Tag Archives: Consequentialism

The Unethical French Animator, the Mammalian Duck, Dysfunctional Ethics Alarms

“Oggy and the Cockroaches” is a French animated comedy series produced by Xilam and Gaumont Film Company. Its future on the Nickelodeon children’s TV cartoon channel NickToons is in doubt, however, after the channel was thrust into an unwanted controversy by an unknown French cartoonist’s practical joke.

A recent episode that aired on NickToons featured a brief view of a framed wall hanging showing a cartoon female duck sporting a pair of bikini briefs, sunglasses and bouffant hair-do, and most significantly, naked torpedoesque breasts of a variety more familiar to afficionados of “Fritz the Cat” than the target audience of eight-year-olds. Naturally, the station was deluged with complaints from parents.

The NickToons  website now appears to have removed the show from both its schedule and its homepage. Good start. It should also end any relationship it may have with Xilam and Gaumont.

I know cartoonists are not known for an excess of maturity, but a network needs to be able to reside a modicum of trust in its contractors, suppliers and partners. If an animator would think it’s funny to slip a topless, sexy duck into a kid’s show, then who is to say the next “joke” won’t be a giant talking penis or Adolf Hitler having sex with a cow?

Far more disturbing than the prank itself are the rationalizations and justifications being offered for it in online comments to the story and in social media: Continue reading

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Filed under Around the World, Arts & Entertainment, Childhood and children, Ethics Alarms Award Nominee, Ethics Dunces, Gender and Sex, Popular Culture, Professions, U.S. Society

Unethical Quote of the Week: Sen. John McCain, and also “WHAT????”

U.S. Senator John McCain gestures as he arrives to address the third session of the Republican National Convention in Tampa

“It was kind of a very rapid process. Everybody was looking forward to getting out of town because of the snowstorm. I think we probably should have had more discussion about it, given the blowback that there is.”

—- Sen. John McCain (R-Az) to Politico, explaining and making excuses for 47 Republican Senators injecting themselves into sensitive U.S. negotiations with Iran over nuclear weapon development..

1. I am speechless. Luckily, I can type.

Well, sort of.

2. The silver lining: at least the Senator just made those regretting President Obama’s election in 2008 feel better. We were spared embarrassing moments like that of President McCain, asked why he sent missiles to destroy Toronto, explaining, “Yeah, I was watching “Family Feud,” had to run to the can, and was distracted. Hey, it happens.” Continue reading

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Filed under Character, Ethics Alarms Award Nominee, Ethics Dunces, Ethics Quotes, Government & Politics, Incompetent Elected Officials, Leadership

Downton Abbey Ethics: Evil Barrow’s Ethics Lesson

Downton-abbey-season-5

If some of your PBS watching friends are unclear on those essential ethics analysis tools, the concepts of moral luck and consequentialism, the season finale of “Downton Abbey”( which you can view here) provided a wonderful example of both in action.

Now, settle down, because this takes some table-setting: Continue reading

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Filed under Arts & Entertainment, Character, Etiquette and manners, Family, Popular Culture

Comment of the Day: “Ethics Alarms Encore: ‘Aesop’s Unethical and Misleading Fable: The North Wind and the Sun”

AESOPSFABLNever let it be said that we aren’t eclectic on Ethics Alarms! Today’s Comment of the Day is a thoughtful response to my objections to Aesop’s “The North Wind and the Sun,” a 2011 post that I republished this week in fascination over how it continues to draw traffic. The thread here and on the original has touched on many diverse topics, including theology; commenter Rich (in CT), however, just submitted the most interesting analysis yet.

Here is his Comment of the Day on the post, Ethics Alarms Encore: “Aesop’s Unethical and Misleading Fable: The North Wind and the Sun:

”The comparison of God and Satan in Job to the Sun and Wind is an apt comparison, because the fable relies on “divine privilege”. An exercise of divine privilege should not be taken as an example of behavior that non-divine entities should emulate. Rather, they are external parameters that set up a hypothetical environment to illustrate the lesson of the story.

I specifically say “lesson”, because the objective of the story need not be a superficial “moral”. The “moral” that was selected here was a lazy plot device by an author who attempted to pigeon-hole the fable into his limited definition of a fable. While the particular moral in the version you share is useless, the fable perhaps might better illustrate both the use of strategic thinking and well as illustrate the role of moral luck in one’s success. A more apt “moral”, if any, might be to be clever, but acknowledge the limit of cleverness.

Ethical behavior never takes place in a vacuum, but must balance certain principles with the current circumstances. In the fable, an arbitrary task is selected, and the two actors use the tools at their disposal to attempt to achieve the task. The wind has two tools: blow hard or soft; the sun has analogous tools: beat hard or soft. Given the task, arbitrarily set up as a competition, only one had tools that could creatively solve the task.

The tale here thus illustrates a few important principles that are of value to a child; creative use of ones tools can lead to success, and that not everyone has a every tool available. A non-lazy author might use the fable to teach the value of cooperation, pooling a group’s tools to complete a task.

The particular task is irrelevant, and is set up as an exercise of divine privilege. Mere mortals have no right to manipulate the weather, but the fable’s embodiment of the solar rays and moving air manipulate these elements in an ethically neutral manner. The selection of a mere mortal as a target of task, might be to lead the reader indirectly, through empathy, to the conclusion that some circumstances are arbitrary and beyond one’s control. The objective might be to teach humility, that one is never entirely responsible for one’s success, no matter how clever one might be.

I thus agree that the particular version of the fable shared is unethical. This is, however, the result of a lazy author. The premise, if used wisely, is ethically neutral; Aesop, or some other interpreter, could use the premise of the story to teach a valuable lesson if so desired.

 

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Filed under Childhood and children, Education, History, Literature, Religion and Philosophy

Ethics Alarms Encore: “Aesop’s Unethical and Misleading Fable: The North Wind and the Sun”

north-wind-and-the-sun-story-oil-painting

[ I vowed that the next time I got a comment on this post, I would publish it again. It hails from four years ago, when  Ethics Alarms got a quarter of the traffic it gets now. I confess that I wrote it on a whim, having been talking with my wife about how Aesop’s Fables were joining Mother Goose stories,  Edward Lear limericks and American folks song in the Discarded Bin of our culture and then stumbling upon a fable I had either never read before or forgotten about.  To my surprise the post attracted intense criticism from fans of the story—I even had to ban a commenter who got hysterical about it—and the post joined a very eclectic group of early essays here that get considerable and consistent readership every week. Apparently there are a lot of Sun-worshipers out there. Anyway, since you probably missed it the first time, here it is.]

Today, by happenstance, I heard an Aesop’s Fable that I had never encountered before recited on the radio. Like all Aesop’s Fables, at least in its modern re-telling, this one had a moral attached , and is also a statement of ethical values. Unlike most of the fables, however, it doesn’t make its case. It is, in fact, an intellectually dishonest, indeed an unethical, fable.

It is called “The North Wind and the Sun,” and in most sources reads like this:

“The North Wind and the Sun disputed as to which was the most powerful, and agreed that he should be declared the victor who could first strip a wayfaring man of his clothes. The North Wind first tried his power and blew with all his might, but the keener his blasts, the closer the Traveler wrapped his cloak around him, until at last, resigning all hope of victory, the Wind called upon the Sun to see what he could do. The Sun suddenly shone out with all his warmth. The Traveler no sooner felt his genial rays than he took off one garment after another, and at last, fairly overcome with heat, undressed and bathed in a stream that lay in his path.”

The moral of the fable is variously stated as “Persuasion is better than Force” , or “Gentleness and kind persuasion win where force and bluster fail.”

The fable proves neither. In reality, it is a vivid example of dishonest argument, using euphemisms and false characterizations to “prove” a proposition that an advocate is biased toward from the outset. Continue reading

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Filed under Around the World, Childhood and children, Education, Literature, Religion and Philosophy, War and the Military

Is It Ethical For Professors To Date Students?

teacher-student datingProfsBlog asks the question regarding law professors and law students, but the question doesn’t change by narrowing the definition. The question is really, and only, “Is it ethical for teachers to have romantic relationships with students?” The answer is, has been, and forever shall be, “No.”

The answer to an ethics question sometimes becomes obvious when it is apparent that every argument on one side is either a logical fallacy, an unethical rationalization, or the application of an invalid ethics principle. Such is the case here, and thus I somewhat question the motives of the author of the post, Kelly Anders. Wishful thinking, perhaps? Asking the question creates the illusion that there is a real controversy. In this case, there isn’t.

I addressed this question a long time ago, in an early post here barely seen at the time but among the most frequently visited since. I wrote:

[P]rofessors [are] obligated to maintain a position of authority, objectivity and judgment as mentors and teachers of the whole student body, and [have] a duty to their schools not to allow their trustworthiness to be undermined by having intimate relationships among the same group that they [are] supposed to be supervising and advising. Dating a student is a professional breach of trust, and one that adversely effects the integrity of the entire educational institution…. The appearance created when a supervisor/manager/leader indulges in intimate relations with someone over whom they have authority, status and power—and every professor has authority over every student, in class or out— undermines the institution and the profession, by sending the false message that such relationships are standard, approved, and implicitly desirable in the culture where they occur…A professor has a potential teacher-student relationship with all students at a university, not just those in his or her classes.

Dating a student who happens not to be in one of those classes is what lawyers call “a distinction without a difference.” Many students and professors will reasonably assume that the pairing arose out of the student-teacher relationship, and in some ways it almost certainly did. A teacher always has superior power over any student by virtue of his or her position of authority, and it is an abuse of that power to use it to entice students into dates or bed…

[It] is naive to ignore the extended conflicts such relationships create. Might the professor’s best friends on the faculty be more generous when grading their friend’s significant other if he or she is one of their students? Will the professor consciously or subconsciously be easier on the friends of his student lover if they are in his class? The fact that the question can be asked shows that the situation should not occur where it can be asked.

Students, all students, must be off-limits as romantic partners for professors and administrators in universities, regardless of what rules are in place.Professors who date students risk their jobs because a student body is not their sexual smorgasbord, and it is a breach of trust and duty to treat it like one.

I wouldn’t change a word, except that typo I just noticed, and just fixed in the original. Nor is anything I wrote then revolutionary or new. These are the realities of authority, professionalism, leadership and power. It’s just that sometimes people really, really wish they were not. Continue reading

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Filed under Character, Environment, Gender and Sex, Professions, Workplace

Matt Williams’ Blues: Consequentialism, Hindsight Bias, And Moral Luck

zimmermann

As I wrote last year about this time, the baseball play-offs make us unethical. Managers make decisions that either work or back-fire, and feed the toxic human tendency toward  consequentialism thusly: when they work, the decisions werecorrect; when they don’t, the manager was an idiot, and the choicee were obviously wrong. As with judging the ethics of an act, what happens after a baseball decision is made is irrelevant to whether it was a good decision when it was made.  This is almost impossible to keep firmly in mind. Our logic rebels at the idea that an ethical act can have horrendous consequences, or that the right tactical decision can result in defeat. But that’s life, as my father was fond of saying.

Hindsight bias further pushes us to confuse the making of a decision with its consequences. It is, not surprisingly, much easier to make a strong case that a decision was the wrong one after all the results are in. This, of course, is unfair to the decision-maker, who didn’t have the data the critics do when he or she acted. On the other hand, sometimes the reason the decision was the wrong one is that it was wrong, and the fact that the results were bad just support that verdict.

This morning, indeed since last night, Washington D.C. baseball fans and sportswriters have been wrestling this conundrum. The Washington Nationals, widely believed to be the strongest National League team in the post season, and quite possibly the favorites to win the World Series, find themselves down 0-2 in the best of five National League Division Series after a grueling, 18 inning loss to the San Francisco Giants, who didn’t even win their own division. The way the game went into extra innings will be debated for months if the Nats fail to rally and win the series. Nats starting pitcher Justin Zimmermann, who had pitched a no-hitter in his last outing, had been almost as good this time, pitching his team within one out of a 1-0 win that would have evened the series. He had dominated Giants hitters in every way, and had not shown any signs of weakening or, as they say in the game, “losing his stuff.” In the old days, that is, as recently as 20 years ago, a pitcher on a run like this would finish the game unless he had a stroke on the mound. Now, MLB managers are trained to be ready to go to their ninth inning specialist, the so-called closer, at any hint of trouble or even without it, and they almost always do.

As a reflex action, it makes no sense a lot of the time, other than “everybody does it.” A pitcher whom you know is pitching well is a known quantity, while a pitcher newly arrived to the game, whatever his skills, is not.  If the choice is between a starter who is not just doing OK but rather mowing down batters like Samson jaw-boning the Philistines, and bringing in a new arm, logic would dictate that the latter is the greater risk.

Nats manager Matt Williams acknowledged that Zimmerman was “in the zone” by not lifting him to begin the ninth, and was rewarded with two quick outs. When he walked his first batter of the game, however, on his magic 100th pitch (they count pitches now, and 100 is the number at which pitchers supposedly turn into pumpkins), and Williams lifted him, calling on closer Drew Storen. Continue reading

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Filed under Daily Life, Journalism & Media, Sports