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Promoting Tolerance and Ethical Principles in Higher Education

Promoting Tolerance and Ethical Principles in Higher Education. Dr. John Gough Centre for Lifelong Learning. Outline. To identify what ‘the problem’ is…or perceived as To explore the possible causes, or roots, of ‘the problem’ To consider some approaches that may address ‘ the problem’

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Promoting Tolerance and Ethical Principles in Higher Education

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  1. Promoting Tolerance and Ethical Principles in Higher Education Dr. John Gough Centre for Lifelong Learning

  2. Outline • To identify what ‘the problem’ is…or perceived as • To explore the possible causes, or roots, of ‘the problem’ • To consider some approaches that may address ‘the problem’ • …and a little bit about me, especially when developing ethical practice with practitioners and managers, and as a conciliator

  3. Tolerance…Ethical Principles…? • Tolerance: the ability or willingness to tolerate the existence of opinions or behaviour that one dislikes or disagrees with • Ethical principles: fundamental values or propositions that underpin the morals that govern a person’s (or a group’s) behaviour • Our rights and responsibilities, e.g., value and dignity of all • The language and behaviour of right and wrong, e.g., valuing diversity; anti-discriminatory practice; free speech • The ‘structures’ and ‘processes’ of our moral decisions, e.g., democracy; rule of law • How to live a ‘good’ life, e.g., obligations to others in fulfilling our own needs • But: where do the limits of our tolerances end…?

  4. ‘The problem’ of growing intolerance in HE…? Is there one? • The so-called ‘snow flake’ generation…jazz hands instead of clapping? • Perceived increase of ‘no-platforming’ in HEIs, of speakers on controversial subjects • Office of Independent Adjudicator (OIA) received 1,635 complaints in 2017, a rise of 8% on 2016, with £650K being paid in compensation? • Perceived rise in staff grievances against ‘management’ and other colleagues? • ‘Anecdotal’ stuff, e.g., students wanting to record tutorials and lectures?

  5. HEIs aren’t supposed to be like this…are they? • Sir Michael Barber, Office for Students: • ‘Our universities are places where free speech should always be promoted and fostered. • That includes the ability for everyone to share views, which may be challenging or unpopular, even if that makes some people feel uncomfortable. • We need robust civility: free speech within the law.’ • David Isaac, the EHRC chair, said: “Holding open, challenging debates rather than silencing the views of those we don’t agree with helps to build tolerance and address prejudice and discrimination. • Our guidance makes clear that freedom of speech in higher education should be upheld at every opportunity and should only be limited where there are genuine safety concerns or it constitutes unlawful behaviour.”

  6. So…why is ‘this’ happening? • The impact of neo-liberal consumerism: me, me, me • The ‘new accountabilities’ (Banks, 2006) of the professions: get it wrong and I’ll discipline or sue you • The ‘marketization’ of HE sector: I’m paying for this, it’s not what I was led to believe and I want a refund • The micro-management of young people in schools and colleges? • Decline in the trust of our civic leaders: MPs’ expenses scandal; Brexit; ‘identity’ politics • The wish of powerful ‘tech giants’ to bypass traditional democratic processes: we’ll run your life better for you…

  7. Are we all doomed to the creeping of knotweed of incivility and intolerance? • Increasing debates about the effectiveness of ‘no platforming’; and the need for more considered judgements • National Co-ordinating Centre for Public Engagement (NCCPE) note the increased community engagement by HEIs • Ethics features in many courses: ‘traditional’, semi-vocational and vocational; and increasingly so in business leadership • Increasing amount of conciliation-type roles • HEIs taking work-related difficulties more seriously, e.g., increase in well-being support and services

  8. An exercise/discussion • In the organisation of which you are a part: • How is tolerance promoted? • What behaviours signify and promote tolerance and ethical principles? • What might be the limits of tolerance? • And how do YOU promote tolerance?

  9. Try these for size… • Recognising the scope for impact our actions have within interconnected systems • Interpersonal: • Saying hello to people in your department that you don’t know; and welcoming and including newcomers • E-mail etc etiquette • Embodying the ethics we teach and/or promote • Rules of engagement: • Tutors have a right to teach; students have a right to learn; we all have a right to feel safe • Clarifying, agreeing and enacting principles and expectations

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