Dubnick, Melvin, “Morals and Movies: Energizing Ethical Thinking Among Professionals,” JOURNAL OF PUBLIC AFFAIRS EDUCATION, 6, no. 3 (July, 2000): 147-159.
Abstract: This article examines the use of film in the administrative ethics classroom, with special attention to energizing the moral imagination of professionals. Challenged by a shift in student demographics reflecting the emergence of the new public service, instructors must consider alternatives to pedagogies based on normative and applied ethics. Approaches designed to stimulate the moral imagination of students (based on contemporary metaethical perspectives) need to be considered. Using his experience with movies in the ethics classroom, the author argues that films are particularly effective in energizing the moral imagination.
AI-Generated Summary:
This document explores the use of films in ethics education for professionals, emphasizing moral imagination and diverse pedagogical approaches.
The Role of Films in Ethics Education
- Films serve as tools to energize moral imagination and facilitate ethical reflection among professionals.
- They can be used to teach moral lessons, present case studies, or energize moral thinking.
- The effectiveness of films depends on character relatability and the ability to provoke moral reflection.
- Popular movies often depict clear moral themes but may lack relevance for complex professional dilemmas.
Challenges in Teaching Professional Ethics
- Modern professionals often lack a shared core of moral values due to broad professional status.
- Traditional professionalism emphasized civic virtues, but careerism and specialization have shifted norms.
- Ethical codes and training are proliferating but may reinforce narrow or superficial standards.
- There is a risk of ethical standards conflicting with broader societal values and responsibilities.
Changing Nature of Professional Morality
- The civic-minded professionalism of the past has been replaced by individualism and self-interest.
- Professionals now often prioritize peer standards and contractual obligations over public good.
- The social status of professionals has expanded, but traditional moral virtues have diminished.
- Ethical challenges include exploitation, alienation, discrimination, and paternalism within professions.
Purpose and Context of Moral Education
- Moral education aims to develop professionals’ moral imagination and ethical reasoning.
- The context, such as student demographics and professional backgrounds, influences pedagogical methods.
- Diverse student bodies require approaches that address broad ethical concerns beyond normative ethics.
- Mid-career professionals benefit from case studies and films that reflect real dilemmas and moral conflicts.
Use of Films as Pedagogical Tools
- Films can provide moral lessons, case studies, or serve as energizers of moral imagination.
- Morality plays in films often depict good triumphing over evil, but may lack complexity for professional ethics.
- Biographical films and dramatized case studies can highlight ethical dilemmas faced by real or fictional characters.
- Hollywood films often alter real cases to fit genre conventions, limiting their pedagogical relevance.
Films as Moral Lessons
- Films can model virtues and ethical behavior, inspiring viewers to emulate positive traits.
- Morality plays in movies tend to be simplistic and may not challenge viewers with complex issues.
- Films based on real lives or biographies can serve as powerful moral exemplars.
- The moral lessons from films depend on their ability to depict authentic ethical struggles.
Films as Moral Case Studies
- Movies can dramatize ethical dilemmas similar to those faced by professionals.
- The cinematic format often simplifies or alters real situations, affecting their educational value.
- Films like “Quiz Show” and “Few Good Men” provide relevant case studies for discussion.
- Hollywood’s narrative conventions shape how conflicts and resolutions are portrayed, influencing their pedagogical use.
Films as Moral Energizers
- Films can energize moral imagination by engaging viewers emotionally and reflectively.
- Personal identification with characters and scenes stimulates moral reflection.
- The power of films lies in their ability to evoke personal and moral responses.
- The approach depends on selecting films that resonate with viewers’ experiences and moral concerns.
Theoretical Foundations and Pedagogical Approaches
- Moral imagination involves creative extension of ethical understanding beyond rules.
- Recent scholarship links moral imagination to emotions, empathy, and narrative arts.
- Neuropsychological research supports the connection between moral reasoning and bodily functions.
- Reflection and storytelling are central to energizing moral imagination in education.
Practical Considerations for Using Films
- The effectiveness of films depends on their character development and relatable settings.
- Educators should select films that provoke reflection and moral engagement.
- The context, such as student backgrounds and professional roles, influences film choice.
- Combining films with readings and discussions enhances their pedagogical impact.
Conclusion
- Films offer a promising approach to moral education for diverse professionals.
- Their success relies on careful selection and integration into broader ethical curricula.
- The goal is to foster moral imagination and ethical responsibility in complex professional environments.