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UNIT 3

 

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· Unit 3 Consequentialism

INTRODUCTION

Some people criticize our government's actions as being corrupt; while that may be true in some cases, in most instances our public servants attempt to do the right thing and do it effectively. In a 25 year study of public attitudes about government corruption, Malec (as cited in Frederickson, 1993) noted that public opinion has become more tuned in to issues of influence peddling, violations by public officials, and public scandals. Malec's examination of studies about corruption and the public's tolerance of corrupt behaviors also brought to light differing standards depending on the public role that a person played. For example, a judge would be held to higher standards of behavior than police officers. Certain activities, while technically a violation of a code of ethics, were deemed to be worse in the eyes of the public than another. Someone might use backdoor means to get a friend's child admitted to a prestigious school, but that was not as bad as purposely writing a bad check or embezzling.

TOGGLE DRAWERHIDE FULL INTRODUCTION

How then can we as public administrators follow a correct code of ethical conduct when ethics appear to be so conditional? Doing what is right has been a struggle even in ancient times—the theory base of consequentialism dates back to Aristotle, Thomas Aquinas, Kant, Locke, and others who tried to shape ethics as a form of natural law. Bentham added the perspective of natural rights to this debate, and over time the topics of consequentialism and nonconsequentialism have evolved to what we interpret today as illustrated in your text. In this unit, you will examine the theory bases that guide the subject of ethics in public administration, beginning with the subject of consequentialism and how it applies in our modern times.

Reference

Malec, K. L. (1993). Public attitudes toward corruption: Twenty-five years of research. In H. G. Frederickson (ed.), Ethics and Public Administration (pp. 13–27). Armonk, NY: M. E. Sharpe, Inc.

OBJECTIVES

To successfully complete this learning unit, you will be expected to:

1. Analyze scenarios of consequentialism as a theory base in public administration.

2. Apply the theory of consequentialism to public examples of freeloading and rationing as common public sector problems.

· LEARNING ACTIVITIES

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[u03s1] Unit 3 Study 1

Studies

Reading

In your Thiroux and Krasemann text, read Chapter 2, "Consequentialist (Teleological) Theories of Morality," pages 30–45.

Presentation

Hudson Riverkeepers

Launch Video  |  Transcript

Ethics is in practice in many of our public activities every day, and yet sometimes the issues and the ethical solutions are not clear-cut. Click Launch Video to watch "The Hudson Riverkeepers." This video highlights some of the ethical issues that arise when protecting the rights of many is supported by the resources of a few. You will use this in a discussion later in this unit.

Discussion Preparation

Review the popular press for modern ethical examples that will illustrate your analysis of consequentialism in your discussions for this unit. You will need examples of ethical egoism, utilitarianism, freeloading, and rationing.

Mindmap

Add to your ethics mindmap based on the theories and practices that you learn about this week. As a reminder, you will add to this mindmap in each unit and submit it to your instructor in Unit 8.

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[u03d1] Unit 3 Discussion 1

Consequentialism in our Modern Day

Resources

·   Discussion Participation Scoring Guide .

Consequentialism is a major theory base in public administration ethics. Describe and compare the two primary consequentialist theories—ethical egoism and utilitarianism. Illustrate your analysis with modern days examples of ethical challenges from the current press. Please remember to cite your theories, and cite your examples.

Response Guidelines

Read your peers' posts and respond to at least one, assessing your peer's examples and comparing how he or she has applied the theories of consequentialism with your own analysis. Look for common ground and ways to reach agreement on issues.

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[u03d2] Unit 3 Discussion 2

Freeloading and Rationing

Resources

·   Discussion Participation Scoring Guide .

Freeloading, the concept that some pay but everyone benefits, and rationing, where some may not receive services so that many more can benefit, are two concepts that public administrators struggle with every day. For this discussion:

· Define freeloading and rationing.

· Relate them to consequentialism.

· Provide examples from the popular press of these issues in the public sector.

Please remember to cite your peer-reviewed and popular press sources.

Response Guidelines

Read your peers' posts and respond to at least one, comparing your peer's examples with your own. Assess his or her methods of analysis, and examine what you can learn from them.