Teacher-Lcda.

Fernanda Jiménez
DEONTOLOGICAL
ETHICS -VALUES IN
THE CLASSROOM

Politecnica Salesiana University Deontology

Pedro Agustín Chaca Asmal

María Angélica Peralta Ochoa

Content
Introduction .................................................................................................................... 2
Statement of the Problem ................................................................................................ 3
Objectives ............................................................................................................................... 4
General Objective ........................................................................................................................... 4
Specific Objectives.......................................................................................................................... 4
Research Questions ....................................................................................................................... 4
Justification ................................................................................................................................... 4
Knowledge Deficiency ................................................................................................................... 5
Theoretical Framework ................................................................................................................ 5
Definitions of Ethics ...................................................................................................................... 5
Ethical Principles .................................................................................................................... 6
Student Ethical Standars......................................................................................................... 7
Student Code........................................................................................................................... 7
The Student as an Ethical Person ................................................................................................ 8
Non-ethical Behaviors ................................................................................................................... 9
Deontology in Relation to Education ........................................................................................... 9
References ..................................................................................................................... 11
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Deontological Ethics -Values in the Classroom

Introduction

University vocational training is one of the most important stages during the

training of students, since it is within the classroom where competencies are

developed that constitute a harmonious and comprehensive set of knowledge, skills

and values, therefore a quality training cannot focus exclusively on the acquisition of

knowledge and skills, but must achieve a training in values that regulates its future

professional activity.

Through this project it is intended to contribute to the improvement of the

behavior of the members of the university community within the classroom, valuing

the human resource so that they assume responsibilities, and can reflect on their

convictions, interests and motivations regarding the values they have appropriate in

the different instances of socialization. That leads them to the knowledge of

themselves, others and the context in which they are immersed, promoting respect for

their classmates taking into account principles, values and norms that guide their

conduct to do good and avoid evil.

The project is aimed to students from the university community in order to

highlight ethical values within the classroom, since these are very important to

guarantee an effective and quality training of professionals who not only acquire and

develop new knowledge but also, they become agents of social change.
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Statement of the Problem

For this research the importance of the conceptions on ethics-deontology of

university students within the classroom is examined. In this sense, it is indisputable

that students have different convictions and intentions from those of a few decades

ago due to changes that are the product of social conflicts and historical events.

This is how the teaching-learning process that occurs in the classroom is

traversed by dialogues in which the intentions, convictions, experiences and emotions

that both the teacher and the students have interact. This generates multiple ways of

conceiving the “appropriate way of acting” for students who receive not only a

pedagogical discourse, but also various discourses with similarities and contradictions

that will influence the formulation of a life project during their academic training that

must contain values humans.

Starting from this approach, it can be pointed out that the possibility for

students to develop an analysis of their behavior from the bases provided by the

educational system, allows establishing a conception of values in the classroom,

which is contrasted with their conditions of learning, life at home and the

establishment of principles for interrelation with classmates and teachers, an element

that is linked to ethics-deontology and allows, from reflection and critical thinking, to

have criteria to be able to act correctly.

Therefore, the present investigation is directed towards the perception of

different conceptions about ethics-deontology in the classroom, where the subjects are

recognized within a limited space in which multiple emotions, intentions and

convictions interact, which must be used for the harmonious coexistence between
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students and teachers to promote respect, awareness, equality, tolerance and a good

feeling in the heart by performing correct actions, taking into account human values.

Objectives

General Objective

Contribute and promote the improvement of the behavior of the members of the

university community within the classroom by putting into practice the ethical-deontological

values.

Specific Objectives

• Create in the university student an awareness of commitment during his

performance as a student in the classroom, complying with the norms that

govern him as a person and as a future professional, by promoting the

campaign 'Deontological Ethics-Values in the Classroom ' in social networks.

• Propose actions that allow the student to incorporate ethical behavior

Research Questions

1. What are the ethical principles that guide the academic performance of

university students?

2. What conceptions about ethics can be found in students within the classroom?

3. What are the causes that generate unethical conduct in the university

environment?

Justification

The crisis of values that has been seen lately at a social, political and

professional level, has led to the question of what the solution to this problem could
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be, so it is thought that one of the solutions could be to consider deontological ethics

as the main axis during university educational training, since it is at this stage that

within the classroom, in addition to integrating competencies for lifelong learning.

Ethical values must be reinforced in order to train future professionals with the ability

to decide and act ethically, respecting others, diversity, combating racism and

discrimination, this means training competent professionals committed to the

improvement of society, so that through the ‘‘Deontological Ethics-Values in the

Classroom’’ campaign aims to create in the university student an awareness of

commitment during their performance as a student in the classroom, complying with

the norms , which govern him as a person and as a future professional.

Knowledge Deficiency

To develop this project would be necessary to know what are the factors that cause the

ethical and deontological values not to be applied also we need to know what are the causes

for which there is ethical and deontological absence in a particular way in the educational

community.

Theoretical Framework
Definitions of Ethics

The word ethics is derived from the word ethos which means "dwelling",

founded on the structure of the person, for this reason it is the science of human acts

whose purpose is good. Ethics is the science of morality and morality is the object of

study of ethics (Yopasá & Ávila, s. f.). The ethics of the university student is based on

values and principles that commit him to the University and the community in

general. It is a philosophical discipline whose object of study is the moral of the

individual as a member of a society, therefore ethics deals with explaining the

morality of human acts (VALORES DENTRO DEL AULA, s. f.). Ethics form free

subjects, capable of making decisions freely and responsibly. The individual

transforms reality and in doing so transforms himself. Man's actions can be positive or

negative. If it is positive it builds, if it is negative it destroys, for this reason and given

the importance of human acts, ethics is studied. The individual coexists in society and

there is a social ethic, he lives in the exercise of his profession and there is a

professional ethic, in the same way there is an ethic of the university student. Ethics is

based on the fact that the subject is not born realized, it must be done, forging his

personality and giving meaning to his life. The ethics of the student starts from the

need to make adjustments to their behavior to live in community, without hindering

the good performance of their actions. He believed that for any duty on the list, there

could be circumstances in which it would be “overridden” by one or another duty.

People must care full weigh all duties before doing an action.

Moral decisions should be guided by intellectual intuition. In order to do a right

action, people should choose the duty that seems to them most important (Shaw, 2001).

Ethical Principles

The Principle of Good: Do good and avoid evil, is the essential ethical principle

inherent to human beings, and the one that implicitly contains all other ethical principles.

The Principle of Life: Life is the first and most important right of man.

Principle of Dignity: Every person has value for himself, the dignity of man refers to

the importance that every human being by the fact that he is a human being.

The Principle of Love: Every person needs to give and receive love. Having love is

knowing how to endure; it is to be kind; it is not to be envious, not to be conceited, not proud,

not selfish; It is not to get angry or hold a grudge; It is not rejoicing in injustices, but in the

truth.
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The principle of Equality: We are all equal, no one is worth more than anyone, no

one is worth less than anyone.

The principle of Freedom: The person by nature is a free being and for freedom.

The principle of responsibility: Every person, by virtue of being free and endowed

with reason, is responsible for their decisions, actions and the consequences derived from

them.

The principle of Equity or Natural Justice: Equity is the basis of impartial and

objective conduct.

The Principle of Solidarity: It refers to the willingness of human beings to join forces

and provide mutual help.

Principle of Education: Everyone has the duty and the right to educate themselves

(FUNDACIÓN SUEÑOS DE ESCRITOR, s. f.).

Student Ethical Standars

Ethical standards are rules of conduct that establish moral obligations. They

are important because they convey or reflect the student's ethical values and

principles.

It is the inescapable duty of the student to cultivate good human relationships

with the other members of the educational community based on respect, solidarity, etc

(FUNDACIÓN SUEÑOS DE ESCRITOR, s. f.).

Student Code

1. It is the duty of every student to practice moral principles in their daily life.

This duty is the student's obligation to respect the dignity of all people,

without distinction.

2. Gossip, defamation, spreading false rumors, and any practice that damages the

prestige and honor of people constitutes a false ethic.

3. The conduct of the student must be characterized by his sincerity, rectitude,

integrity, independence of judgment, and objectivity; consequently, the truth

must be the fundamental guide of all our actions (yaimazg, s. f.).

The Student as an Ethical Person

"With good education man is a meek and divine creature; but without it, he is

the fiercest of animals. Education and teaching improve the good and make good the

bad."

The student as an ethical person must be:

Sensible. To form judgments, being prudent in the way of expressing oneself

towards others, having tact to speak and act.

Investigator. The academic training you receive should be used in the search

for new knowledge aimed at personal and professional development.

Persuasive. You must not doubt your capabilities, be convincing and when

taking positions, they must be sustained.

Autonomous. Carrying out the activities that require it, with spontaneity,

independence and firmness of character.

Organized. Using a study methodology that simplifies tasks and streamlines

results.

Questioner. To the extent that you are interested in the classes and carry out a

critical analysis of them, generating improvement actions.

Leader. Directing his colleagues to achieve the common benefit and managing

the group towards the fulfillment of goals.

Persistent. Carrying a work rhythm that does not deviate him from his tasks,

being constant and without faltering in the proposed objectives.

"The student feels that his reality is productive or unproductive, making an

ethical assessment of his actions" (Codes of Ethical Student Conduct, s. f.).

Non-ethical Behaviors

This is a procedure that differs from what most believe would be more

convenient and appropriate under the circumstances. There is no doubt about the

intimate relationship between ethics and education and it is the student who must

demand adequate training for their training, however not all students assume an

objective and critical position regarding the education they are receiving and, on the

contrary, present a series of behaviors that do not correspond to the work of

responsible students (yaimazg, s. f.).

Consciousness is the most intimate and secret place of the human being. It is

in it where it is discerned whether a conduct is ethical or not. In the university

environment, unethical behaviors occur frequently and in many ways, in this range are

some students who are in charge of persuading others to act improperly (yaimazg,

s. f.).

Deontology in Relation to Education

Deontology refers to the duty that people must fulfill, that is, the discipline

involved in doing a certain activity, and that works together with the moral standards
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of the individual. There is a relationship with various areas, where it is applied and

has an important role, such is the case of Education where we can see that it is

increasingly necessary to impart knowledge that is related to the ethics and morals of

people (Kumari et al., 2014).

Education plays a very important role in society, since it is the way to

knowledge and personal growth, together with Deontology it promotes the values that

are essential in human behavior for behavior before society. In this activity there is

the behavior of imparting and reinforcing the knowledge acquired and which will then

be imparted to others, in which honesty, morality, responsibility and cooperation

among others must prevail to fulfill this much-needed work (Kumari et al., 2014).

The fundamental objective of education deals with the formation of the moral

conscience of the individual, so that he perceives ethical values such as:

• The love of truth, sobriety and loyalty.

• Dedication and responsibility to work.

• Interest in justice and the common good.

Deontology seeks together with Education the training of professionals

with social values, since education is the most appropriate means for the

development of people and therefore of a society with more moral principles

(DEONTOLOGÍA COMO ESTRUCTURA MORFOLÓGICA DE LA

FORMACIÓN EN INVESTIGACIÓN DE ESTUDIANTES UNIVERSITARIOS |

Universidad Ciencia y Tecnología, s. f.).

References

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best-values-and-responsibilities/

DEONTOLOGÍA COMO ESTRUCTURA MORFOLÓGICA DE LA FORMACIÓN EN

INVESTIGACIÓN DE ESTUDIANTES UNIVERSITARIOS | Universidad Ciencia y

Tecnología. (s. f.). Recuperado 15 de diciembre de 2020, de

https://www.uctunexpo.autanabooks.com/index.php/uct/article/view/288

FUNDACIÓN SUEÑOS DE ESCRITOR. (s. f.). Código de ética del estudiante universitario.

Recuperado 15 de diciembre de 2020, de

https://www.slideshare.net/FUNDAESCRITOR/codigo-de-etica-del-estudiante-

universitario

Kumari, P., Sinha, M. N., & Prasad, B. (2014). The Role Conception of A Deontological

Code for Teachers − A Study of its Role Performance. Journal of Education and

Practice, 5.

Shaw, T. (2001). The role of identification in the privacy decisions of information system

students. Proceedings of the 34th Annual Hawaii International Conference on System

Sciences, 10. https://doi.org/10.1109/HICSS.2001.927153

VALORES DENTRO DEL AULA. (s. f.). Padlet. Recuperado 15 de diciembre de 2020, de

https://padlet.com/payolaail_com/9392

yaimazg. (s. f.). Deontologia en la Educacion. [Educación]. Recuperado 15 de diciembre de

2020, de https://es.slideshare.net/yaimazg/deontologia-en-la-educacion

Yopasá, R. M., & Ávila, A. R. (s. f.). Monografía como Propuesta para la Opción de Grado

en la Licenciatura en Educación. 104.