Use consequence analysis grounded in social science concepts to make ethical administrative choices concrete¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper recommends that administrators facing non-routine decisions involving competing values elaborate alternatives, their probable consequences, and ways of dealing with those consequences, grounding determinations in social and psychological concepts and theories. It states that consequence analysis puts morality in administrative life on a concrete basis and makes it relevant to real problems rather than an exercise in rhetoric. The paper reports that consequence analysis has been successfully used in projects designed to improve school problem solving, citing Licata.

Design Implications¶

Context¶

Requirements¶

• A clear picture of the facts of the case
• An arsenal of ideas enhanced by social science concepts and explanations

Constraints¶

• The paper notes efforts toward Deweyan growth of participants will always be complex, difficult, and an uncertain and precarious adventure for the involved administrator

Target Learners¶

• school administrators

Target Learning Goals¶

• ethical decisionmaking under competing values
• anticipating and mitigating negative consequences

Affordances¶

• Dewey Theory Of Inquiry Instrumentalism

Claims¶

• Dewey grounds morality in everyday problems, making administrative practice chiefly an ethical undertaking resolved by reflective appraisal of competing values [+W]

Related Strategies¶

• Student Reflection (Responsible Decision-Making)
• Responsible Decision-Making Practice
• Ethical Responsibility Tools

Examples¶

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Key Sources¶

• Willower, Donald J. (1992). Dewey's Theory of Inquiry and Reflective Administration. Paper presented at the annual convention of the University Council for Educational Administration, Minneapolis. https://eric.ed.gov/?id=ED355669