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Consequences in Education: Beyond Naive-Utilitarianism

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Title: Consequences in Education: Beyond Naive-Utilitarianism
Language: English
Authors: Sergei Talanker (ORCID 0000-0001-6963-8879)
Source: Ethics and Education. 2025 20(4):394-406.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Ethics, Theories, Moral Issues, Punishment, Conflict Resolution, Teachers, Educational Research
DOI: 10.1080/17449642.2025.2554386
ISSN: 1744-9642
1744-9650
Abstract: We argue that simplistic understanding of consequentialist moral theories, and their misapplication to educational context contribute to scholars' inability to resolve relatively simple cases. Understanding consequentialism is necessary to resolve cases presented as dilemmatic in literature on teachers' practice. In this context, the misrepresentations of consequentialism are more salient than of other ethical theories. A common misapplication of consequentialism is considering only the utility of an individual rule-breaker, while disregarding the utility of others. Consequentialism does not advocate for punishing the innocents or letting the guilty off the hook in the pursuit of greater good. While making false statements to protect a student is often presented in the literature on teachers' moral dilemmas as supported by consequentialist moral theory, it is also not the case. The consequences of failing to punish plagiarism and going against the expressed policies and ethical codes "just this once" are negative overall.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500928
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sergei+Talanker%22">Sergei Talanker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6963-8879">0000-0001-6963-8879</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: We argue that simplistic understanding of consequentialist moral theories, and their misapplication to educational context contribute to scholars' inability to resolve relatively simple cases. Understanding consequentialism is necessary to resolve cases presented as dilemmatic in literature on teachers' practice. In this context, the misrepresentations of consequentialism are more salient than of other ethical theories. A common misapplication of consequentialism is considering only the utility of an individual rule-breaker, while disregarding the utility of others. Consequentialism does not advocate for punishing the innocents or letting the guilty off the hook in the pursuit of greater good. While making false statements to protect a student is often presented in the literature on teachers' moral dilemmas as supported by consequentialist moral theory, it is also not the case. The consequences of failing to punish plagiarism and going against the expressed policies and ethical codes "just this once" are negative overall.
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