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Ethics... Stage of Confrontation Between the Know and Be

 

Author: Jackson Alejandro Viera Terán

Universidad Fermín Toro, UFT

jackviter@gmail.com

Lara, Venezuela

 

Abstract

Ethics includes the way of reflecting on morality; looking to legalize ethical principles; being these international because they are shared and are appropriate by the subjects, apart from the values ​​that may have and the morality that applies in society or context. Therefore, ethics as a philosophy starts from the reason of the individual, what he does, how he does it and why he does it, imbricated in the deliberate attachment of values. From there, self-determination is centered on dignity, which is sensitive, social, and with aspirations of the principle of beneficence. Therefore, one can not talk about ethics in an institution without having dealt with the person and human decency; influencing the respect of citizens. In addition, it presumes a consent to the figure of the person, society and institution. Consequently, in the present essay seek to glimpse the ethics in its conception and the confrontation of knowledge and knowledge that leads to a better understanding of the knowledge of the individual; developing, skills, aptitudes and abilities that will allow you to have a better development in your life and work environment.

 

Keywords:  ethics; knowledge; moral values.

 

 

 

Ética… Escenario de Confrontación entre el Saber y el Ser

 

Resumen

La ética comprende la forma de reflexionar acerca de la moral; buscando a legalizar los principios éticos; siendo estos internacionales porque se comparten y son apropiados por los sujetos, aparte de los valores que pueda tener y la moral que aplica en la sociedad o contexto. Por lo tanto, la ética como filosofía parte de la razón del individuo, lo que hace, como lo hace y porque lo hace, imbricado en el apego deliberado de los valores. De allí, la autodeterminación, está centrada en la dignidad, que es sensible, social, y con aspiraciones del principio de beneficencia. Por lo tanto, no se puede platicar de ética en una institución sin haber abordado lo referente a la persona y la decencia humana; incidiendo en el respeto de los ciudadanos. Además, presume un consentimiento hacia figura de la persona, la sociedad y la institución. En consecuencia, en el presente ensayo buscar vislumbrar la ética en su concepción y la confrontación del saber y conocer que propicie un mejor entendimiento de los conocimientos del individuo; desarrollando, destrezas, aptitudes y habilidades que le permitirán tener un mejor desenvolvimiento en su vida y entorno laboral.

 

Palabras clave: ética; conocimiento; valores morales.

 

 

 

1. A Way of Introduction

The postmodern society is propitiated by leaders of evolution, growth and maturation, which move throughout the organizational environment of educational institutions, from an ethical point of view. Additionally, the leaders who are most concerned about people are determined by spreading the information, reaching agreements, sharing the ideas of others, maintaining open dialogues, caring carefully, potentials, attitudes, strengths, weaknesses, needs, interests of the subjects; emphasizing by means of stimulation, communication, interaction and flexible democracy between the parties.

 

Therefore, it is necessary that the leader manager influences the organization, the personnel in charge, based on ethical-moral aspects sponsored by the institution. This leads to the action of the leaders will take place with the fact of promoting the inherent functions to the position that carries out; taking into account the potentials, abilities and skills of the worker.

 

In this order of ideas, the world increasingly becomes competitive in what concerns the educational aspect, so it is important that, at the same time of the potential and coexistence, be based on the disposition of the daily work; focusing the harmony and patience among the workers. It is necessary that elements such as creation, efficiency and talent, go hand in hand with ethical principles and values. All this seeks that the institution and its members reach competences in the development of behavior based on ethics, responsibility, commitment, interaction, interpersonal relationships, shared decision making, effective communications and leadership in the promotion of the mission and vision of the organization.

 

It is important that educational leaders establish in their planning the strengthening of desirable ethical values, in favor of the benefits of organizations. Therefore, the intrinsic values ​​of the people or workers of the organizations must be fundamental. In this regard, Márquez (2010), says that: "people behave according to the precepts of ethics, because the good life, which is based on principles, allows us to live in harmony with our peers and be, therefore, very happy and happy" (p.10). In other words, it requires the construction of better living conditions, in which there is harmony, well-being and cordiality with co-workers and based only on productivity, but that is differentiated by a high ideal ethical level, where it is put always impartiality, equality, dignity, honesty, virtues, participation and welfare among all.

 

It is necessary that ethics should fully restore as the main way of reflecting in practice to enhance all fields that have to do with the human condition; focused on education. Ethics is based on educational foundations, where the inner aspects of the individuals that work in an institution are put in a palpable way, on the same, because otherwise an automaton behavior will be reinforced.

 

Obviously, ethics can affect the behavior of the organization in terms of raising productivity and human work, because in the field of education when human capital is estimated, you get triumphant institutions, working honestly, with equanimity, and social commitment; as an essential element for society; promoting social, moral and ethical values ​​in the improvement of each of the employees.

 

2. The Ethics

Ethics comes from the derived ethical word, according to the Wikipedia Free Encyclopedia, cited by Uzcategui (2012), "from the Latin ethica from the ancient Greek ἠθική [φιλοσοφία] moral philosophy, from the adjective of ἤθοςēthos custom, habit comes from the Greek Ethikos whose meaning is Character" (p.107). This refers, the ethics derives from the Latin ethica that means tradition of things with high incidence in the representation in the moral and in the human works. Torres (2010), establishes that:

The Ethics is a complex topic in which historical, legal, philosophical and theological aspects are involved. Some students of human behavior find small differences in the use of the words ethical and moral. This is because both practically have the same meaning and relate to each other (p.32).

 

Interpreting the author, ethics represents a very complex term because it involves authentic, logical, ideological and dogmatic aspects, versed in the daily routine, traditional and customs that are extensive to all human life; involving the signs of practices, fashions, rites and honesty of the individual. This is because ethics and morals have practically the same meaning and relate to one another. They are important to be applied in the performance of workers; leading them to a harmonious climate, making effective decisions and assertive communications.

 

Likewise, ethics is defined by López (2010): as follows: "measured or regulated moral acts" (p.45). The author refers that ethics is centered on those actions that can be mediated by man. In other words, it seeks the change of attitudes in the individual, the behavior according to good morals, moral, among others, that promote the behavior of man, tending to establish relationships with their environment, in a harmonious way.

 

In this sense, Bautista (2007), states that: "Ethics is the discipline of knowledge that studies the attitudes, habits and customs of the human being. Study and explain why human behavior and propose desirable ways to act" (p.22). This refers, ethics represents a rule that delves into the qualities, everyday and traditional behavior of individuals in order to act and develop in a society.

 

Therefore, ethics represents the application of values, guidelines and attitudes in society. They are composed of civic ethics in the institution; using the participation of citizens. From there, ethics in education is part of the acceptance of collaborative ethical principles with all the members of the institution; aiming at strengthening social commitment.

 

3. The Ethics ... Confrontation between Knowledge and Being

The being understands the entelechy of the individual located in the plurality of their meanings, that is, in the time the events occur, their thinking, language and identity; for this, it is necessary to have capacities in enhancing the behavior that you agree to solve in order to have a behavior that allows you to face the requirements that are found in daily life. In this regard, Guzmán (2010a): states that "in the evolution of being as an individual, the development of life skills are generated which access the promotion of psychosocial competence" (p.99). Therefore, these are understood as the ability of an individual to elevate physical, emotional and sentimental well-being; exposed through positive and proactive behavior.

 

The different types of skills that can be defined as life skills are innumerable. However, those referred to the development and strengthening towards the promotion of an integral formation for, towards, from the ethics include: a). Self-knowledge (self-concept and self-esteem), b). values ​​and, c). communication. The self-knowledge referred to the assessment that the individual has and the level of perception of himself. The values ​​related to the way of acting of the person in front of different situations found in the context and the communication based on the interaction and information in the citizens.

 

Hence, for Guzmán (2010b), the development of being implies "an awareness of oneself, as well as manifestations, reactions, needs, strengths and weaknesses" (p.112). Consequently, if the individual manages to know each one of these components, he / she can more easily develop their skills, handle situations according to their scope, limitations and, enhance their personality.

 

Thus, the process of development of being allows the recognition of the human condition, of their individual and collective behavior, to achieve coexistence with their peers and their interrelation with the environment to reach subsistence levels. In addition, by having the individual clarity in the strengths and weaknesses (potentialities) will have a perspective of the capabilities to face situations with the taking and execution of effective and timely decisions based on professional ethics. Added to this, it will allow you to magnify your human condition, generate spaces that allow you to unify your skills, skills, knowledge and management of your own values ​​according to the context in which it operates.

 

Operationally, in the setting of ethics and the development of being, through the empowerment of life skills allows us to transcend thought what we know and attitudes and values ​​what we think, feel, believe in ideal skills do and how to do it. The individual realizes and internalizes, that through the understanding of his inner being is able to promote participation and the ability to give creative and timely responses, both individual and collective, to address different situations and human realities.

 

Hence, Odremán (2015), states that ethics and being "represent the set of perspectives, experiences and plurality of meanings acquired in the practice of an individual, along with the training that can be acquired throughout its existence" (p.149). The author reflects the importance of ethics and being in terms of deepening the daily experience and the acquisition of values ​​in the journey of his life; influencing changes in the individual's behavior.

 

Therefore, the task of constructing conceptual knowledge requires that the individual possesses attitudes and is strengthened in the cognitive dimension, which confers different perspectives of understanding. In this way, it is understood that critical reflection, independence, patience, communication; lead to the analysis of the universe and proper thinking. These premises make the subject is strengthened and unfolded in a harmonious and peaceful coexistence context.

 

4. Final thoughts

Ethics leads, therefore, to the orderly intervention of the guidelines that must be followed in the norm that governs the behavior of individuals, on the fulfillment of the activities that each one performs. It refers to the components or elements used by each individual to achieve and preserve their prestige within the organization. The guarantee to such situation is necessary to manage, apart from knowledge, a code of ethics that has to do with a set of rules that will manage the performance in them. Likewise, this code will generate transformations in the functions it exercises in the institution.

 

Ethics can be seen as that inventive discipline of principles, values ​​and norms that are constituted by professionals with the purpose of advising and evaluating the behavior of the members, specifically in the interactions of the people; thus contributing to their personal growth. This must be involved in the ethics of the teacher as a fundamental means to strengthen the coexistence, values ​​and peace in each of the integrals of the school and therefore the community.

 

Thus, an epistemological thought is configured in which the plurality of meanings of being and knowing has an end that remains in the lives of citizens; so, the knowledge linked to the excellent living conditions in the world, with the passion of making the human spirit magnify, environmental, ecological skills and deepening of the culture. The diversity of meanings gives a return to the thought and with it the transformation of the being in the universe is generated in function of promoting in the individual the thinking, knowing, doing and coexisting.

 

Finally, ethics reflects the creative attitude that the subject must have because creativity is part of the human condition, which is sometimes lost in the individual; However, it is the responsibility of the subject to bring it to light, externalize knowledge, feelings, emotions and passion for what he is doing, is to break the old patterns, models, theory and methods. This approach is a relevant reason why it seeks awakening, production, innovation and creativity when interacting in educational settings.

 

Ethics in knowledge corresponds to education, a process that must have as a function and duty to instill and systematize the transmission of ethical attitudes and values ​​from the earliest stage of professional training. Next to scientific and technological knowledge should be the values ​​corresponding to professional ethical behavior; through love understood in its broadest meaning of being from the affection in the family frame, the good relationship with any human being, with the indispensable kindness, generosity, capacity and participation for what happens to the neighbor.

 

5. References

Bautista, O. (2007). La Ética En La Gestión Pública: Fundamentos, Estado de la Cuestión y Proceso para la Implementación de un Sistema Ético Integral en los Gobiernos. Tesis Doctoral, Madrid, España: Universidad Complutense de Madrid. ISBN: 978-84-669-3138-0, págs. 343. Recuperado de: http://biblioteca.ucm.es/tesis/cps/ucm-t29799.pdf 

 

Guzmán, F. (2010a,b). Los Valores y sus Desafíos Actuales. España: Romor.

 

López, J. (2010). Ética y Valores I. Módulo de Aprendizaje. Dirección Académica. México: Bernardino Huerta Valdez.

 

Márquez, S. (2010). Gerencia de Recursos Humanos. Caracas, Venezuela: Continental.

 

Odremán, Y. (2015). Metanoia: Enfoque para la Aproximación a la Resignificación Holística de la Praxis Educativa Ambiental. Trabajo de Ascenso. Barinas, Venezuela: Universidad Pedagógica Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio.

 

Torres, C. (2010). Nociones conceptuales de Ética, Ética Profesional, Bioética y Ética en la Investigación. México: Océano.

 

Uzcategui, A. (2012). La Ética, Factor Clave, en el Éxito del Liderazgo en las Organizaciones Educativas. (Hacia un Modelo Axiológico Basado en el Enfoque de la Teoría Histórico-Clínica para el Éxito del Liderazgo en las Organizaciones Educativas). Córdoba, España: Edita Servicio de Publicaciones de la Universidad de Córdoba. Recuperado de: http://helvia.uco.es/bitstream/handle/10396/12880/2015000001164.pdf?sequence=1&isAllowed=y

 

 

Jackson Alejandro Viera Terán

email: jackviter@gmail.com

 

Born in the municipality of Barinas, Barinas state, Venezuela. Bachelor of Public Administration, Universidad Experimental de Los Llanos Ezequiel Zamora (UNELLEZ, Barinas). Magister Scientiarum in Management and Leadership in Education, Universidad Fermín Toro. Professor in Integral Education. Universidad Pedagógica Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio (UPEL-IMPM). Magna Cum Laude Honors Distinction. Degree in public accounting. Universidad Experimental de Los Llanos Ezequiel Zamora (UNELLEZ, Barinas), PhD student in Education Sciences at Universidad Fermín Toro. Teacher of Classroom by the Ministry of Popular Power for Education, currently serves as a Chess teacher in the Unidad Educativa Alto Barinas Sur. Teacher of Chess in the Escuela Básica Br. Elías Cordero Uzcategui (Sabaneta, Barinas). Professor for hours at the Universidad Pedagógica Experimental Libertador - Instituto de Mejoramiento Profesional del Magisterio (UPEL-IMPM). Tutor and jury in research works UPEL-IMPM, academic center Barinas, at Universidad Fermín Toro, Barinas Liaison Office and at UNELLEZ, Barinas.

 

The content of this manuscript is disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International

 

- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.16.311-321