Laura is in her mid-twenties, grew up in Baltimore, African American, comes from a long line of educators and is starting her teacher career. I’ve placed her within the Ethical and Justice oriented Levels of Moral Development. For her ethical moral development, I believe she’s at Level 2, Caring for Others, Ethic of Conventional Goodness, with the possibility of 2.5. She holds onto an emphasis on responsibility, commitment, and a parentlike morality that seeks to provide care for the dependent and unequal. She is self sacrificing in her care, which can be seen through her belief that, “you just take the risk sometimes”. Because of her lack of concern for herself, she is not at Level 3. On her justice development, I placed her at a loose stage
…show more content…
Stage Five: Prior Rights and Social Contract fits because of her active efforts organizing a social group to compare notes on breaking the rules. She has also made comments that show she is critically thinking of the current social structures and recognizes her social contract and attempts to change these conditions. Stage 3: Mutual Interpersonal Expectations, Good Relations states that the “justifications for acting morally focuses on the desire to be seen as good person in one’s own eyes”. Lenora creates maxims for herself that aren’t universalized in order to fit what she sees to be as a good person. She’s able to make these exceptions to because she conceptualizes justice personally as “taking consideration of person’s worthiness, goodness, and circumstances”. This is connected to the worth of the innocents mentioned earlier. The stage of justice influence the evaluation of the Justice Perspectives: Consequentialism and Non-Consequentialism. Under the consequential perspective, her actions are justified and ethical, while unethical for the Non-Consequentialist. Lanora intentions with her actions are meant to minimize the suffering of …show more content…
Throughout the case, there are clear signs that she believes herself to be an exception. Part of this is influenced by her teacher identity and as a middle class black woman. The basis for her actions is a recognition that the larger society holds responsibility and fault for many of the student’s circumstances. She frames things on the context of capitalism, even with her understanding of education. She’s quoted saying, “education is the critical element for advancement” but eventually shifts in saying that “‘old school belief that you can overcome everything if you get an education’ has been tattered”. Despite holding onto a framework that understands the flaws of social institution and larger society, she uses this as a justification for her to be an exception. This is also affected by her membership to a marginalized population. Her lack of a non-Consequential perspective influences her relation to the overarching teacher community and other professionals. She mentions not approving the idea of just “any old teacher” taking a child home, but she believes it’s okay for her to do so. This mentality is alienating her from the rest of her community and places her on different standards in her
Stage Five: Prior Rights and Social Contract fits because of her active efforts organizing a social group to compare notes on breaking the rules. She has also made comments that show she is critically thinking of the current social structures and recognizes her social contract and attempts to change these conditions. Stage 3: Mutual Interpersonal Expectations, Good Relations states that the “justifications for acting morally focuses on the desire to be seen as good person in one’s own eyes”. Lenora creates maxims for herself that aren’t universalized in order to fit what she sees to be as a good person. She’s able to make these exceptions to because she conceptualizes justice personally as “taking consideration of person’s worthiness, goodness, and circumstances”. This is connected to the worth of the innocents mentioned earlier. The stage of justice influence the evaluation of the Justice Perspectives: Consequentialism and Non-Consequentialism. Under the consequential perspective, her actions are justified and ethical, while unethical for the Non-Consequentialist. Lanora intentions with her actions are meant to minimize the suffering of …show more content…
Throughout the case, there are clear signs that she believes herself to be an exception. Part of this is influenced by her teacher identity and as a middle class black woman. The basis for her actions is a recognition that the larger society holds responsibility and fault for many of the student’s circumstances. She frames things on the context of capitalism, even with her understanding of education. She’s quoted saying, “education is the critical element for advancement” but eventually shifts in saying that “‘old school belief that you can overcome everything if you get an education’ has been tattered”. Despite holding onto a framework that understands the flaws of social institution and larger society, she uses this as a justification for her to be an exception. This is also affected by her membership to a marginalized population. Her lack of a non-Consequential perspective influences her relation to the overarching teacher community and other professionals. She mentions not approving the idea of just “any old teacher” taking a child home, but she believes it’s okay for her to do so. This mentality is alienating her from the rest of her community and places her on different standards in her