Click here to download the PDF version of the Conversations Guide.

Background

Welcome to the Institute for Global Ethics (IGE) Schools of Integrity project. Funded by the John Templeton Foundation and the Esther A. and Joseph Klingenstein Fund, this new research explores ways high school communities can align high academic standards and deliberate attention to the ethical development of young people. We partnered with the National Association of Independent Schools to carry out this study. Both our organizations recognize that while academic rigor and ethics have always been key dimensions to the broader aims of education, recent educational trends narrowly focused on “basic skills” and “core subjects” risk neglecting our original educational purpose: to graduate smart kids who are good people.

Why the Ethical Literacy® Approach Matters

IGE has spent over fifteen years building expertise on how to promote ethical behavior. In schools, direct and indirect learning experiences contribute to an internalized appreciation for what is right and what is good–what we call “ethical literacy.” Computer literacy, mathematical literacy, even reading literacy will only serve the betterment of individuals and of society if guided by strong ethical values. When our students boot up a computer, consider ways to organize numerical data, or process printed information, their decision making and action must first be filtered through their lens of ethics. Our survival depends upon it.

How to Use this Booklet

This booklet is intended for school leaders. What follows here is a brief description of each of the findings from our 2005-2006 Schools of Integrity research, excerpted in large part from Tell Me What You Really Think, the full report about this project. We have designed this booklet to help you discuss and explore these findings with teachers (and others) in your school, whenever the timing seems right. These are only suggestions for starting points; your judgment and familiarity with your faculty will be an essential addition to the mix. Many of the prompts provided come from piloting this work in several schools and experimenting with it through our Ethical Literacy® Community. For more information on Schools of Integrity and other services from IGE, including its landmark Ethical Fitness® Seminar, please explore our web site.

The Guide

Finding One: Cross-cutting dimension

Attention to values and ethics should permeate learning environments at both the adult and the student level. If we want students to be truly good people, the climate of their learning environment–the “how we do things around here” of their school’s organizational culture–should clearly stem from and telegraph a platform of shared ethical values. The more seamless, natural, and earnest the effort to seek “the good,” the more likely students will internalize this lifelong quest. Click here for discussion prompts and follow-on questions related to this finding.

Finding Two: Driver and connector

Ethics helps make deep critical thinking and learning relevant. Meanwhile, students will take ethics more seriously if higher-order-thinking skills are emphasized and deliberately linked to the moral realm. Values and ethics can connect “the personal” to academic topics and concepts. Students should constantly be encouraged to articulate and test their true perceptions of the world during class discussions, forming and defending authentic opinions based on values and ethics. Click here for discussion prompts and examples related to this finding.

Finding Three: Fueling relationships

The perceptions and opinions students volunteer will only be authentic in an environment where they feel trusted and can really speak their minds. Students develop trust through strong relationships with people who are committed to honest self-examination and try to model this quality in all their interactions. Click here for discussion prompts and examples related to this finding.

Finding Four: Culture of open feedback

In order to build strong, successful relationships with students, these same high levels of trust may need to permeate faculty relationships. Teachers should feel empowered to be bold learners. They should speak their minds without reprisal, in a collegial atmosphere that welcomes differences and the opportunity to defend points of view. They should take different tacks without rebuke, and look forward to justifying their professional judgment through lively discourse. They should take risks with support, and understand that feedback or criticism is an expression of caring and an opportunity to learn. Click here for discussion prompts and examples related to this finding.

Finding Five: Trustees as keepers of the moral compass

Despite a mostly behind-the-scenes role, in several cases, participating schools’ trustees often view their primary role as developing and sustaining the trust level of the school. This doesn’t mitigate the important role modeling of school leaders, faculty and staff; it could provide more support for consistent demonstration of values and ethics on the part of all adults in the school culture. Click here for discussion prompts and examples related to this finding.

Finding Six: Tone at the top

The head of school is an important conduit for trust. Students, faculty, trustees, and parents frequently refer to this important leadership feature. The ethical actions, decisions, and communication of the school head registers throughout a school culture. Click here for discussion prompts and examples related to this finding.

Finding Seven: Tolerance for ambiguity

Trust is not conveyed simply through incantation of a philosophy. Adults in the school environment should model and live “trust.” That means trusting that students will sometimes get stuck and that they’ll constantly have doubts. It means trusting their personal ability to think things through and their personal commitment to seeing things through. “Tolerance for ambiguity” does not mean “anything goes”; rather, it connotes a sincere dedication to thinking things through to a values-based conclusion, despite challenging, gray area of this mental terrain. Click here for discussion prompts and examples related to this finding.

Finding Eight: Professional development from the ranks

Teachers should be expected to trust their professional judgment and to share it, just as they expect students to contribute their very best perceptions, opinions, and understanding. Teachers should readily build on colleagues’ or students’ learning in a creative synergy, rather than feeling competitive and defensive. These practices signal deep professional respect, and high expectations for professional responsibility. Click here for discussion prompts and examples related to this finding.

Finding Nine: Authentic student input

School faculty and leadership should welcome and seek serious student input regarding a range of aspects of school life. When students are trusted to make good decisions, they’ll get more involved, take school more seriously and boost their own confidence. By demonstrating this respect toward students, they’re likely to demonstrate responsibility and motivation in return.  Click here for discussion prompts and examples related to this finding.

Finding Ten: Growth, not punishment

Students can and should be trusted to provide effective feedback and consequences that educate, rather than punish, fellow students who have broken the rules. Click here for discussion prompts and examples related to this finding.

Next Steps

We hope these discussion prompts will prove useful to developing faculty understanding about the findings of our Schools of Integrity project. Please contact us for further information about the Schools of Integrity project, and how your school can continue to make progress in balancing academic rigor and attention to ethical development of your students.