Dear @Miranda, Merry Christmas! Of course, education has impact on increasing ethics! I have attached the link to the following research paper The Impact of Ethics Education on Reporting Behavior!

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=557184

Collaboration of school and families for improving ethics

Schools that reach out to families and include them in character-building efforts greatly enhance their chances for success with students.

To build greater trust between home and school, parents are represented on the character education committee.

These schools also make a special effort to reach out to subgroups of parents who may not feel part of the school community.

Effective character education must include an effort to assess progress using both qualitative and quantitative methods.

Three broad kinds of outcomes merit attention:

• The character of the school: To what extent is the school becoming a more caring community? This can be assessed, for example, with surveys that ask students to indicate the extent to which they agree with statements such as, “Students in this school (classroom) respect and care about each other,” and “This school (classroom) is like a family.”
•  The school staff’s growth as character educators: To what extent have adult staff—teaching faculty, administrators, and support personnel—developed understandings of what they can do to foster character development? 
• Student character: To what extent do students manifest understanding of, commitment to, and action upon the core ethical values? 

see: http://files.eric.ed.gov/fulltext/ED505086.pdf

Friends, this is about US.  But what about your country?

'The ideal that schools should produce people who are both smart and good has a venerable tradition in the United States. Most children in 19th century America learned their ABC's from McGuffey Readers, which were replete with stories of honesty, self-reliance, and courage. The Readers' author, William H. McGuffey, was a professor of moral philosophy at the University of Virginia. But by the early 20th century, schools were beginning to lose their comfort with such moral indoctrination. As America became a more pluralistic society, it was harder to come up with a shared notion of good behavior. Given the lack of agreement, moral education, it was argued, was best left to the individual child's family and religious institution. By the late 1970s, character development had all but disappeared as a goal of American public schools.'

We are witnessing the negative impact of the erosion of shared moral beliefs and standards across the land. It is not just in terms of divergent religious or ethnic values. Indeed, deep down their roots, every religious or traditional value system has important shared beliefs about the sanctity of life, about the good of communal living, about the care of the offspring. And communities still survive and make progress because the majority of their members accept and respect the primacy of moral values and principles. Morality is an internalised private cop, which if completely abandoned will spell doom for all. In spite of the odds, we still have generalised shared values about the wrongness of kidnapping and armed robbery just as we do about the immorality of corruption.

http://thenationonlineng.net/new/ethics-education-and-community/

Had there been a research which concluded that increasing education has led to improvement of ethics, I shall put question marks about it. It is obvious that the teachers are ordered to concentrate on the subjects they teach & to cover the whole chapters of the textbook. If, e.g., a chemistry teacher “digresses” into talking about ethics, then s/he will be reported to the “big brothers”. The big brothers, in turn, will accuse him/her of wasting time of lectures or periods. This has meant that no ethics are taught so the students will be similar to illiterates in terms of ethics. What is more painful is that the methods of cheating by students become more elaborate than the ordinary layman.

It is time to have a worldwide “revolution” in the systems of education in order to produce “honest” graduates with the proper qualifications.

Dear @Miranda, Merry Christmas! Of course, education has impact on increasing ethics! I have attached the link to the following research paper The Impact of Ethics Education on Reporting Behavior!

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=557184

Wonderful dear @Prof Ljubomir: 'We find that when participants are anonymous, misreporting rates are nearly the same regardless of ethics program participation. However, when their reporting behavior is made public to the cohort, participants who completed the ethics program misreported at significantly lower rates than those who did not receive the ethics program. The results suggest that ethics education does not necessarily result in internalized ethical values, but it can impact ethical behavior.'

There has been erosion of moral moral standards world over in the present era. Every religion teaches moral standards in the region. At present there are many religions and religious sects in each region of the globe. Religion, folk tales and mythologies focus on moral standards on the population of the religion. With the advent of mass communication viz TV and cinemas showing crime stories with little or no relevance to morals moral standards are eroded.  Morals and ethical values are taught during childhood in every house which is the correct way to good moral standards in the society. Every parent has to teach our youngsters morals ethical values of the society at home the basic foundation for child development.

Thanks very much for a great link, @Umachandran.

'In the narrow sense, we may see education as the process of bringing up the youth, training and instructing them for particular—whatever—ends. Broadly, it is the development of a person’s awareness, the transformation and regulation of emotions, wants, and attitudes. To be educated in this sense means more than to be trained for a job. It is to be brought up for good citizenship...Education is a value; an educated person is an improved person and the end-product of an educational system is a desirable product. Education, in this sense, prepares one for a wholesome life and for living well, which does not necessarily mean materially well...While genuine education improves, mis-education dehumanises.'

Thanks Barbara, you also agree that there isn't a link between education and ethics imbibed.  So students may know things in their head, but it doesn't affect the 'heart' and the will to do right.

Friends, Doc Ezequiel RR Rey has sent us a reminder that 'Education without ethics is like a ship without a compass: no direction.'

Dear Dr NIzar, the Chemistry teachers must say this to the 'big brothers'.  (Recently I heard an action research report that teachers spent too much time 'scolding or preaching'.)

(@Behrouz, at this moment, I haven't been able to get the link.  The message I got is: 'This webpage is not available'.)

Dear Dr. Miranda, I have never received a (yes) from Mr. (No) above. I am counted by the "big brothers" as an adversary even though I have never done anything against them. Criticism is not tolerated & they once sent me a message from an ex-boss that my tongue ought to be cut ! They wanted me to be silent, as simple as that.

Dear Dr Nizar, that is so terrible.  To want to hurt and destroy another person who disagrees with them, to such a great extent.  Surely they have no ethics, and they want the society to have none!  People seem to be so blood thirsty, almost like savage animals...

My own personal views tell me that it may be difficult to record a link between education and ethics, although there is obvious relation, because education takes at least one generation to produce effects and ethics or the need for ethical behaviour are the instinctive and intrinsic result of an educated social interaction.

Dear, dear Kamal ! That is pure beauty, and education. and then, also ethic.

Thank you!

Dear Maria, I have had students who are truly excellent, and they never have to do dishonest things.  It's so wonderful to teach these people.  But I also had students who are honest only when they know that the teacher is very particular and careful and can catch them out, if they copy, plagiarize, or 'cheat'.  So that is the difference between those who have internalized, and those who have only vague morals in the head, without it affecting their behavior.

Dear Prof Kamal, it's a very appropriate Arabic poem, and equation.  I checked out this subject 'Why do civilizations collapse? by Robert Lamb.  Various things that hold a society together include:

• A large, centralized population
• A surplus of food
• A centralized government
• Religious unity
• A complex division of labor
• Money collected through taxes

From population to religion (I may say 'ethics'), a number of factors play into the subsistence of civilization. If enough of them fail, however, things inevitably fall apart. (Thanks Prof, for contributing to my learning.)

http://science.howstuffworks.com/environmental/green-science/civilizations-collapse.htm

Hi

I think these two papers are useful to answer this question:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CC0QFjAC&url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0014%2F001490%2F149079e.pdf&ei=BiCcVNL8KYTkUomjgZAL&usg=AFQjCNEDesTQ04JAicy4emNFi3RXixGHXw&sig2=ir3rjP-yayjo4234MQpZng&bvm=bv.82001339,d.d24

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&cad=rja&uact=8&ved=0CFsQFjAJ&url=http%3A%2F%2Fwww.emro.who.int%2Fdsaf%2FEMRPUB_2012_EN_1362.pdf&ei=BiCcVNL8KYTkUomjgZAL&usg=AFQjCNGm85ZhHWzO77AdBT1pJxTXf5EuzQ&sig2=sr6u_LIiSYoUwp6KtRv36Q&bvm=bv.82001339,d.d24

Science practice:

What are the behavioral consequences if you place students in a stressful unpredictable education environment versus a non-stressful predictable education environment?

Prediction: The frequency of ethical behavior will be statistically highly significantly higher in the non-stressful predictable education environment, whatever the education background.

Supposition: Unethical behavior is a survival strategy that is revealed in 'extreme'/'stressful' environments?

Education is related to some knowledge and skills learn for a specialized field, education is more close to jobs' requirements. Children and students learn some general knowledge from sciences, art and literature, and later be specialized in a field for the purpose to be able to exercise a profession from artisan level to scholar one. Ethics is more related to social interaction and behavior, it is learn and applied from childhood in the family, at school, and in the society. When the virtue and ethics is lacking in the society including family and school, education couldn't repairs it. Generally children take example on the elder, when those are good and ethical, children naturally grew up with ethics and will be ethical during their life. When the social interaction is corrupted or is built on the vice unless the virtue, children will grew up with this behavior and later be naturally non involved or preoccupy by ethics in their lives, and their social and professional activities, as they earlier understood that success is easier by vice than by ethics;

@Fairouz: Will punishment in an education framework either at home (parents) or in school (teachers) increase, not decrease, the risk of unethical behavior, e.g. to escape from punishment?

There are very few researches showing that increasing education improves ethics in a community. I encourage any researcher to do this research, because it is an applied research and community can benefit from it.

Sure @Marcel that punishment( soft one) at a certain stage could be needed. I think that children are able to easily accept their faults when they are put face of them. But to punish them for the same things that adults do, is not the right mean to learn them virtue. Example one couldn't punish a child for lying when one do the same with him or face of him with others; This punishment do not gives credit face of the child may be only credit of fear. Children need examples as they instinctively experiment the living being. Look at a baby of 2 years, you could say to him/her do not touch this, but he/she will touch it even it hearts him/her, at this time he/she do not touch it again.

Education after all is to bring changes in behaviors not simply to strengthen existing behaviors. Besides education is a longer time taking effective medication of minds of learners to become good, rational and civilized members of society. Education nurtures humans to strengthen their capacity to reason, imagine, critically think and thereby train us to do things the right way  to the good of society than to self. 

Perhaps some confuse punishment with education, e.g. they think that punishment belongs to education?

Thanks for your views.  @Atena, thanks for the documents.  Prof Kamal is right, I'm sure we all agree that ethics education begins in the home.

@Sayed, this question is specific, narrowed down to a small area that may be researched upon.  But I did answer Margherita's question.  This question is related to another one that I asked previously.

https://www.researchgate.net/post/What_methods_would_you_select_to_conduct_a_research_on_the_practice_of_research_ethics_among_your_graduate_students

Attached document, introduces 11 principles for character education.The school regularly assesses (both quantitatively and qualitatively) the character of the school as a learning and moral community to determine its degree of success. In page 24 , there is a chart comparing survey Data for  2005 & 2008 

http://www.rockwood.k12.mo.us/parent/Caring%20Schools%20Community%20Downloads/The%20Eleven%20Principles%20of%20Effective%20Character%20Education.pdf 

The following are some of the specific types of family connections with schools which builds ethical values shared understanding of goals and expectations for everyone involved in the school system,

•  establishes high academic standards that clearly define what students are to know and be able to do,
• develops a strong cadre of leaders that provide support for the goals and expectations of the school and the school community,
• formalizes procedures for the purposeful collection and analysis of data on students,programs, and staff, and
• builds strong relationships with family and community partners

http://www.center-school.org/pa-pirc/documents/sedlwhowhathow.pdf

Is there still some place to be a (spontaneous) child after reading all these impressive lists?

What about humor and its relationship with ethics?

@Behrouz, Umachandran and Marcel, thanks for your points.  I have observed the effectiveness of Parent participation in activities such as parent-teacher organizations, home practices that support literacy development (spontaneous reading), and enrichment activities.  When I was teaching in school, the teachers placed their own children in the school.  All the children of my colleagues were good academically and in their character, although many had to juggle piano lessons, violin, drums and a few of the girls also had ballet classes. The more the children were busily engaged, the better they learned time management.

What is the morality of daily life?

http://waltherpragerandphilosophy1.blogspot.ro/2011/11/morality-of-daily-life.html

Dear Miranda,

There are some unfixed parameters in your question. What do you think on a community? There are various community units: family, neighbourhood, village, national community etc. Education at which level and what kind of education regarding the teaching material and teaching intensity? And the most important thing is that effectiveness of ethical education must be a very slow process. How long should be monitored the not determined community on the efficiency of ethical teaching?

Merry Christmas = understanding, honesty, respect and love in order to find the light!

Here you are a flower as a Christmas present:

Dear All,

Regarding the impressive lists I must agree with Marcel. Are these lists of Christmas wishes?

@Prager, thanks or the link.  

'Though there is commonly agreed that a moral theory or account suitable for daily life is one that appeals to moderation and to the counting of utility, the rare occasions when morality enters in one’s life do not leave time for reasoning about moderation or utility.'

That first paragraph sounds so philosophical, but it reminds me of Prof Kamal's question.  (I don't always have sufficient time for all philosophical questions, so I have to choose.)

https://www.researchgate.net/post/Does_it_matter_if_you_died_at_the_age_of_10_or_at_the_age_100

Dear Andras, 

Sometimes when we ask questions, we cannot be too specific, because RG members differ so much.  It's alright to let them interpret a question as they wish, then I try to synthesize their views or thoughts.  There's no harm if some interpret a community as family, neighborhood, village, national community etc. But I agree that to monitor the effectiveness of ethical education must need time.  

And I don't make fun of other people's answers at all, whether they be long or not.  What's important is the info the answer provides.  For me here, I need info.  A long answer can provide a lot or little info.  I upvote answers that provide info.  How much can a short succinct answer provide?  Let's be more inclusive, it's a brainstorming, after all...

Thanks to all for the very interesting debate and informative links.

In my opinion, the role of a teacher is to awaken and that of teaching is learning. I think there is an important difference. Regarding ethics; I remember the words of the French philosopher Alain (End of IXX-First part of XX century) "morality is to get to know as a spirit and therefore to feel fully engaged by what we are, what we say and what we do"...In fact an obligation would be recognized by nobody, loses nothing of its reality.

To teach is to make our students perceive this (to awaken) beyond what we teach.

Education without ethics is imperfect and harmful. Education, ethics and values are the basic factors that make nations reach to the high peaks.

“Educating the mind without educating the heart is no education at all.”

Aristotle

“Education without values, as useful as it is, seems rather to make man a more clever devil.”

C.S. Lewis

usaré  la cita de Aristòteles para indicarmi USO del tèrmino Ètica. Brevente, llmararè su atenciòn sobre Nuestros trabajos (con Erika Barquera) con el pueblo Otomí (uno Delos casi 70 pueblos Mexicanos que conservan su lengua materna) , dónde quedará de manifesto que el USO  de las manifestaciones de la comunidad, no sòlo potenció Los modelos concertos de ensenanza sino,también , Los values de toda la comunidad. Briefly we drive your attention towards our experimental studies in the Mexican Otomí community

Mahatma Gandhiji's view on education

Dear Miranda,

I am attaching 2010 NAACP report entitled The School To Prison Pipeline. This reports is not exactly what you are requesting but it has many good sources and I beleive it will help.

Also, I know of some studies again in the states regarding educational attainment level and prison populations (but I am away from my office until the 30th). I will send them then.

It appears that education has an impact at least in the ethics of legal behavior, but in other areas I know of no such research. I know at the University I am currently with ethics and professional courtesy goes out the window come budget time.

Hope this helps

Douglas 

http://www.naacpldf.org/files/publications/Dismantling_the_School_to_Prison_Pipeline.pdf

I must agree with Marcel and Andras--Christmas wishes and a lost child among the pretty terms.  Lists are usually made by people who have not been in a classroom for 20 years or more--or they are advisers to politicians who make laws about "teaching," a subject they know nothing about. I attended a seminar in the School of Education at my university just a few years ago; I was the ONLY classroom instructor present with any recent undergraduate and high school teaching experience.  I kept wondering where these students and parents were that these educators were talking about because since the late 1980s, they have been notable only in their absence from classrooms. And I'm speaking here about American-born, English-speaking students.

On college level, I have dealt extensively with international students at both undergraduate and graduate levels.  We might like to think that the ideal of "morality" is a universal concept of some sort--it is not. Morals--like most things--are culturally dependent and for international students, the idea of "moral behavior" differs widely just as it does among different generations of American students. Somehow for a lot of American girls, "sexting" is not a moral issue.  To my generation, not only is it a moral issue, but it ranks high on the list of DO NOT EVER do that!  And my reasoning has nothing to do with the "eternity" of the Internet or other such rationalized notions. Depending on one's definition of "morality," there can be huge battles about what is right and wrong, ethical and not ethical. I have witnessed serious arguments in the Muslim school about the scarf--Arab girls generally wore the black or white scarf covering the hair completely and tied or wrapped closely to the head.  The Indian and Pakistani girls often wore the lighter scarves that did not "hide" the hair.  The parents argued over these differences--not the children.

How does one define community and character-building? What exactly constitutes "character" or "moral character"? Even the terms "doing, feeling, thinking" are open to multiple interpretations depending upon one's cultural background and social norms and mores. We might like to respect "all learners" but the application of that respect in a classroom or in the larger school atmosphere can be incredibly difficult.  Here in Alabama (the MOST conservative state (in religion as well)  in the United States today--not my opinion, but statistically evident in recent electoral research studies--how to handle the Muslim girls in physical education class presented a real problem for the Muslim parents and the school officials. At first, the schools were adamant about the gym clothes (shorts, T-shirts) and did not want to permit the Muslims the longer skirts, socks, shirts and scarves that were required for them.  But as I could have told them, I know some Muslim girls who can literally fly in those heavier clothes and have a lay-up shot that would astound! It was a struggle to win that battle.  It took nearly 15 years for my university to provide a prayer space for Muslims and finally a place for Friday prayers that did not require us to drive to distant locations. The Birmingham area Muslims had to battle to get land for a proper mosque (we used to meet in a little green house across from the police station just off campus).  Yet Muslim character development rests upon the prayers, the proper attire, education "from the cradle to the grave." So what Muslims do, feel, and think may not coincide with what other religions and cultures require. That is the problem with lists--they use lots of pretty terms that lack specificity and most importantly lack any idea of how to apply these terms to real-world multi-cultural realities.

Our university has a character-building portion of the  Quality Enhancement Program.  But if one requires that students commit a specific amount of time to community volunteering, does that requirement really build character or develop morals?  Doesn't "volunteer" disagree with "required"? One can hope that a child might learn that "giving back" is a great thing to do--and giving to the needy of any background, religion, or culture can be the greatest experience in life. But how does a professor include "civic responsibility" or "character development? in World Literature?  I can think of projects in English research composition that relate to civic issues--but applying these terms without violating somebody's cultural norm or standard is an addition to my teaching requirement that I don't particularly need or want. Thus far, I have managed to navigate the Bible, the Qur'an, the Rig Veda, the Upanishads, and the writings of Buddha, Confucius without incident.  That and covering the major course catalog requirements gives me more than enough to do in  2 1/2 hours per week. If I can get students to respect one another--or just tolerate peacefully--one another, I'm happy.

Thanks for your posts.  I have been so busy with my work of improving a paper.  @Prabhakar, I appreciate Gandhi's wise words.  Dear @ Mohamad Hamad, thanks for Lewis quote.  @Douglas, have a good holiday, the thread is still here when you return.  Dear @Ayesha, I also live in a multi ethnic society.  Being a minority, I don't think that I can meddle in certain things.  But I get my students to work together, enjoy the science that they learn and discover their similar hopes and ambitions that will unite them.  All my collaborative learning groups are heterogenous.

Dear @Miranda, I do attach a fine report from Carnegie Council about your country! They educate! "THE MISSION of Carnegie Council is to enlarge the audience for the simple but powerful message that ethics matter, regardless of place, origin, or belief."

http://www.carnegiecouncil.org/publications/articles_papers_reports/0235

http://www.carnegiecouncil.org/about/mission.html

yes

Thanks very much dear Prof Ljubomir.  Great links, I will go through thoroughly soon.

'Our VISION for a connected world:

We envision a world where ethics is the first consideration in decisions affecting international relations. We envision a Carnegie Council Ethics Channel that is universally recognized and available in the palm of every global citizen's hand. Our goal is to promote peace and cross-cultural dialogue by connecting diverse people to our work. Carnegie Council's focus on human rights, the just use of force, resolution of conflict, environmental sustainability, religious pluralism, and economic fairness will help create a safer and more just world.'

@Vedvyas, please tell us more, thanks.

Dear Miranda,

Thanks for your comment on my remarks. There is no problem with long answers. I am only doubtful about existing real families or schools or situations where the listed items have ever been challenged.

Dear Miranda,

Your most recent comment is actually a Christmas wish. I say with really tragic sadness, this envision when ethics predominate belong to the empire of fairy tales and wishes.

Dear Miranda,

I hope this text is what you need now.

http://www.bsu.edu/mcobwin/ajb/?p=532

Dear Andras,

Why your last remark? No biology-based commission can verify in detail the relationships between ethical behavior and the scientific knowledge that has been produced, so your statement that 'when ethics predominate belong to the empire of fairy tales and wishes' can scientifically never be verified?

Dear Marcel,

Thanks for your answer. I do not know whether I can dare ask you: is it a naive question?

I answer you as a simple human: I am afraid moral philosophy (ethics) does not belong to the implementation of scientific achievements. This is merely a purely theoretical issue, the ever desire of our species.

I don't understand why there is so much discussion about ethics. Every child intuitively knows what is ethically acceptable versus unacceptable.

First advice: - Do not to people what you do not want that people do to you (repetitions from former communications in other questions).

But then: Do not do to science what you do not want that science do to you??????

Miranda,

Two more links which I think are also good for your study.

http://www.globalethicsnetwork.org/profiles/blogs/we-change-the-world

http://ian.umces.edu/blog/2013/05/06/science-can-change-the-world-the-ethics-of-doing-so-and-our-obligation-to-act-with-integrity/

This  seems even better than the others.

http://www.baruch.cuny.edu/facultyhandbook/documents/Briloff_Fac_06.pdf

How can ethics be applied in a very competitive environment where the strong dominate the weak? Is it ethically acceptable to eliminate the weak? Is ethics scale-dependent, e.g. what is unethical at the individual level becomes ethical at the community level? For instance, what is considered unethical in religion become ethical in science practice, e.g. it is the end result that counts whatever the social consequences  to obtain the results (see also the former discussion on empathy)?

I believe that there must be sanctions and penalties in the code of ethics for those who are not committed to ethics in a community.

In fact, ethics is a critical element in teaching and plays an important role in a teacher’s personal and professional life.  A teacher’s ethical stance will govern how he or she instructs and assesses students. 

Ethics also will play a role in how a teacher interacts with students, with colleagues, with administrators and with the community at large. 

It must be made known to students that ethics in all fields  is extremely important for the betterment of humanity. It is especially important in medical research where lives are at stake. I have often wondered how many lives were unnecessarily lost due to breast cancer  worldwide because HRT was at one time considered very safe due to the fudged  data of a highly cited American medical researcher (Eric Poehlman) who was only jailed for one year and a day for his crime. Also how much money was wasted on flawed education policies based on the unsubstantiated  claim of an association between race and IQ  by Sir Cyril  Burt  .

Perhaps a model system of biology-based ethics practice in an education framework is monitoring of people following more or less traffic rules? For instance, traffic rules, like imposed speed limits for security reasons, are very easy to understand. Why people do/do not not follow imposed speed limits placed in an ethical framework at the individual versus community level?

Thanks for your posts and links.  Friends, this will give a reason for this question, thanks to Vilemar.

'But should such instances of criminal activities be our sole or even primary concern? Perhaps, perhaps not. To focus on their staggering costs in financial, social and human terms—the loss of jobs, wealth, reputations, productive resources, retirement security and public faith in our economic institutions—is to inescapably respond in the affirmative. But perhaps the public outcries, the heightened salience of such potential future tragedies and the resulting legislation and climate of compliance will serve to markedly reduce their recurrence.'

http://www.baruch.cuny.edu/facultyhandbook/documents/Briloff_Fac_06.pdf

Thanks, Prof Tan, for a short and succinct answer.  Dear Vilemar, Andras, Marcel and all friends, please read the links that Prof Ljubomir placed in Post #50 (and read between the lines).  And you will understand why I am very concerned about Ethics, and why this comment is brief.  Thanks.

Laws of rules: There are so many that people either cannot truly understand or know them during daily life? Therefore, laws of rules often start to be recalled/applied when it is too late, accepting that people behave in ignorance?

There should be code of ethics for the Education profession. Faculty staff, believing in the dignity of human being, should recognize the importance of truth and devotion to excellence. The code of ethics provides standards for judging behavior.

Code of ethics should exist for every occupation, every profession! The main question is how the code is respected and implemented! Is it a culture domain?

Certainly, to some extent, ethics will be followed by educated society, even though, there were noticed so many exceptions. It's a hot agenda for furthermore discussion...

How are the laws and rules implementation effects outside ethics, and could laws be official without code of ethics (or moral code). Who should have the responsibility to ponder laws with ethics before implementation; And who should be responsible of their applicability. Is it the competency of parliament to make laws (group of people more involved in politics, power and competition and mostly with no competency in jurisdiction, laws and ethics);

Thanks @Marcel, Mahfuz, Ljubomir and friends, I surely hope that ethics will be upheld especially in educated societies.  I pray that all are protected and rewarded by God and mankind, and that justice prevails.  At least, through education, people will be aware of the dangers of wrong doing and will desire to do right, for the sake of their own peace and conscience.  @Tulsi, can you tell us about your community, and the exceptions? (Dear friends, I'm very busy writing, but I will be back to RG...)

Dear Miranda,

Thanks for you further queries...It is happening not only in my community, going on in our community (you are also included our community). Why do you ask for me? Just sit & think with calm-mind, how many guidelines/protocols and others ethical documents are being produced day by day for enhancing the good ethical practices?? Are those not a byproduct of educated people/society? ...I am sure those efforts might be minimized many unethical practices. Unfortunately, for example, two weeks before there was a news from USA, some warriors were tortured .. for so-called investigation.. so, what do you call for American society??? Such practices are common in many other co-called civilized countries...????

I think yes Miranda.

Thank you very much for asking this very important topic. In my opinion in this question the important is not to know:  "it cannot be neither scientific morality, nor science without morality" (H Poincaré) but to consider that ethics, first proceeds from each researcher. This concerns all researchers in all nations.

A rapid search on PubMed: (Title/Abstract:ethics AND Title/Abstract:teacher AND Title/Abstract:education) find 34 pages devoted to publications on this topic; for example:

Rascon J. self-learning of ethics in medicine history. An attractive experience. Cuad Bioet. 2014;25: 285-95.(Spanish).

Burgatti JC, et al.Pedagogical strategies for developing ethical and political competence in nursing education. Rev Bras Enferm 2013;66:282-6.(Portuguese).

Bruns DE, et al. Variability of Ethics Education in Laboratory Medicine Training Programs: Results of an International Survey. Clin Chim Acta 2014 DOI...

Reybold LE.Faculty ethics: principles with practicle applications. J Vet Med Educ 2009;36: 375-81.

Chattopadhyay S. Teaching ethics in an unethical setting: "doing noting" is neither good nor right. Indian J Med Ethics 2009; 6:93-6.

Cau-Bareille D. "Obey", "Disobey" or "tinker with" reforms to the system: a subject for French teacher trade unions to work on. Work 2012; Suppl1: 52118-27.

Tweel WTJr. Five ethical doctrines for medical education. J Med Ethics 1982; 8:37-9

But one other question is "how many possible Nobel Prices do not have access to school" and what about ethics, education and teaching in these cases ?

Best regards and Happy New Year to you all my Friends

Jean.

Thanks for all the info that you have placed here.  @Jean, thanks for references that you provided.  If you have the softcopies, please provide.  Softcopies are very useful to some of us who do not have a research grant.  My research area is learning, and so I ask many related questions.  Thanks.

Education always improves thoughts and perceptions, as well as also behaviours and actions, thinking and visuality - hence will improve many aspects of human beings, science and social nature, communications etc including ethics of any community, may be traditional / conventional or modern ethics made.

Dear @J Perriot and Kuldeep, thanks for your comments.  JP said "it cannot be neither scientific morality, nor science without morality" (H Poincaré) but to consider that ethics, first proceeds from each researcher. This concerns all researchers in all nations."  And Kuldeep adds, 'Education always improves thoughts and perceptions, as well as also behaviours and actions, thinking and visuality.'  

Perhaps ethics is more intrinsic, and basic; but education improves the thinking so that ethics is enhanced, ethics is practiced with clear thinking and deliberate choice.  Do you agree, dear friends?

I agree Miranda.

The Philosopher H Bergson use the words: "une torsion du vouloir sur lui même"; sure it's better to be educated to improve ethical thoughts then actions induced, but ethics is intrinsic perception.

This Editorial which appeared in the Pertanika Journal of Tropical Agricultural Science  in 2011 on Research and Publication Ethics may be of interest.

The vision of a society organized in a new way and operating by new rules took root. At the close of the 20th century, it is clear that societies are beginning to consider the concept of sustainable development and, in some cases, to confront the profound changes that it implies. Fundamental social changes, such as those required to move towards sustainability, come about either because people sense an ethical imperative to change or because leaders have the political will to lead in that direction and sense that the people will follow them. Human societies are skillful at estimating risks, dangers and limitations. They are much less experienced in calculating their own potentialities: their capacities to invent, innovate, discover, reorganize, create, correct and improve. Societies need to be convinced of the need for sustainable development, in order to show their capacity to devise solutions to the problems confronting them.

http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod01t05s01.html#edu-eth

I am in full agreement with your opinion, Krishnan. Many thanks for the link proposed.. Jean.

Thanks Prof Tan, for reminding us of all forbidden things that we should avoid: plagiarism, self-plagiarism, ghost publication etc.  Perhaps it means that education by itself doesn't improve ethics, even among researchers and scientists.  There must be an intrinsic desire to COMPLY WITH ETHICS, do what is right; and shun what is wrong.  (Sorry, I wasn't able to post anything on RG for 20 hours.  But I was able to send message by FB messenger.  Have you experienced such things?)

Organize umpowered communities to defend their wrights  enhance their ethical behavior and ours.

@ Eugenio

I agree that empowering the under privileged will go a long way in upbringing the ethical display of behavior in the society.

Further, the ethical-social upliftment is possible through 'education' and 'positive-conditioned living' in the younger ages of life.

Collaborators have conducted research on environmental sociology, community psychology, research ethics, religion/philosophy, engineering and environmental studies and environmental health over several decades. These researchers have worked closely with community-based approaches and environmental justice remedies for many place-based communities and cultural groups. The promotion, continued research and deliberation on elhical protections for communiry members and cultural groups are areas that need more attention for the People Who need training development in research ethics.  Environmental and engineering research in diverse community settings can provide valuable benefits to community members.

Thanks for your views.  @Eugenio, do you have some papers on how poor down trodden communities may be organized effectively to defend their rights?  What comes to my mind are Kailesh Malala, who fought for education rights for girls in education.  Any other papers on this?  Please attach softcopies, thanks.

http://www.bloomberg.com/news/2014-10-10/pakistan-s-yousafzai-india-s-satyarthi-share-nobel-peace-prize.html

Dear Roland, many of us have little choice but to agree with you.  It seems to follow Pareto principle.  Have a look at this link; I quote:

'At least 20% are rotten to the core. 20% of all the politicians cause 80% of the problems...the statistic is still a valid application. Sure the other 80% intentionally lies when answering questions or they use doublespeak to get people to believe what they want them to hear. But in the end, that 20% factor is the nest of cockroaches that is destroying America.'

http://kevinhowell.hubpages.com/question/117481/what-percentage-of-politicians-would-you-say-are-honest

Dear Ruchi, thanks for your brief comment.  But when I think of education, I think beyond literacy and skills.  It involved values too.  Allow me to place a link:

'Holistic development of an individual is incomplete if moral values are neglected. Recent increase in the number of assault cases and increasing number of old people home are pointing fingers towards wrong in the society and its mindset. Most of the people do not have any respect for elders and females, speaking lies has become their habit and there is corruption and jealousy everywhere depleting the much desired moral values.'

From http://www.mapsofindia.com/my-india/society/moral-values-should-be-part-of-our-education-system

Dear Marcelo, thanks.  Please let us have the source, that's going to be useful.

This is an example of a special case how to deal with ethics in community! It story about Canada community practice on ethical issues! The Community Research Ethics Office (CREO) aims to strengthen and support community research by responding to the needs of community researchers to easily access an ethical support and review process.Four core principles are:Respect for Persons, Concern for Welfare, Concern for Justice and Respect for Community! It is about research and education that helps!

http://www.communityresearchethics.com/

http://www.communityresearchethics.com/wp-content/uploads/2014/08/CREO-Principles-Chart.pdf

http://www.communityresearchethics.com/news-events-resources/

Thanks for sharing your experience, @Shiv Gupta.  Here is a related thread that some of us have placed answers.

https://www.researchgate.net/post/What_is_the_purpose_of_undergraduate_bachelor_degree_education?_tpcectx=profile_questions

Thanks dear Prof Ljubomir for good links.  I found this link on teacher education and ethics in Finland.  It's interesting, there's a lot that I learn here.  Please have a look at the second link, where the chart is taken, thanks.

Some people may not agree to the conclusion: '"The results also appeared to reflect the culture of education there, including greater emphasis on teacher training and more time spent on studying rather than extracurricular activities like sports."'

http://www.oaj.fi/cs/oaj/teacher%20education%20in%20finland

http://ethics-at-fordham.blogspot.com/2011/01/chinese-students-ranked-best-in-world.html

You are welcome, Shiv Gupta.  I have learned many things on RG and I hope to contribute to the learning of other RG members.  In the recent TIMMS exam, my country didn't do well.  We were in the bottom one third!  We really have to work hard!

Dear @Miranda, what is the relation between ethics and happiness! I do find this as very important for a community! "...Aristotle tells us that the most important factor in the effort to achieve happiness is to have a good moral character — what he calls “complete virtue.” But being virtuous is not a passive state: one must act in accordance with virtue. Nor is it enough to have a few virtues; rather one must strive to possess all of them. "

The latest WIN/Gallup International’s annual global End of Year survey shows that happiness is on the rise! This should be analysed! Find your country and comment! 

Malaysia is the most pessimistic in the economy, 61%!

http://www.pursuit-of-happiness.org/history-of-happiness/aristotle/

http://www.wingia.com/en/services/end_of_year_survey_2014/global_results/8/45/

 Alone in Modern times curricula Ethics 

Thanks Prof Ljubomir.  Concerning ethics and happiness, I find this describes the relationship very well.  Perhaps it's because each human has a conscience that operates along similar lines - to approve or to accuse.

'The world religious traditions, while extremely diverse in their mythologies, are close to unanimous in their ethics. Their picture of the happy person is remarkably consistent: A person of love, humility, caring. A person unbounded by own ego. One more interested in giving than getting. A person who trusts self, and others, and the universe. A seeker and follower of the truth.'

http://www.newwork.com/Pages/Contributors/Cowan/Happiness.html