Warren Petchalonis Journal 3 GRIT 798 People as Ends Introduction Ciulla describes how leaders in an educational or workplace environ

ent can appl! "ant#s reasonin$ is to %treat people as ends in the selves&' ()**+, p&+*-. "ant describes this %principle o/ hu anit! and o/ ever! rational nature $enerall! as an end in itsel/ is the supre e li itin$ condition o/ ever! an#s /reedo o/ action&' ()**+, p&+*-. I would appl! this to the educational environ ent b!

sa!in$ to treat ever! student as i/ the! had intrinsic value& 0ou can appl! this value to raisin$ the test scores o/ !our students& I/ !ou were to raise students test scores si pl! to ake !oursel/ look like an eans to an end& The

acco plished teacher, or to avoid bein$ /ired, !ou would be treatin$ students as a

reason !ou would be tutorin$ or spendin$ e1tra ti e with a student is because !ou do not want !our own 2ob in 2eopard!& 3owever, i/ !ou raise each student4s achieve ent because o/ an actual understandin$ o/ educatin$ students and preparin$ the /or a success/ul li/e, !ou are treatin$ !our

students as ends& 3owever, it can be ar$ued that the act o/ spendin$ ti e to tutor students, re$ardless o/ the internal drivin$ /orce, is treatin$ students as ends in the selves&

The Categorical Imperative Example "ant4s use o/ the cate$orical i perative has an e1a ple that could be applied to an educational settin$ and how it would i pact leadership& "ant uses a third e1a ple to e1plain how a hi sel/ a talent whose cultivation could ake hi a an use/ul in an %/inds

an! respects& 5ut he /inds hi sel/

co /ortable circu stances and pre/ers to indul$e in pleasure rather than to bother about broadenin$ and i provin$ his /ortunate natural aptitudes&' (Ciulla, )**+, p&+*). I /ind this ver! si ilar to a teacher who is co /ortable in their current situation and has no interest to develop pro/essionall!& This could be a teacher in an urban school who en2o!s so e lack o/ responsibilit! that an urban school brin$s& 5ecause curriculu s tended to be ore watered down in /ailin$ urban schools, it is possible that a

teacher could do the bare discipline as their

ini u

and appear to be a co petent teacher& T!picall! these schools have

ain concern, and do not /ocus as heav! on acade ics as their suburban counterparts

a!& In a sense this ar$u ent is used b! so e politicians to e1plain wh! schools in urban environ ents are /ailin$& 6o e clai that the reason schools are /ailin$ in the /irst place is because the

lack o/ 7ualit! control in the teachin$ pro/ession& 8/ course the idea that all teachers are unwillin$ to en$a$e in pro/essional develop ent does $o a$ainst what "ant /urther describes in this e1a ple& "ant e1plains that %he cannot possibl! will that this should beco e a universal law o/ nature or be i planted in us as such a law b! a natural instinct& 9or as a rational bein$ he necessaril! wills that all his /aculties should be developed, inas uch as the! are $iven hi /or all sorts o/ possible purposes' (Ciulla, )**+, p&+*:. I/ ever! person in a societ! were

to act like this, not i provin$ the selves, then how can one create the ver! thin$s that cause the person in "ant4s e1a ple to have a co /ortable li/e& 6o there is the answer i/ ever! teacher in an urban school is la;! and unwillin$ to chan$e their teachin$ st!le to better serve their students& I do /eel that it is the case that so e teachers are la;!, but it is not the case that all are& Teachers ust constantl! develop

their own cra/t as pro/essionals, because our world is ever chan$in$& <rban students in +973 are di//erent than urban students in )*+3& We as a societ! also i prove our teachin$ ore in/or ation on child learnin$ is discovered& Duty and Conclusion "ant4s /irst proposition was that onl! an act done /ro dut! has oral worth& (Ciulla, ethods and ore and

)**+, p&98. This as applied in an educational settin$ does be$ the 7uestion o/ what can be de/ined as dut!= 9irst we can reason that dut! o/ a teacher is to educate students& This is in ter s o/ behavior, sociali;in$, and acade ics& <sin$ this as our concept o/ dut!, we can reason that an!thin$ a teacher does /or a student is because o/ a teacher4s dut!& > teacher will develop hi sel/ pro/essional because it is his dut! to advance his cra/t to better serve his students& > teacher will raise the students test scores because o/ his dut! to teach students acade ics& Whether not the teacher $ets pleasure out o/ teachin$

is not alwa!s relevant& I/ two teachers were to raise the test scores o/ the students b! +?@, and one teacher en2o!ed the process ore than the other, it akes no di//erence& The children as ends in oral worth, because it is preparin$ students to

the selves have been served& > teacher4s dut! has

better sociali;e within the world& This can be seen as an a$ree ent in "ant4s proposition& 6o teachers do act orall! because o/ their dut!, because their dut! is inherentl! oral&

Re/erencesA Giulla, J. B. (2003). The Ethics of Leadership. Belmont, CA: Wadsworth.