week 3 replies
arnita
Week3dbcled815replies.docxStephanie Attanasio
YesterdayMar 30 at 9:31am
There are multiple factors at play in Case Study 7.3, Time Off for Religious Services; however, this Case Study seems to deal most specifically with the ethic of profession. In their book, Ethical Leadership and Decision Making, Shapiro and Stefkovich (2016) suggest educational leaders take the time to develop their own personal codes of ethics and their own professional codes of ethics (p. 23). Life experiences will influence each person’s code of ethics.
The National Education Association (2020) breaks down the code of ethics for educators into two categories, including a commitment to the student and responsibility to the profession. Ephesians 2:10 says, “For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do” (New International Version, 1973/2011). There is a strong work ethic associated with biblical teachings.
Humanity does not live in a black and white society, which is why there are arguments and discrepancies about ethical practices. Different people will always handle unique situations in various manners. This author has seen multiple times where senior leadership proposes a staff-wide opportunity for employees to attend a funeral service for another staff member. Personally, she does not see any ethical issues with it, especially when a staff member or retired staff member is close to the school or community. There is time off policies and procedures for relatives and friends; however, in these instances, it seems to be more of a community opportunity for the teachers to come together and show support than a “vacation” or time off for a personal religious experience. When seen in her own real life, this writer has never heard grumbling before from staff remaining on-premises to work while others slip out for an hour to attend part of a funeral service.
One question this author would propose the question, “who makes the decisions about community events and participation?” Is it for the principal to decide or the superintendent?
Also, if the readers are considering this Case Study are evaluating it from a biblical perspective, should Mrs. Takagumi and Ms. Wei approach the principal directly first before going straight to the superintendent? Within the church, Jesus taught his disciples to go directly to their brother or sister in conflict (New International Version, 1973/2011, Matthew 18:25-17). If that does not work, then there are other options; however, most people should begin their conflict resolution by addressing the issue directly with the person responsible.
References
National Education Association. (2020). Code of ethics for educators. https://www.nea.org/resource-library/code-ethics-educators
New International Version. (2011). Bible Gateway. https://www.biblegateway.com/passage/?search=Ephesians%202%3A10&version=NIV (Original work published 1973).
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education (4th edition). Taylor & Francis.
Read Less
TuesdayMar 29 at 2:27pm
Case Study 7.3
While it is constitutionally permissible for public schools to teach about religion, it is unconstitutional for public schools and their employees to observe religious holidays, promote religious belief, or practice religion. However I for one am an advocate for upholding one’s spiritual or religious beliefs as long as it doesn’t become a nuance to those with a respective sphere of networking. My religious affiliation or culture is as a devout follower of the truth (Christ) and one who openly observes the commandments of the Most High (Yahuwah). A conventional devout Christian believer may be displeased with my expression of what I believe to be true spiritually and may form an opinion of opposition against me due the culture I subscribe to. Religion as an institution can be quite stressful because it literally binds men to a particular set of rules instituted by man instead of by God. Suppose there are several separate religious belief systems in one organization, will this not cause confusion if one is held in higher regard than the rest? I propose this would be an immediate long term issue and quite the moral dilemma. As a leader of a given organization or institution how would one go about maintaining the peace concerning religious appropriation? Each religion by definition has its own set of rules and bylaws that are customary to the believers of that said religion. Respect can be given to each religion within an institution as long as the foundation of that particular religion is built upon moral codes and principles of ethics. As followers of Christ we are appointed not to entertain or serve other gods including graven images appointed not by God. This is why Case study 7.3 is so interesting because for those who do not know the Law of the Most High will have trouble managing the intensity of such a religious uprising in a school based system.
Case study 7.3, Time Off for Religious Services, involves two relatively new teachers who are troubled by the school’s leave policy concerning attendance at religious services. The school principal is confronted with honoring the cultural tradition of the school and its community members and agreeing with the merits of the school’s leave policy. Although this dilemma is set in Guam, a U.S. territory with a predominately Catholic population, we ask our readers to compare and contrast other instances where religious holidays have been integrated into “vacations'' when large segments of the school community would otherwise be absent or when students, teachers, or both have been given “opt-outs” to attend religious functions (Shapiro & Stefkovich). Firstly respect needs to be given to the original people of the Island that didn’t subscribe to any other religion except their own and respect must be given to their offspring. The census stated that there is a population of 165,000 people according to Guam Economic Development Authority and out of those 165,000 residents 37.1 are Chamorro (Indigenous to that Island). My question is, who are all these other people and what right do they have to set their religion as the religious superpower of that Island. Both Catholics and Christianity have been forcing their beliefs on other ethnicities and nations for years, even holding their beliefs in high esteem. The colonials occupied territories with military force and after slaying the aboriginal populations they forced their religious preferences on those who remained. Now is this any different in a school system but to a lesser degree. Religion indifference throughout the course of history has been one of the main driving forces of warfare just like in the so-called Middle Eastern societies.
Here is a statement from the teachers at Central Elementary School: And the fact that Principal Perez is a devout Catholic only perpetuates this ‘school culture’ of taking care of your own kind,” retorted Ms. Wei.
“We need to stand up for what is right,” replied Mrs. Takagumi. “We are foolish to let it escalate further. We are no longer new teachers trying to pass our probationary period. We do not need to keep a low tone about this any longer. Either we are allowed the same no leave policy to attend our religious services or else everyone has to sign for annual leave for any kind of absence related to attending a religious event.” Do you see how the principal’s disdain for his staff members personal beliefs will cause him trouble in the long run. Religious practices should never supersede the true desires of God. Ecclesiastes 12:13-14 says, “Let us hear the conclusion of the whole matter: Fear God, and keep his commandments: for this is the whole duty of man. For God shall bring every work into judgment, with every secret thing, whether it be good, or whether it be evil.” Traditions mean nothing if you’re not keeping God’s commandments and obeying the laws of nature. John 14:15 says, “If ye love me, keep my commandments.” If Principal Torez who proclaim to be a devout Catholic would have observed the commandments of God rather than the traditions of men He would have known this scripture and applied it: Matthew 7:12, says, “Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets.”
Shapiro & Stefkovich (Chapter 1 page 4) gives this quote of an unknown journalist and it states: Given this admittedly bleak picture of life in the not-so-moral America of the 90s, it does not seem hyperbolic to say that we, as educators and administrators in our nation’s schools, may well be part of an ever-dwindling group of citizens who continue to form a bastion against the growing phenomenon of unethical behavior in our country. How then could a program aimed at preparing men and women to serve as administrators in our nation’s educational institutions possibly be considered complete without the inclusion of a course that requires would-be pedagogical leaders to examine both their personal and professional ethics and the impact that their ethical codes will have on their day-to-day administrative decision making?
References
Shapiro, Joan Poliner. Ethical Leadership and Decision Making in Education Applying Theoretical Perspectives to Complex Dilemmas /. London :: Routledge,, 2016. Web.
