Saturday, February 11, 2012

Ethics in the Cuban Schools: Little of Confucius and Much of Puss in Boots / Dora Leonor Mesa

Ethics in the Cuban Schools: Little of Confucius and Much of Puss in
Boots / Dora Leonor Mesa
Dora Leonor Mesa, Translator: Unstated

Men rarely recognize the shortcomings of those they love, nor are they
accustomed to appreciating the virtues of those they hate.
Confucius

For some years there is painful and frequent news in various
journalistic media, print and digital, which questions the ethics of
teaching professionals in Cuban schools. Some teachers or teachers eat
their students' snacks, others ask for gifts for birthdays, some openly
show preference for particular students, teachers charge for exams …

There is ample justification to talk about ethics in school
organizations in Cuba, a huge challenge for both the state and
citizenry. They go together in ethical and social responsibility,
although the ethics may be considered as "a method, viable assumptions
and conceptual tools to decide what course of action is most
appropriate"(Brown, 1992). A communication process that is efficient and
ethical accepts the equality and authority of managers and members to
identify problems, to think and express ideas with respect and without
risks.

The high academic standards of Asian countries like China and Japan are
globally recognized. Their philosophy is still based on the precepts of
Confucius, philosopher, social theorist and founder of an ethical system
– rather than religious – which has survived to this day.

Kung-tse (Confucius, to the West) lived in feudal China over 2,500 years
ago, between 551 and 479 BC. His origins were humble, but from his youth
showed a fondness for old books and, eventually, he held a high position
as an officer of the state of Lu, in the province of Shang-tung. His
ideas are about justice and harmonious coexistence.

Far from the mystical and religious beliefs, Confucianism is proposed as
a practical philosophy as a system of thought oriented toward life and
for the improvement of oneself. The aim, ultimately, is not "salvation,"
but wisdom and self-knowledge. The basic principles of Confucius are
decency, honesty, loyalty and filial piety.

But Perez Cavarría (Technological Institute of Monterrey, 2003)
recognizes that the implementation of any program of ethics implies a
strong commitment from the managers of any organization; it requires
strategic planning, training and communication plan plus monitoring
results. His proposal involves developing ethics along with new ways of
communication and interaction with members of the organization — in the
present case, the school.

Respect, trust, honesty, to name a few values, necessarily have to
appear in the form of how members of an organization communicate with
each other. In other words, decency is a fundamental principle of the
identity of the organization. The organizational culture, ethics and
communication have similarities to each other but each occupies a
different place.

Another valuable recommendation of Perez Gutierrez refers to the
implementation of mechanisms to protect everyone (the family of the
student or teacher) who reports unethical behavior or exposes their
doubts: Some emails and phone numbers to ensure anonymity, suggestion
boxes, etc.

For organizations communication and the strengthening of ethical values
is essential. The evaluation of professors and teachers should not only
be based on academic results, but also include ethical behavior.

The Ministry of Education of Cuba, with all the difficulties involved in
its meager budget and outdated school technology, also faces serious
institutional conflict. In classrooms a secret battle is being waged
between our Confucius as always, which has given prestige to Cuban
education, and the Puss in Boots, pretending to be teaching
professionals, when in fact, like the famous character in the story,
they lie, simulate, and if we let them, stop trying to be cats to become
minor royalty.

October 13 2011

http://translatingcuba.com/?p=14998

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