolve cases presented as dilemmatic in literature on teachers' practice. In this context, the misrepresentations of consequentialism are more salient than of other ethical theories. A common misapplication of consequentialism is considering only the utility of an individual rule-breaker, while disregarding the utility of others. Consequentialism does not advocate for punishing the innocents or letting the guilty off the hook in the pursuit of greater good. While making false statements to protect a student is often presented in the literature on teachers' moral dilemmas as supported by consequentialist moral theory, it is also not the case. The consequences of failing to punish plagiarism and going against the expressed policies and ethical codes "just this once" are negative overall. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500928 |
| Database: | ERIC |
| Abstract: | We argue that simplistic understanding of consequentialist moral theories, and their misapplication to educational context contribute to scholars' inability to resolve relatively simple cases. Understanding consequentialism is necessary to resolve cases presented as dilemmatic in literature on teachers' practice. In this context, the misrepresentations of consequentialism are more salient than of other ethical theories. A common misapplication of consequentialism is considering only the utility of an individual rule-breaker, while disregarding the utility of others. Consequentialism does not advocate for punishing the innocents or letting the guilty off the hook in the pursuit of greater good. While making false statements to protect a student is often presented in the literature on teachers' moral dilemmas as supported by consequentialist moral theory, it is also not the case. The consequences of failing to punish plagiarism and going against the expressed policies and ethical codes "just this once" are negative overall. |
|---|---|
| ISSN: | 1744-9642 1744-9650 |
| DOI: | 10.1080/17449642.2025.2554386 |
