Ethical Dilemma in Education: A Decision at the Crossroads

QUESTION

Kyle is a teacher’s assistant for a developmental psychology class. One day, Kyle is
asked by the Professor of the class to proctor an exam for an undergraduate student
who was absence of the day of the exam. Kyle meets the student in her office so that
the student can take the exam in a quiet space and lets the student know that they
cannot use any resources, such as a computer or textbook, to assist them while taking
the test. Kyle gives the student the exam and lets them know she will be back in one
hour. Upon her return, Kyle finds the student using their computer to search for answers
on the exam. The student become very upset and starts crying, stating that that they
were not able to study for the exam as there was a lot going on their life – their
boyfriend broke up with them, they had three other exams to study for, they got fired
from their job last week, and their parents were coming into town to visit this weekend.
The student promises that they have never cheated before and will not plan on every
cheating again. While Kyle sympathizes with the student knowing how hard it is to
juggle school, work and life, she also knows it is not okay to cheat on exams and knows
the Professor has a zero-tolerance policy on cheating. Should Kyle turn this student in
to the Professor, knowing that the student was having a rough week and could get into
a lot of trouble, such as failing the class or getting expelled, for cheating on the exam?

Preconventional Level

Conventional Level

Postconventional Level

ANSWER

Ethical Dilemma in Education: A Decision at the Crossroads

Introduction

The scenario presented involves Kyle, a teacher’s assistant, who faces a challenging ethical dilemma when proctoring an exam for an undergraduate student who was absent on the exam day. The student, overwhelmed by personal issues, resorts to cheating during the test. Kyle’s decision regarding whether to report the cheating to the Professor becomes a complex moral dilemma, touching upon different stages of ethical development. This essay explores the ethical dilemma through the lens of Kohlberg’s stages of moral development, including the Preconventional, Conventional, and Postconventional levels, to analyze Kyle’s potential responses and their implications.

Preconventional Level

At the Preconventional level of moral development, individuals base their decisions on self-interest and fear of punishment. In this scenario, Kyle may be tempted to empathize with the student’s difficulties and spare them from the consequences of cheating to avoid causing harm. She may believe that reporting the cheating would lead to severe consequences for the student, such as failing the class or expulsion, and decide to keep the incident confidential to protect the student.

Conventional Level

At the Conventional level, individuals consider societal norms and uphold rules and authority. Kyle’s awareness of the Professor’s zero-tolerance policy on cheating might lead her to feel compelled to report the incident. Upholding the integrity of the educational system and maintaining a fair environment for all students could be her primary concern. She may believe that it is her duty to respect the rules and report the cheating, even if she sympathizes with the student’s challenges.

Postconventional Level

The Postconventional level involves ethical decision-making based on abstract principles and personal moral values. In this stage, Kyle might consider various ethical principles, such as justice, honesty, and compassion, to guide her decision. She could reflect on the potential consequences of both reporting and not reporting the cheating incident. Kyle may contemplate the long-term impact on the student’s character development and the academic community’s integrity.

Discussion and Conclusion

Facing this ethical dilemma, Kyle’s decision could be influenced by her stage of moral development. At the Preconventional level, she might prioritize the immediate emotional well-being of the student and refrain from reporting the incident to prevent severe consequences. At the Conventional level, her commitment to upholding academic integrity and adhering to the Professor’s policies might compel her to report the cheating.

The Postconventional level offers an opportunity for Kyle to engage in critical ethical reasoning. She could consider the broader implications of her decision and weigh the importance of honesty and accountability in academic settings. Additionally, she may explore alternative solutions, such as discussing the student’s challenges with the Professor and exploring options for additional support and accommodations.

Ultimately, while Kyle’s empathy for the student is commendable, she must consider the potential consequences of cheating for both the student and the academic community. Reporting the incident may provide a valuable learning opportunity for the student, reinforcing the importance of honesty and personal responsibility. Moreover, addressing the student’s challenges in a supportive manner could help them navigate difficult circumstances while encouraging academic integrity.

In conclusion, this ethical dilemma tests Kyle’s moral development and presents an opportunity for growth. By considering the Postconventional level, Kyle can make an informed decision that aligns with her personal values, the institution’s principles, and the best interests of the student and academic community.