Free PRE-Course Assignment: Ethical Approaches Essay Example

I had a lecturer who occasionally skipped lectures. She was an old woman who could not come due to health problems, but she saw no need to inform us about her non-attendance, and the whole group had to wait for her every time. Once, the guys decided not to come to the lecture and persuaded the others; everybody agreed, cause we were frustrated with her point of view. However, I felt remorse and came; I saw the lecturer entering the classroom and faced the ethical dilemma: I could go away, could come in the classroom and try to explain the non-presence of the group, or could tell the truth.
According to the utilitarian approach, I should have come in the classroom and try to explain the group non-attendance of the lecture. The utilitarian approach suggests more good for more people and the achievement of maximum advantages and minimum disadvantages. The first of the determined courses of actions brought disadvantages to the lecturer and could negatively affect the group: she had to waste her time waiting for us, and there was a chance she would make everybody write explanatory reports. The third of the courses brought disadvantages to the group, as everybody would definitely have problems with the lecturer. The second approach was the best one, as my lie would convince the lecturer that the guys did not attend the lecture because of reasonable excuses and asked me to explain the situation. Thus, the lecturer would have been satisfied with my explanation, and the guys would be safe.
According to the Kant’s categorical imperative and the rights approach, I should have come in the classroom and should have told the truth. The rights approach suggests doing morally right things regardless of their consequences and highlights that moral truth must be obeyed by all people. The right to the truth is the basic human right. Thus, the lecturer had the right to know the true reason of the group skipping the lecture. Moreover, massive non-attendance of the lecture without reasonable excuses violated the rules of the educational institution.
According to Rawl’s justice approach, I should have gone away. Rawl’s approach suggests equal liberties and equal rights for all. The lecturer thought that she had a right not to attend lectures and not to inform the group about the cancellation of the lecture. Thus, the group also had a right to skip the lecture and make the lecturer wait for the group. Thus, I had not to protect the group and to explain the lecturer the imaginary reasons of non-attendance, and could just go away.
According to Aristotelian virtue ethics, I should have come in the classroom and should have told the truth. Aristotle and his ethical approach suggest striving for ideal virtues and character traits and highlight the impossibility to separate actions from the person who performs them. Thus, I had to decide how to act in accordance with my moral and intellectual values, and my decision had to be generous and fair. I agreed that the lecturer was not right when forced us to wait for her, but I also did not like the idea of skipping the lecture and thought that my group mates made the mistake. Thus, in accordance with my moral values, telling the truth would be the better ethical decision.
According to Confucianism, I should have come in the classroom and try to explain the group non-attendance of the lecture. Confucianism highlights the importance of good relations that are above the rules and codes. If I chose the first course of actions, I could fray my relations with the lecturer. In the case of the third course, I would have definitely frayed my relations with the group mates. Thus, the second course of actions was the best, as I could protect my group mates and increase my relations with the lecturer, as I was the only one to come and explain the situation.
According to altruism, I should have come in the classroom and try to explain the group non-attendance of the lecture also. The theory of altruism suggests doing good for others regardless of personal profit. The lecturer would spend her time waiting for the group; thus, if I went away, I would not make good for her. Indeed, I would not make good for my group mates if told the truth. Thus, the second course of actions would be the best one.