¶ … co-written by Rushworth M. Kidder and Martha Bracy for the Institute for Global Ethics. This article describes and explores the concept of moral courage which is described by the authors as the ability of a person to speak out or do the right thing when faced with a situation. This in spite of risking humiliation, embarrassment or the loss of social standing. It takes a strong spirit and also the employment of several key values in order to exercise one's moral courage. The article clearly defines, relates, explains and provides examples of what is, and what is not moral courage. It also shows how moral courage can be implemented in different situations, and how it transcends time and space because of it being a universal and intangible quality.
The article begins by presenting a situation where moral courage was not employed, it tells the story of St. Paul's School for Boys located in suburban Baltimore, which in 2001 was involved in a scandal. Prior to the beginning of the Lacrosse season a group of boys, all members of the Lacrosse team gathered to watch a video session. The team members thought they would be seeing practice tape from the previous year. Instead the organizer of the video session, a 16-year-old boy played a video tape of a sexual encounter he had with a 15-year-old girl from another private school, the video had been created without the knowledge of the young girl. As the tape was played not one member of the team spoke out against the viewing of the tape, instead they all watched. When the administration of the school found out about the tape, they were indeed faced with a moral dilemma. This dilemma consisted on whether to discipline the lacrosse team members, and if so to what degree? The dilemma was exacerbated by the fact that that year their lacrosse team was ranked no.1 in the nation and was a popular attraction for booster and alumni donations. The administration took drastic disciplinary measures that resulted in the cancelling of the 2001 boy's lacrosse team's seaon. These were very difficult actions for an administration to make but they wanted to provide an example of moral courage, to make up for the lack of moral courage that the lacrosse players showed by not speaking out against, or trying to stop the viewing of the tape. This example was provide so that the readers can understand that moral courage is not something that is relegated and confined solely to epic tales of heroism. Moral courage is something that can and should be exercised in the mundane and ordinary events in our lives; this is when it is most important to have moral courage because it helps shape our culture. St. Paul School For Boys acted in a manner that showed moral courage, after all they are an institution that prides itself on being ethical and righteous.
In the next section of the article the authors go on in an attempt to describe exactly what they believe moral courage is. They do this because they feel as though there is not enough clarity about its true definition and associations. The authors believe that moral courage is not a complicated concept; they on the contrary believe that it is a relatively simple one. The authors state that moral courage in an intangible quality that is closely related to some of the core moral values "fundamental to a caring and civil society" (p.2). According to the author some of these core moral values include: honesty, respect, responsibility, fairness and compassion. This description of coral moral values was obtained from the 23 member Maine Commission on Ethical and Responsible Student Behavior. According to the author this same commission stated in a report that a person that is courageous when facing moral and ethical dilemmas "does the right thing even if it is not popular, refuses to stand by idly while others engage in unethical or harmful behavior"(p.3). As described...
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While writing to demonstrate learning is the most common goal of any writing assignment, instructors may also wish to encourage assignments that involve writing to learn. These low-stakes assignments will allow students to explore ideas and issues that will help guide them in their learning. As indicated by Farris & Smith (1992), a WAC program can help establish criteria for writing-intensive courses, consult in the design of the courses,
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