Ethics and Deontology

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Introduction to Professional Ethics (Deontology) Ethics and professional ethics are essential pillars of human life in social and professional spheres. This lesson establishes conceptual foundations for understanding these notions. Context and Relevance Professional ethics requires respect for rules in social and professional lives. Individual behavior occurs simultaneously in both contexts, requiring compliance in both. Modern Approach vs. Traditional Approach Contemporary approach to professional ethics (neologism) differs from traditional philosophical and sociological approaches. New perspective aims for clarity and lucidity in evaluating individual actions. I. Definition and Origins of Professional Ethics 1.1 Etymology and Primary Meaning Rooted in Greek term "deon" meaning "what is fitting" or "what must be done." Reveals the prescriptive nature: it commands, not suggests. Defined as the theory of duties. Requires individuals in an institution to respect and follow laws and rules defining adopted behaviors. 1.2 Academic Definition Discipline established by a profession (Larousse, 2015). Encompasses clear, explicit rules; violation may result in sanctions. Crucial Elements: Professional origin: Emanates from the profession itself. Clarity of rules: Standards are explicit, unambiguous. Sanction system: Consequences for non-compliance. 1.3 Scope and Application Refers to "all duties and obligations imposed on members of a profession or association" (D. Siraux, 2004). Apply uniformly to all members, regardless of practice circumstances. II. Fundamental Characteristics of Professional Ethics 2.1 The Primacy of Rule over Value Essential Distinction: Only the rule prevails; excludes reference to values. Societal values have no place; the standard resolves conflicts. Adherence is to the rule, not to the underlying principles or values. 2.2 The Binding Nature Imposes itself as an unavoidable constraint (Thierry Desbonnets, 2006). Standard and legislation take precedence; binding aspect implies strict obligations. 2.3 Universality of Application Ethical rules have a universal character within the professional group. Apply to all members without distinction, ensuring: Equal treatment Predictability of behaviors Cohesion of the professional group III. The Necessity of Professional Ethics 3.1 Management of Conflict Situations Rules established by authority to manage conflicts, avoid chaos, and impose sanctions. Ensures social peace and order within the establishment. 3.2 Maintenance of Professional Order Functions: Normative function: Establishes "what must be done." Protective function: Protects members and beneficiaries. Regulatory function: Maintains order within the profession. Disciplinary function: Sanctions failures. 3.3 Guarantee of Professional Quality Clear standards of behavior guarantee: Quality of services rendered. Public trust. Credibility of the profession. Protection of users. IV. Professional Ethics and Law: Articulation and Distinctions 4.1 Rule = Law Within the ethical framework, values or ethics should have no place. Ethics pronounces on the value of acts (good/bad, just/unjust), which the rule does not question. 4.2 Clarity of Missions and Objectives Each person must know their function's objective and mission within the organization. Allows for: Better adherence to rules. Reduction of uncertainty. Effective accountability of actors. V. Distinction Between Profession and Trade 5.1 The Trade Occupation emphasizing intrinsic dignity of certain liberal professions. Characterized by: Technical know-how. Transmission through apprenticeship. Potential artisanal or manual dimension. 5.2 The Profession Reserved for activities with a formalized moral code or ethics. Distinguished by: Existence of a formalized code of ethics. Long and specialized training. Autonomy in practice. Social responsibility. 5.3 The Autonomous Professional Capable of self-regulating action and guiding their own learning. Autonomy implies: Capacity for critical analysis. Informed decision-making. Personal responsibility. VI. Distinction Between Traditional and Contemporary Approaches to Morality and Professional Ethics 6.1 Main Characteristics of Traditional Approach (Philosophical and Sociological) a) Reflective and contemplative dimension: Seeks to understand "why" before "how." Questions ultimate foundations of morality. Prioritizes philosophical reflection on principles (e.g., Kant's categorical imperative). b) Constant reference to values: Actions evaluated by conformity to moral values (justice, good, virtue). Seeks inner adherence to moral principles. Intention and moral conscience are paramount (e.g., Aristotelian virtues). c) Holistic and contextual approach: Considers individual in their entirety. Takes into account social, cultural, and historical context. Integrates psychological and emotional dimensions (e.g., Durkheim on moral values). d) Interpretative dimension: Moral rules require interpretation. Room for informed personal judgment. Practical wisdom (phronesis) is valued. 6.2 Limitations of the Traditional Approach in a Modern Professional Context Lack of operational clarity (too abstract for daily action). Diversity of interpretations (values understood differently). Difficulty of control (how to verify "good values"). Decision-making slowness (deep reflection takes time). VII. The Contemporary Approach (Modern Deontological) 7.1 Main Characteristics a) Prescriptive and operational dimension: Focuses on "what to do" rather than "why." Provides clear and explicit rules. Prioritizes practical efficiency (e.g., medical informed consent). b) The primacy of rule over value: Underlying values are secondary or implicit. Adherence to values is not required, only compliance with the rule (e.g., lawyer confidentiality). c) A formalized and codified approach: Existence of written and structured codes. Numbered, classified, hierarchized rules (e.g., Architects' Code of Ethics). Official and accessible documentation. d) A system of control and sanctions: Mechanisms for monitoring/supervising application of rules. Graduated and predictable sanctions. Formalized disciplinary procedures (e.g., medical sanctions). e) The requirement for clarity and lucidity: Rules must be understandable without ambiguity. One must be able to objectively evaluate rule compliance. Evaluation criteria are known in advance (transparency). Comparison Cases Case 1: Truth-telling to a dying patient Traditional: Reflection on values (truth vs. compassion), context-dependent. Contemporary: Rule: inform with tact; application: tell the truth, period. Case 2: Conflict of interest (university teacher) Traditional: Questions virtues (integrity, justice), moral conscience. Contemporary: Clear rule: cannot grade family member; automatic sanction. Case 3: Acceptance of gifts Traditional: Reflection on corruption, gratitude, cultural context. Contemporary: Clear rule, often prohibits gifts above a certain value. Conclusion Professional ethics is a normative system (set of rules) essential for professional life, characterized by: Etymological origin ("deon" = what must be). Mandatory and universal character. Primacy of rule over value. Regulatory and protective function. System of sanctions. Sequence Two: Professional Conducts and Attitudes Deontology is based on individual conduct in the profession, requiring adherence to legal and quality standards specific to the profession, underpinned by its values. University Teacher Rights and Duties a) Rights: Access to the profession (competence/qualification). Teaching free from interference. Evaluation and assessments. Ideal work environment. Benefiting from periodic training and internships. b) Duties: Demonstrate professional conscience. Conform to professional activity standards. Refrain from engaging institution's responsibility for personal purposes. Show availability and omnipresence. Stay current (innovations, updating knowledge). Combine teaching and research according to universal standards. Respect pedagogical rules: Completion of programs. Transparency in evaluation. Adequate supervision. Base work on sincere quest for knowledge; attention to plagiarism. Accept loyal confrontation of different viewpoints. Confidentiality of deliberations and debates. 2-1 Charter of Ethics and Deontology (University) Reaffirms general principles from universal norms and specific values, serving as a driving force for learning and implementation of university ethics. 2-1-1 Principles of the Charter Integrity and honesty. Academic freedom. Responsibility and competence. Mutual respect. Requirements of scientific truth, objectivity, and critical spirit. Respect for university franchises. Teaching: transmission and creation of knowledge. Research: knowledge mastery, innovation, valorization, externalization. Participatory management: course design, department, organization, evaluation. For more information, consult: www.univ-Batna2.dz 3 - Ethics 3-1 Definition of the Concept Originates from Greek "character." Explores morality and human motivations to promote desirable behaviors. Involves creating moral discernment and guiding actions within society. Relates to self-discipline and presupposes motivation for free, autonomous, internal control of behaviors. Human freedom resides in capacity to select specific behavior based on convictions. Kant's contribution: "Do not do to others what you would not want done to you." Refers to conscience. Distinction (Kant): Acting in accordance with duty (self-interest) vs. acting from duty (moral value from maxim). Morality: Action from duty's intention. Ethics: Study of how choices should be made. Margot Phaneuf: Defines ethics by what benefits social group's well-being; emphasizes reflection. 3-2 The Origin of the Word "Ethics" From two Greek terms: one evokes "stable" and "habitat" (concrete links). Other term evokes "way of living" or "way of inhabiting oneself" (improving existence). Ancient discipline (Socrates, 4th century BC) focused on facilitating thought and reasoning. 3-3 The Practice of Ethics in Society Fundamental importance in daily life. Debated by philosophers (Aristotle, Plato), sociologists (Durkheim, Bourdieu, Foucault), anthropologists. Bourdieu's "obligation and desirability": Ethics encompasses customs, usages, behaviors, habits, mores; environment influenced by norms and values. Ethics includes mores, morality, human belonging, relationships, meaning of actions. Mores and morality define limits of what is forbidden. Bourdieu's "habitus": Immanent laws from early education; generates practices and classification system. 4- Professional Ethics Establishes rules and norms to guide actions within a profession. Falls within applied ethics, dealing with a concrete facet of professional reality. Generally does not involve coercive constraints, but professional ethics may include deontological rules with coercive measures. Falls within normative ethics; comprises rigorously respected principles and rules. Examines constraining aspects of deontology specific to a profession. Offers recommendations on what is desirable and condemns what should not be done. Relies on administrative mechanisms for ethical practice. Examples: Journalistic ethics (no money for biased info), business ethics (salesperson within company framework). Synonymous with "deontology" or "ethics applied to a specific professional domain." Conceived as sectoral/specialized: Ecological ethics, Biomedical ethics, War ethics. Applied Ethics Domains Professional ethics. Organizational ethics. Environmental ethics. Social ethics. Political ethics. VI - Other Codes of Ethics Professional ethics vary by sector, each adapted to its specificities. 6-1. The Medical Code of Ethics One of the oldest and most structured codes. Fundamental Principles: The Hippocratic Oath. Respect for human life: primacy of patient well-being. Medical confidentiality: absolute protection. Duty of care: prohibition of refusing care except for legitimate reasons. Competence: obligation for continuing education. 6-2 The Architects' Code of Ethics Regulates architecture profession, guarantees quality and safety of constructions. Principles: Technical responsibility: solidity and safety of structures. Creativity and respect for heritage: innovation and preservation balance. Professional independence: freedom of design. Environmental commitment: integration of sustainable development. Financial transparency: clarity of fees and costs. 6-3 The National Police Code of Ethics Governs behavior of law enforcement. Principles: Proportionate use of force. Impartiality: equal treatment of citizens. Probity: integrity and refusal of corruption. Dignity and respect: humane treatment. Duty of discretion: regarding sensitive information. Other Codes of Ethics (Examples) Journalists: Verification of sources, independence, respect for privacy. Lawyers: Professional secrecy, loyalty to client, independence. Accountants: Accuracy of accounts, confidentiality, impartiality. Pharmacists: Quality control of medications, patient counseling. Sequence Three: Codes of Ethics and University Ethics I. Codes of Ethics Numerous codes of ethics exist, specific to particular professions or sectors, governing ethical conduct. 1.1. University Ethics Holds particular importance in academic context. Concerns teachers, researchers, students, administrative staff. Based on principles and rules ensuring academic integrity, quality of teaching/research, and respect for rights/responsibilities. Key elements: intellectual rigor, academic honesty, respect for intellectual property, confidentiality of research data, fighting academic fraud, promoting ethical learning. Adapted to evolving needs: technological advances, new teaching methods, diversity/inclusion, contemporary research challenges. Essential for maintaining integrity and credibility of academic environment. Ethics establishes rules for a profession within society, inscribed in: The order of law. Guaranteeing professional practice. Has jurisdictional value. University is a public interest institution, producing executives and workforce. Actors: Administrator, Teacher, Student. II. The Challenges of University Ethics 1. Definition and Specificities Set of rules, principles, and values governing behavior and responsibilities of university community members. Distinguished by its triple mission: Training: Transmission of knowledge. Research: Production of new and verified knowledge. Service to society: Contribution to social, economic, cultural development. 2. Major Challenges of University Ethics a) Institutional Credibility: Maintain reputation; ethical breaches affect public trust. b) Quality of Education: Ethical principles ensure degrees correspond to real skills. c) Scientific Rigor: University must guarantee scientific method and truth of knowledge. d) Equity and Equal Opportunity: Fair and equitable treatment for all students. e) Autonomy and Academic Freedom. III. University and Their Responsibilities 1. The University Administrator Manages and governs the institution. Ethical Responsibilities: Ethical governance: transparent and fair decision-making. Resource management: rational and fair budget allocation. Quality assurance: implementation of quality systems. Institutional protection: preservation of university autonomy. Prevention of conflicts of interest. Transparent communication. 2. The Teacher-Researcher Ensures knowledge transmission, student training, scientific research. Ethical Responsibilities: Pedagogical competence: mastery of content, constant updating. Scientific integrity: honesty, refusal of falsification. Fair evaluation: objectivity in grading. Availability: supervision and support of students. Respect for intellectual property: proper citation. Neutrality: respect for plurality of opinions. 3. The Student Engaged in learning and developing academic/professional skills. Ethical Responsibilities: Academic honesty: personal and authentic work. Respect for intellectual property: citation of sources. Attendance and commitment: active participation. Respect for rules: compliance with regulations. Ethical behavior: respect for teachers, staff, peers. Sincerity: transparency in declarations. Confidentiality: protection of personal data. IV. University Professional Values 1. Competence: Mastery of knowledge/skills, obligation for continuing education. 2. Scientific Integrity: Honesty and rigor in production/transmission/evaluation of knowledge; refusal of falsification. 3. Intellectual Property: Respect for copyright, citation, recognition of others' work, protection of intellectual creations. 4. Probity: Honesty and uprightness, refusal of corruption/fraud. 5. Transparency: Clarity and accessibility of information on evaluation, procedures, decisions. 6. Efficiency: Optimization of resources for pedagogical/scientific objectives. 7. Diligence: Care, attention, promptness in tasks (grading, responses). 8. Compliance: Respect for laws, regulations, procedures. 9. Confidentiality: Protection of sensitive information. 10. Equity: Fair and impartial treatment without discrimination. V - Codes of Ethics Fundamental importance of ethics in society, subject of debates among philosophers and sociologists. Ethics as a characteristic trait encompassing customs, usages, behaviors, habits, mores. Ethics reflects how humans inhabit the world and coexist. Sequence Six: Ethics and Plagiarism - Practical Applications I- Plagiarism: Understanding and Preventing Intellectual Theft 1.1 Plagiarism: Definition, Forms and Consequences What is plagiarism? Unduly appropriating someone else's intellectual work by presenting it as one's own. Involves reproducing, rewording, or using ideas/writings/creations without attribution. Violates copyright and academic/professional integrity. Not necessarily intentional (ignorance of citation rules, negligence, lack of rigor). Seriousness of act and repercussions remain severe, regardless of intent. 1.2 The Multiple Faces of Plagiarism a) Verbatim copy-paste: Reproducing text word for word without quotes or reference. b) Uncredited paraphrasing: Rewording author's statements without indicating origin. c) Translation without attribution: Translating text and presenting it as one's own. d) Self-plagiarism or recycling: Reusing one's own previous work in a new context without explicit indication. Repercussions of Plagiarism Disciplinary sanctions: Temporary/permanent exclusion, degree cancellation, exam failure. Damage to reputation: Lasting loss of credibility. Psychological impact: Shame, loss of self-confidence. Prevention requires training in citation, rigor in source tracking, ethical awareness. Plagiarism is intellectual theft, a serious violation of intellectual property. II- The Different Forms of Plagiarism 2-1 Direct Plagiarism A- Verbatim copying: Reproducing passages without quotation marks or source. B- Complete appropriation: Presenting entire work as one's own. 2-2 Indirect Plagiarism A- Uncited paraphrasing: Rewording ideas without indicating source. B- Plagiarism of ideas: Appropriating concepts/theories without attribution. 2-3 Partial Plagiarism A- Mosaic plagiarism: Assembling fragments from different sources without citing. B- Self-plagiarism: Reusing own previous work without mention. III- The Causes of Plagiarism Among Students 3-1 Pedagogical Factors Lack of contextualization: students don't see relevance. Insufficiently clear instructions: vague instructions lead to errors. Lack of training: unfamiliarity with citation rules. 3-2 Motivational Factors Weak engagement: lack of interest, limited perception of usefulness. Mimicry: reproduction of teacher's lack of enthusiasm. Time pressure: inadequate management leads to shortcuts. 3-3 Technological Factors Ease of access: immediate availability of information online. Illusion of transformation: believing simple paraphrasing is enough. IV- Prevention and Best Practices A- For Teachers Provide clear and precise instructions. Raise awareness of citation rules early. Propose stimulating, level-adapted subjects. Support research and writing process. B- For Students Plan work sufficiently in advance. Learn citation and referencing techniques. Develop own ideas and analyses. Use plagiarism detection tools for self-assessment. Plagiarism obstructs intellectual development. Prevention requires understanding issues, training, and a stimulating pedagogical environment. V- The Stakes of Respecting Copyright More than a legal obligation, it's a pillar of intellectual ethics and collective progress. 5.1 Guaranteeing Intellectual Integrity Adopting intellectual honesty; commitment to authenticity and transparency. Refusing dishonest shortcuts; ethical approach reflects personal integrity. 5.2 Recognizing and Encouraging Creativity Original creation involves time, energy, talent. Citing sources gives recognition to creators; promotes innovation. VI- Fueling Scientific and Intellectual Dialogue Crucial for knowledge advancement. Building on existing work, developing own analyses creates a chain of knowledge transmission. 6.1 Demonstrating One's Intellectual Mastery Ability to dialogue with sources, question them, confront them. Demonstrates analytical and critical thinking, not passive reproduction of ideas. Sign of true intellectual maturity. Respecting copyright is actively participating in a culture of respect, innovation, intellectual excellence. Conclusion (Overall) Morality and ethics maintain important connections, raising questions and highlighting moral needs. Law sanctions behaviors. Ethics provides guidance and justifications for actions, a framework for what is morally acceptable, but lacks legal coercive authority. Ethical principles act as personal guides, determining what is morally acceptable. They are a compass for actions and decisions based on fundamental values. Complementary relationship between ethics and professional ethics (deontology): professional ethics sets specific rules, while general ethics provides the broader framework of values. Ethical principles are the foundation for professional rules, guiding behavior and ensuring integrity. Summative Activity: Anti-Plagiarism Roadmap - Higher Education 1) Analysis of Specific Causes Pedagogical Causes: Unfamiliarity with academic citation rules. Ambiguous instructions regarding originality expectations. Lack of support in documentary/bibliographic research. Motivational Causes: Time pressure and workload overload. Weak engagement due to irrelevant subjects. Fear of failure and seeking shortcuts. Technological Causes: Immediate accessibility of online information. Illusion that simple paraphrasing is sufficient. Unfamiliarity with detection tools. 2) Concrete Preventive Measures For Teachers: Systematic training in citation rules from first year. Personalized and regularly renewed subjects. Support throughout research process. Use of detection tools as pedagogical tool. For Students: Advance planning of assignments. Mastery of bibliographic management software (APA, Zotero, Mendeley). Development of critical thinking and personal analysis. Self-assessment with detection tools. Institutional Measures: Clear charter on academic integrity. Graduated and educational sanctions. 3) Ethical Reflection on Intellectual Originality Cognitive innovation and intellectual uniqueness are the foundation of knowledge progression. Plagiarism is a transgression of academic rules and deprives students of authentic learning, distorting assessment of competencies. This invites attention to this expanding scourge.