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case study 1
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<p>the ethical principles of justice, care, critique, community, profession, and virtue offer different lenses for looking at richard’s decision. each principle presents important points, which could influence educational leaders in their decision-making process (national policy board for educational administration (npbea), 2020). </p> <p><b>1. the ethical principle of justice</b> </p> <p>the principle of justice focuses on fair treatment, equal rights, equal processes, individual rights, and impartial treatment of people. from this point of view, richard has to find out whether applying the same punishment in both cases is an appropriate decision. the two boys participated in the incident, but their degree of responsibility was XXXXXXXXX. XXXX XXXXXXXX confessed that he XXX XXXXXXXXXX XXXXX XXX forced XXX to XXXXX the XXXXX knuckles. since XXXXX seems XX have been a victim XX XXXXXXX XXXXXX than a person who XXXXXXXXX weapons XXXXXXXXXXX. had XXXXXXX prioritized XXXXXXX from the XXXXX, he XXXXX XXXX conducted XXXXXXXXXXXXX XXXXXXXXXXXXXX XX XXX XXXXX XXXXXX arriving at any XXXXXXXXXXXX XXXXXXXX. XXXX would XXXXXX interviewing students separately, documenting XXXX’s XXXXXXXXXX, XXXXXXXXXX XXXXXXXX XXXX the teacher’s side, and getting XXXXXX XXXX the XXXXXX officer XXX XXXXXXXX administrators XXXXXXXXX XXXXX’s coercion and XXXX XX XXXXXXXXXXXX records. </p> <p>justice XXXXXXXX XXXX XX cannot treat XXXXXXXX the same, XXX at the same time we XXXX XX consider differences XXXXX the XXXXXXXXXXXXX of XXXXXXXXX persons who have committed XXXX XXXX XXX XXXX some XXXXXXXXXX in the XXXXXXXX of responsibility. XXXXXXX XXXXXXXX in XXXXXXXXXXXX XXXXXXX, richard should XXXX understood that applying XXX same XXXXXXXXXX XX the XXX XXX has XXXXXXXXXX XXXXXXX XXXXXX and XXX one who XXX XXXXXXXXXX XXXXX XXXX XXXXXXXX XXXX XX injustice. XXXXXXXXX, XXXXXXXXX to berges puyo (XXXX), it’s necessary XXXX justice be reinforced XX some other ethical XXXXXXXXX in XXXXXXXXXXX leadership. accordingly, richard XXXXXX have ensured an evidence-XXXXX, fair XXXXXXXXXXXX decision-making process XXXX XXXXX give david an XXXXXXXXXXX XX XXXXXXX his actions. </p> <p><b>2. the XXXXXXX principle XX care</b> </p> <p>XXX principle XX care XXXXXXXX XXXXXX from the position of love, XXXXXXX, XXXXXXXXX, confidence, XXX taking XXXX XXXXXXXXXXXXX XXXXXX’s XXXXX. XXXXXXX was able XX XXXXXXX a XXXXXXXXXXX bond with XXXX through XXXXXXXXXX XXX XXXXX-class XXXXXXXXXX together. XXXX XXXXXXXXXXXX led XX XXXX XXXXX better in school, XXXXXX XXXXXXXXXXXX connections with others, and staying out of trouble XXX a number XX XXXXXX. conversely, richard XXX only limited connection with XXXXX and no other XXXXXXXXX XX him XXXXXX for his XXXXXXXXXXXX in studies XXX XXXXX. richard’s XXXXXX XX confront XXXX students together in XXX XXXXXXXX of the XXXXXX officer XXXXXX that he XXXXXX XX XXXX XXXXX's might be afraid and XXXXX XXXXXXXXXX at XXXX XXXX. </p> <p>XXXXXXXXXXXXX the XXXXXX XX XXXX XXXXX XXXX XXXX XXXXXXX’s XXXXXXX more appropriate. he XXXXX XXXX safeguarded david XXXX the further harassment, XXXXXXXXX messages XX XXXX XXXXXXXX in isolation XXXX XXX XXXXXXX. richard XXXXX XXXX need XX involve counsel in XXX process as XXXX as XXXXXXXXXXX XXXXXXXXXX with XXXXX’s XXXXXX XXX make XXXX david receives the XXXXXXXXXX needed. </p> <p>to care XXXX not automatically imply disregarding XXX XXXXXXX nature of carrying a XXXXXX gun onto a XXXXXX XXXXXXXX. XX XXX XXXXXXXX, XXXXXXX's XXXXXX XXXXXXXX means XXXX he XXXXXXXXX the whole situation and XXXXX up XXXX a solution that will ensure the safety of XXXXXXXX while contributing XX XXXXX development. rivera-XXXXXXXXX (2021) XXXXXX out XXX XXXXXXXXXX of the XXXXXXXXXX style XXXXX on XXXXXXXXXXXXX XXXXX XXXXXXX care XXX justice. additionally, XXX leaders XXXX believe that students are XXXXXXX XX XXXXXX. XXXXXXXXX, richard must take XXXX consideration XXX XXXX XXXX while XXXXX XX stressed out about XXX XXXXXXXX, XXXX XXXX XXXXX XXXX it XX XXXXX XX XXXXXXXX someone XXXX a XXXXXX, XXXXXXXXXXX further XXXXXXXXXXXXX XXX XXX XXX. </p> <p><b>3. ethical theme of critique</b> </p> <p>the ethics XX critique sheds XXXXX on XXXXXXXXXX, power, and XXX inappropriate assumptions made by XXXXXXXXXXXXXX. in XXXX sense, this XXXX XX XXXXXX encourages XXX leaders to XXX relevant XXXXXXXXX XXXXXXXXX the fairness XX a rule XXXXXXX of just complying with it. richard understood XXXX XXX XXXX-XXXXXXXXX principle carried XXXXXX XXXXXXXXXXXX XXX david XXX was subjected XX XXXXXXX XXXXXXX he was punished XXXXXXX with juan XXX XXXXXXXXX an XXXXXXX XX XXXXXXXXXX XXXXX XXXX XXXXXXX a gun. </p> <p>XXX XXX XX XXXXXXXX XXXXX involve XXXXXXX XXXXXXXXXXX whether it XXX XXXXX XXX XXX XXXX XX mandate a XX-day XXXXXXX to students undergoing XXXXXX or XXXXXXX incidents. richard XXXXX XXXX XX explore the underlying XXXXXXXXXXX of the XXXXXX, see XX it XXXXXXXXXXXXX XXXXXXXXXX XXXXXXXX more than others, XXX call XXX the XXXXXX of XXX district’s XXXXXXXXX. XXXXXXXX XXXXX push XXXXXXX to investigate XXXXXXX social conditions, as XXXXXXXX in XXX case, XXXXXXXXXX XXXXXXXX XXXXXXX for XXXXXX on XXX south XXXX XX XXX XXXX. XXXXXXX, XXXXXXX XXXXXX XXX XXXXXX XXXX being from a XXXXXXX neighborhood XX XXXXXX XX explain students' actions. the focus here should XX on XXXXXXXXX how XXXXXX discipline XXXXXXXXX XXXXXX or promote XXXXXXX engagement in learning. XXXXXX XXXX (2022) XXXXXXX critique XX a significant lens XX XXXXXX inequality and ethical XXXXXXXXXX. in XXXX XXXXX, richard’s responsibility included not XXXX XXXXXXXXXXX the XXXXXXXXXX XXXXXXXX XXX XXXXX. it XXX XXXX XXXXXXX to XXXXXXX XXX issues XXXXXXX to a possible XXXX of XXX policy itself. </p> <p><b>X. XXXXXXX XXXXX of community</b> </p> <p>this ethic upholds XXX values XX shared responsibility, fellowship, XXXXXXXXXXXXX, cooperation, and the XXXXXX good. the XXXXXX XX an XXXXXXX of a XXXXXXXXX XXXXX all XXXXXX share XXXXXXXXXXXXXX for XXXXXXXX a XXXX XXXXXXXXXXX XXX learning. in XXXX XXXX, XXXXXXX XXX XX take XXXX XXXXXXX different XXXXXXX including the XXXXX of the community, not simply XXXX on the XXXXXXXXXXXX policy or the circumstances XX any individual student. XXX school XXX XX ensure XXX XXXXXXXXXX XX XXX XXXXXXXX XXXX weapons, bullying, XXXXXXXXXXXX, XXX XXX other threats while XXXX upholding XXXXXXXXXXX XXXXXX XXX its students. </p> <p>in XXXXXXXX, XXXXXXX XXXXXX XXXX promoted cooperation among the relevant stakeholders XX involving them XXXX the decision-making process. these XXX XXXXXXX XXX XXXXXX counselor, the principal, district administrators, XXX important staff responsible for XXXXXXXX’ wellbeing. the XXXXXXXXX viewpoint would XXXX back XX preventive approaches, XXXXXXXXX XXXX-bullying XXXXXXXXXX, XXX creation XX XXXXXXXXX XXXXXXXXX systems, conflict resolution education, and improved XXXXXXX-XXXXXXX XXXXXXXXX. XXXXXX-mccutchen (XXXX) noted how XXXXXXXXX XXXXXXX XXXXXXXXXXXXX are and how a XXXXXX should lead by meeting XXXXXXXX' needs XXX XXXXXXXX XXXXXX-day XXXXXX. thus, XXX ethic of community would show XXXXXXX that the primary XXXXXXX of the school was XXX only punishing wrongdoing, but also XXXXXXXXX trust, XXXXXXXX the school XXXXXXXXXX, and enabling the students XX XXXXX without fear. </p> <p><b>5. XXXXXXX XXXXX of XXXXXXXXXX</b> </p> <p>XXX XXXXX of XXXXXXXXXX addresses XXX obligations, XXXXXXXXXXXX, and duties of XXXXXXXXXXX leadership. XXXXXX administrators are XXXXXXXX XX ensure the XXXXXXXXX of their XXXXXXXXXX, XXXX XXXX XX XXXXXXXX' XXXXXXX, comply with XXX relevant legislation, use proper XXXXXXXX, and be XXXXXXXXXXX XXX XXXXX decisions. XXXXXXX found XXXXXXX in a direct XXXXXXXX between XXX XXXX-tolerance policy XX XXX XXXXXXXX and XXX own XXXXXXX that david was XXXXXXX. XXXXXXX up david's XXXXXXXXX XXXXXX XXX a XXXX that richard was XXXXXXXXX about XXX student's XXX. XXXXXXX, it XXXX raised a XXXXXXX XXXXX his XXXXXXXXXXXXXXX due XX XXXXXX XXX XXXXXXX XXXXXXX of following the XXXXXX situation review XXXXXXX. </p> <p>if XXXXXXX XXXX to abide by the ethic of XXX XXXXXXXXXX, he XXXXX XXXX XXXXXXXXX the principal, checked XXX XXXXX of XXX XXXXXXXX concerning discipline, gathered XXX evidence XX coercion, XXX asked for advice from district authorities. he XXXXXX XXXX looked XXXX XXX possibility to obtain an XXXXXXXXX, file an appeal or suggest XXXXXXX XXXXXXXXX of disciplinary XXXXXX. XX XXX XXXXXX did XXX allow XXX that XXXX discretion, he would XXXX invoked a legal procedure to XXXXXXX the XXXXXX. the ethics XX profession XXXXX XXXX than mere XXXXXXXXX XXXXXX without any independent XXXXXXXX. it also obliges administrators to XXX XXX point at which the XXXXXXXXX XX the policy XXX their XXXXXXXXXXXXXXXX towards XXXXXXXX contravene. at the XXXX XXXX, it should XX XXXXXXXXXX that XXXX XXXXXXXX XXXXXXX XXXX not imply refusal to follow procedures. jones XX al. (2020) XXXXXXXXX the XXXX of XXXXXXXXXXX XX moral XXXXXXXX-XXXXXX in XXXXXXXXXXX leadership. XXXXX XXXXXX-issues-action XXXXXX gives XXXXXXX to XXXX XXXXXX XXXX it is XXXXXXXXX XX know what values XXXXXX, XXXX ethical XXXXXXXX exist, XXX how to XXX responsibly. </p> <p><b>X. XXX virtue XXXXXX XXXXXXXXXXX</b> </p> <p>XXX virtue ethics XXXXXXXXXXX concentrates on the ethical XXXXXXXXX of XXXXXXX as well XX XXX XXXXXX such XX XXXXXXX, XXXXXXX, XXXXXXX, XXXXXXXXX, justice, XXX wise judgment. unlike in XXXXX XXXXXXXXXXXX, instead XX XXXXXXXXXX a person's actions XXXXXXXXX XX what XXX law says, XXXXXX XXXXXX XXXX XXX question XX XXXX a good XXXXX person ought XX do. XXXXXXX XXXXXXXXX XXXXXXX positive XXXXXXX. he invested time in XXXX. he believed in the XXXXXXXXXXX of XXXXXXXXXXX and XXXXXXXXXX the negative consequences XX an XXXXXX punishment for david. he also acted in XXXXXXXXXX XXXX his principles XX he would not send XXX XXXXXXXXX for david's expulsion despite XXX XXXXXX XX being reprimanded XX the XXXXXXXX. </p> <p>XXXXXX XXXXXX XXXXXXXX XXXXXXXXXX, too. XXX instance, XXXXXXX's initial decision XX XXXXXXXXX XXXX XX the students together, in the XXXXXXXX of a XXXXXX officer, XXX not XXXXXXXX XXX XXXX XXXX XXXXX XXX an XXXXXXX XXXXX XXX XXXXXXX XXXXX and juan. XXXXX the ethics of virtue would have encouraged richard to act with XXXXXXX XXXX XXXXXXX a path XX XXX XXXXXX, integrity XXXX XXXXXX an XXXXXXXX XXXXXX of XXX facts, XXXXXXXXXX XXXX protecting XXXXX, XXX practical XXXXXX XXXX balancing XXXXXXX welfare against safety XXX professional XXXXXXXXXXXXXX. XXXXX (XXXX) states XXXX XXXXXXXX XXXXXXXXXX in the school is characterized XX XXXX XXXXXX, XXXXXXXXXX to XXXXXX, XXX excellence. richard's actions should be XXXXXXXX not only XXXXXXX his XXXXXX but XXXX for whether he acted prudently and justly. in XXXXX, acting virtuously would have XXXXXXX richard XX balance his XXXXXXXX for XXXXX with XXX need to carry out a proper inquiry XXX XXXXXX XXXXXXXX. </p> <p><b>X. XXXXX XXXXXXX theme or XXXXXXXXXXX of themes XX XXXX suitable?</b> </p> <p>i believe XXXX richard’s XXXXX XXX be XXXX resolved by the use of multiple XXXXXXX themes. while each XXXXXXX XXXXX can bring in XXXX value, one theme XXXXX XXX XXX be able XX XXXXX XXX XXXXXX matter XXXXXXXXXXXXX. the justice XXXXX XXXX XXXX richard understand the XXXXXXXXXX XXXXXXX XXX accountability levels of XXXXXXXX, XXXX will make him XXXX for XXXXX’s XXXX/concern, XXXXXXXX will enable him to analyze the XXXXXXX XX XXX zero-XXXXXXXXX approach, XXXXX the XXXXXXXXX will remind of the shared responsibility XX the XXXXXX, XXXXXXXXXX will help him to XXX XXXXXXXXX XX the XXXXXXXXX and XXXXXX will XXXXXXX his moral courage and XXXXXXX. </p> <p>justice and care themes XXXX XX the XXXXX and foremost XX all XXXXXX, namely, XXX XXXXXXXXXXX of XXX two along with XXX other four themes will help richard XXX david’s case differently from juan’s. </p> <p>XXXXXXXX, XXX professional XXXXXX XXXXX XXXXXXX XXXXXXX in documenting XXXXXX, XXXXXXX in XXXXX XXXX the XXXXX administrators XXX XXXXXX XXX the XXXXXXXX XXXXXX XX XXXXX’s situation. XXXXXXX XX destroying XXX expulsion XXXXXXXXXXX, he could XXXX XXXXXXXX a document explaining how david’s XXXXXXXXX XXXXXX reconsidering. </p> <p>thirdly, XXXXXXXXX would also compel richard to inquire whether XXX XXXX-tolerance XXXXXX is being XXXXXXXX in a XXXXXXXXXX XXX, XXXXX XXXXXXXX XXX administrators to take XXXX account the origin of coercion and specifics XX XXXX XXXXXXXXX. community would provide an XXXXXXXXXXX for XXXXXXXXXXXXX among XXX XXXXXX XXXXXXXXX, families, XXXXXXXX officials, and XXXXXXXXX. XXXXXXX, XXXXXX XXXXX XXXXXXX richard in XXXXXXXXX XXXXXXX to advocate for XXXXX even if this XXXXX XXXX XXXXXXX XXX XXXXXXXXXXXXXX. </p> <p>XXXXXXXXX to my perspective, richard should have initiated an official XXXXXX XX XXXXX's XXXXXXXXX, lobbied for him to return to class as per XXX existing rules, XXX ensured that XXX XXXXXXX XXX XXX XX weapons XXXX dealt with XXXXXXXXXXXXX by XXX XXXXXX. it would have also XXXX reasonable XX XXX to back juan in taking XXXXXXXXXXXXXX and XXXXX XXXXXXX XXXXXX behavioral XXXXXXXX. if the policy XX the XXXXXXXX would not allow XXX a good XXXXXXX, richard XXXXXX XXXX XXXXXXX out XX XXXXX XXXX his objections XX it and opted for appropriate XXXXXXXX XXXXXXX it. XXX case XXXXXX a XXXXXXX XXXXXXX XX XXXX XXXXXXX XXXXXXXXXX XX about: it XX XXX simply about following the policies or being compassionate. indeed, XXXXXXXXX XXXXXXX know how to XXXX XXXXXXXX in XXXX, think XX XXXXXXXXXXXX, XXXX the rights of the students into account, XXXXXX XXXXX XXXXXXXXXXXX XXXXXXXXXXXXXXXX, and consider XXX main goals of education. </p> <p><b>conclusion</b> </p> <p>richard XXXXX's XXXXXXXXX XXXXXXXXXXX XXX difficulties educational leaders encounter when confronted XXXX conflicting XXXXXXXXXXXXX policies due to the XXXXXXXX XX protecting XXXXXXXX XXX XXXXXXXX fairness in the implementation XX policies. each XX XXX XXX XXXXXXX XXXXXXXXX XXXXXXXXXX a XXXXXXXX XXX of viewing XXX challenges XXXXX. XXXXXXX emphasizes the principles of fairness and ethics in XXX broadest XXXXX; care stresses XXXXXXXXXXXXX XXX XXXX-being; critique XXXXXX XXXXXXXXX XX unequal XXXXX or XXXXXXXXXXX damaging policies; community refers to shared responsibility; professionalism has XXXXXX XX its main focus, emphasizing XXXXX and XXXXXXXXXXXXXX, XXXXXXX virtue XXXXXXXXXXXX XX XXXXXXX XXXXXXXX and moral XXXXXXXXX. </p> <p>richard inman XXXXXXXX that XXXXX's situation XXXXXX for some special treatment; XXXXXXX, his choice of XXXXXXXXXX XXX XXXXXXXXX form XXX not the XXXX XXXXX XX do professionally XXXXXXX XX ignoring the XXXXXX procedure. a more successful XXXXXXXX XXXXXX include XXXXXXXXXX and moral XXXXXXX, XXXXXXXXXXX by XXXXXX XXXXXXXXXXXXX, XXXXXXXXXXXXX, XXX XXXXXX XXXXXXX the policy. in order to ensure XXXXXXX school leadership, the XXXXXXXXXXX need XX balance XXXXXX XXX accountability with XXXXXXXX XXXXXXXX. </p> <p> </p> <p> </p> <p> </p> <p><b>XXXXXXXXXX</b> </p> <p>XXXXXX XXXX, X. g. (2022). XXXXXXX XXXXXXXXXX in education: a uniting view through XXXXXX XX care, XXXXXXX, critique, and heartful education. XXXXXXX XX culture and values in education, X(2), 140–151. <a href="https://doi.org/XX.46303/jcve.XXXX.XX?XXXXXXXXXX=chatgpt.com">XXXXX://doi.org/XX.XXXXX/jcve.XXXX.XX</a> </p> <p>XXXXXX-XXXXXXXXX, r. l. (XXXX). “we don’t got XXXX XXX grumbling”: XXXXXX an ethic of XXXXXXX care in XXXXX XXXXXX XXXXXXXXXX. XXXXXXXXXXX XXXXXXXXXXXXXX quarterly, XX(X), XXX–289. <a href="XXXXX://doi.XXX/XX.1177/XXXXXXXXXXXXXXXX?XXXXXXXXXX=chatgpt.com">XXXXX://XXX.XXX/10.1177/0013161x20925892</a> </p> <p>whang, n.-y. (2021). the XXXXXX of school leadership: three paths to XXXXXXXXXX XXXXX XXXXX. sage open, 11(X). <a XXXX="https://doi.org/XX.1177/21582440211006136?XXXXXXXXXX=chatgpt.XXX">https://doi.XXX/XX.XXXX/21582440211006136</a> </p><p><br></p>">
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