7
Uses of Ethics: Between Virtue, Humanism and Illiteracy

7.1. Ethics: an attitude between responsibility and conviction

7.1.1. A reminder: evolution and the role of antagonisms

We cannot speak of ethics by ignoring the notions of evolution. In nature, and this has often been recalled [MAS 06], evolution is an irreversible phenomenon. As for the analysis of complex systems control and monitoring, we cannot approach the problem of ethics without considering antagonisms. If we refer to the works of Weber, Hottois or Autès, we see that the notion of ethics is of two types: the ethics of conviction and the ethics of responsibility [WEY 72].

Knowing that these concepts are commonly accepted, we will describe them quickly and highlight some of their characteristics in the light of current economic, political and social considerations.

7.1.2. Notions of responsibility and conviction in ethics

The concept of antagonisms (or ambivalence) leads us to introduce a new approach to ethics by distinguishing ethics from responsibility and ethics from conviction: this distinction concerns questions of politics and strategies, scientific rationality, then economic, human and social considerations, within the modern world.

7.1.2.1. Ethics of responsibility

This type of ethics belongs to teleological rationality: it is rational with regard to a perfect and fitting goal in relation to an extrinsic aim pursued by the one who acts and which he has, if not posited himself, at least clearly recognized (here, we do not talk about an ethical entity which has an intrinsic purpose irrespective of human use or opinion).

7.1.2.2. Ethics of conviction

Compared with the ethics of responsibility, which is very rational, we need an ambivalent concept called “ethics of conviction”: Both cannot be disconnected. Ethics of conviction covers the emotional and cognitive aspects of ethics.

7.1.2.3. Ethics of Naturalism

As detailed before, we have introduced the ethics of ‘naturalism’ which integrates everything related to Nature and Environment. In the framework of sustainability, it is a way to develop a more global and complete concept of Ethics. So, the graph we will now consider is the following one (figure 7.1).

image

Figure 7.1. The three types of ethics

7.2. Ethics: between the exact requirements and the intents of the letter and spirit of the law

7.2.1. Introduction

Ethics, as seen in Chapter 14, can be considered as a philosophy, between virtue and humanism. This is neither an ideology nor business. It overcomes perceived religious differences to tackle common human evils of poverty, ill, health and illiteracy, then exclusivity.

Indeed, evolution of human beings, and more generally living beings, is based on successive steps of replication, selection and adaptation. Around us, nature generates increasingly complex objects, assemblies, living beings, etc. This evolution process is dependent on complex interactions between species and the natural environment, whatever the assembly level considered, from the infinitely small to the biosphere.

For sustainability reasons, the key words to keep in mind are: adaptation and diversity. Indeed, the emergence of a new avatar possesses some diversified capabilities, and predominant characteristics able to make easier its integration in the existing ecosystem. These capabilities are present in the form of ambivalences (e.g. egoism and altruism) and consistent with the concept of dialogism.

In Hinduism, an avatar is a concept meaning “descent”; it refers to the appearance or incarnation of a deity on earth (mythical and perfect). Whatever the term, avatar or living beings, we refer to the appearance of an embodiment or incarnation which is sometimes flesh and imperfect. Then, our world is an assembly of poverty and wealth, egoism and altruism, educated and illiterate people, vocational successes and failures, rejected and assimilated populations, exclusivity and inclusivity, etc. This is that kind of concept, injustice and inequity assigned to all of us, that ethics will address.

As a reminder: in Computer Sciences, an avatar is a person who represents an Internet user. It is like the digital incarnation of a virtual living creature playing a given role in an interactive online game. It also includes, by extension, the members of a social network community. This is not the notion that we will cover within this chapter.

7.2.2. The letter and the spirit of the law

In business, the letter of the law is often compared with the spirit of the law. It is an idiomatic antithesis since the “letter” concerns obeying the literal interpretation of the words (the “letter”) of the law (or rules), while the “spirit” consists of interpreting the intent of those who wrote the law (or the rules). Conversely, when we obey the spirit of the law but not the letter, we are doing what the authors of the law intended, though not necessarily adhering to its literal wording. Thus, the main differences are related to the interpretation and exploitation of technicalities, loopholes and ambiguous text phrasing.

Here, we will recall some very common examples related to a kind of deviated usage of ethics:

  • – In order to avoid deviances, bad excesses or waste observed during the 1980s (due to non-compliance with laws, exploitation of the fails included in various legislations, etc.), managers and CEOs decided to take concrete steps: they are defined in the light of global interests, in the context of worldwide activities, and have to recover the complexity of the texts and procedures that make the application of a law or regulation difficult.
  • – Generally speaking, within this context, business ethics is defined as a set of rules relevant to self-consciousness, humanism and behavioral codes, economical relationship attitudes, etc. They are often made of informal, non-formalized and unpublished policies, based on mutual trust. In fact, ethics is a mindset or a mood based on respect for others and their global interests.

7.2.2.1. Ethics: some practical rules and guidance

Ethics is a notion that each of us must practice and apply first to ourselves. It concerns all that our consciousness condemns in our actions of every day.

7.2.2.1.1. At the individual level, ethics is a two-way practice
  • – Respect for the others, and employees in a company or organization.
  • – Rejection of discrimination based on gender, origin, health, education and poverty (in the global sense).
  • – Respect for the privacy of individuals during their recruitment interviews or, even, during their daily life activities.
  • – Effective implementation of codes of deontology or professional ethics in human resources management to clarify the hierarchical/heterarchical relationships and responsibilities; at last, between the employees, the entrepreneurs or CEO and the retired generations.
  • – Transparency: keeping (at a consistent level) the employees informed about the decisions to be taken in the future, in order to prepare and planify the disruptive changes. The counterpart of this transparency and trust, is that these employees have to be committed to remain discreet about such restricted information.
  • – Motivation of all the stakeholders in a company, project or business, in showing a real and global interest of the company towards their employees through social policies, the resilience of the employment and a smart sharing of the work and results.
7.2.2.1.2. External involvements in economy and finance

This section is just detailed for further discussion, as an introductory example. Indeed, in the following, we talk about literacy and education of young people and we must be aware of some basic and obvious ethical principles which are very understandable:

  • – commitment not to finance unethical political unions, to question then disclose fraudulent and wealth practices of any kind;
  • – not to consider customer/supplier relationships as opportunities for developing abusive practices and personal enrichment of decision makers;
  • – the rejection of using financial information to serve the interests of only those who are involved in market, trading or stock exchanges transactions. Moreover, Securities and Exchange Commissions (SEC) and public organizations punish responsible managers using confidential information for their own interests and distorting stock market mechanisms;
  • – the establishment of codes of ethics to counterbalance any kind of corruption.

7.2.2.2. Business ethics: limits of the individual consciousness

In the following, we review two kinds of difficulties related to the use of ethics:

  1. 1) Intrinsic difficulty related to the scope of use.
    • – Ethics ultimately refers to the awareness and consciousness of everyone in the company and to the citizenship behavior beyond the drafting of codes and charters of ethics.
    • – Ethics also defines a goal to be achieved in terms of getting a fair, peaceful, loyal, competitive, dynamic and reliable enterprise, that is, a company integrating a management line that is fair and more respectful of their employees and customers.
  2. 2) Extrinsic difficulty related to the implementation method: this question focuses on two aspects related to ethics: the real and true value which is opposed to the expected or heralded value.
    • – In terms of ethics, words do not replace acts. It is easier to write codes of ethics than to adopt practices according to an ethical behavior.
    • – If a company is not fully perfect, in terms of business ethics, the communication of its virtues can turn against it and cause loss of credibility with its customers as well as its employees.

7.2.2.3. Ethics: a marketing tactic?

The objective is not to develop “ethical marketing”: it is a conventional way of working since a process remains a process, whatever the considered field of application. In contrast, the previous comments lead some enterprises to think that business ethics can be used as a marketing tactic.

Business ethics has been an increasing concern among larger companies, at least since the 1990s. Major corporations increasingly fear the damage to their image associated with press revelations of unethical practices, mainly by making young children work in developing countries, or in using questionable processes in the food industry. Marketers have been among the fastest to perceive the market’s preference for ethical companies, often moving faster to take advantage of this shift in consumer taste. This results in the expropriation of ethics itself as a selling point or a component of a corporate image. Here, we can quote:

Body Shop, that is, a cosmetics and skin care company fostered its market and its entire product range sometimes based on an ethical approach. Other companies like IBM or Total are doing similarly.

In some other companies, their development strategy consists of appearing ethical while unethical practices continue to be used.

Another strategy consists of producing a product that is a masquerade behind an image that appeals to a range of values, including ethical values related to lifestyle and anti-consumerism.

7.2.3. Ethics is not an ideology

This section is aimed at:

  • – denouncing the use of ethics as a new managerial mode or as a new dogma to involve more employees in their company;
  • – highlighting some deviances in a company. A company can be a place of conflicts (consisting of making choices between the contradictory interests of shareholders, customers, suppliers and employees). Here, the discourse on ethics is able to mask the upper interest for the sole benefit of managers and shareholders.

Under these conditions, ethics could be considered as an ideological production in order to:

  • – enlist workers in a capitalistic mode of production;
  • – to mask or conceal the great inequalities in the ownership of the industrial production goods and resources, and the distribution of the wealth produced.

After sport, culture and health, ethics has become a real issue, a challenge or a communication plan? In some cases, people or those responsible for NGOs have developed the notion of “Generosity Added Tax”: it is intended to promoting the image or developing a strategic vector of corporate communication (such as business ethics).

However, we have to be cautions of using Business Ethics as a matter of “big money” between:

  • – Groups of political or social pressure in search of new members and notoriety. They consider that Annual General Meetings are a place of ideal expression to justify their strategy and hire new members.
  • – Companies that are convinced that financial investors are increasingly in favor of approaches that respect the human rights and inclusivity of the populations.

7.2.4. Ethics: illiteracy, education and learning

7.2.4.1. Avenues of vocational and social service: a reminder in the Rotary and elsewhere

Since this section is devoted to ethics in business where young people are involved, it is useful to recall how we can behave, in terms of ethics for the benefit of many people. In a vocational organization, members are invited to commit themselves to “service”, either at home or abroad through five Avenues of Service (these are the foundation of any Rotary club activity):

  • – A club service must focus on making clubs strong. A thriving club is anchored by strong relationships and an active membership development plan. This way, it will be possible to better help the society and young generations.
  • – Vocational service calls on every Rotarian to work with integrity and contribute their expertise to the problems and needs of society. There is a code of conduct that has to be taught and learned by young people.
  • – Community Service encourages every Rotarian to find ways to improve the quality of life for people in their communities and to serve the public interest. Within this framework, the objective is to reduce exclusivity and to do business sustainably and honestly.
  • – We are living in a global and smart planet. International service exemplifies our global reach in promoting peace, sustainability and understanding. We support this service avenue by sponsoring or volunteering on international projects, seeking partners abroad, and more.
  • – Youth service recognizes the importance of empowering youth and young professionals through leadership development programs. In the Rotary, several programs are identified and actively pursued (Rotaract, Interact, Rotary Youth Leadership Awards – RYLA, Rotary Youth Exchange, Career and Trades Forums, etc.).

7.2.5. The global situation of education and training in France

A technical study [MAS 12] was conducted in May 2012 to prepare the RYLA organization, within D1700, whose participants had to be sensitized to ethics in business. Part of this study was intended to explain the purposes and situation of the continuing in-service training and education of young people, to address illiteracy, etc.

We can stipulate that in the evolution strategies of organizations, the situation of illiteracy and continuing education cannot be dissociated.

7.2.5.1. Continuing education and training

This concerns those who have left their initial training and who need to update and adapt their knowledge. It is governed by the Legal Labor Code.

In France, every year, a budget of about 32 billion euros is assigned to this vocational training; 43% is paid by companies. The remaining part of the budget is included in the Ministry of National Education’s budget (17% of its total budget): it is the highest contribution among the various budgets of the French State.

But who are the beneficiaries? Who benefits from this budget? Primarily young people of whom 400,000 are young apprentices and 200,000 have professionalization contracts (8% of the budget). With, sometimes, strong constraints and charges for the company!

In addition, employed workers are entitled to an education program of approximately 20 hours per year. This can be cumulated in part from 1 year to the next. However, only 66% of employees receive continuous training (over a period of 5 years); it is quite a short period of training, mainly involving large companies; only 75% of the students benefit from a career evolution. The efficiency factor is therefore 50%. Their participation in a continuing education program absorbs 30% of the total budget.

The remaining 20 billion euros (62% of the budget) is used to cover the operating expenses and hourly costs of 6,500 accredited training organizations involved in the continuing education effort for “students”. It should be noted that each teaching day is billed between 600 and 1,700 euros!

For some, these figures are impressive; considering the expected economic results (no statistics available to date), we can ask the question of whether the direct or indirect increase in the competitiveness of the enterprises, due to the Continuing Education program, covers its cost.

7.2.5.2. Illiteracy

We have to specify that an illiterate person is someone who has already had lessons in reading but did not acquire sufficient skill to be autonomous: they do not understand what they are reading; another person must read the written text aloud for them to grasp the meaning of the content. Thus, in the following, we will just consider this inability to understand and use a language.

In France, according to INSEE, there were 2.5 million 18–65 illiterate individuals in 2013, that is, 7% of the French population. Illiteracy also affects 8% of those who are working. For comparison, and according to INSEE, only 2% of the French population are affected by basic illiteracy, that is, the state of not knowing how to read or write (2014 data).

These are staggering figures. Indeed, with the present (fourth) industrial revolution:

  • – The risks of disqualification, chronic unemployment and exclusion of unskilled and illiterate people, etc., are much more important; there are very few reversals of situation.
  • – It is perhaps the approaches and the methodology of the National Education Department that are to be questioned. In addition, in France, there are 700,000 new baccalaureate holders per year (1% of the population). However, the statistics of the Defense and Citizenship Days (ex-JAPD) are conclusive and irrevocable: 30% of 17-year olds cannot read correctly. As a corollary, they find it hard to write out and correctly draft formal reports: sometimes, they are full of spelling errors and mistakes!
7.2.5.2.1. Some budget comparisons: the cost of illiteracy

Among unemployed people (11% of the working-age population), about 20% are illiterate. About half (500,000) of these people cannot find work because they have become excluded from society (unable to read/prospect/communicate, etc., they are isolated from the world of work, and will be progressively rejected). The cost of illiteracy is of the order of €7 billion (including allowances for this kind of unemployment and shortfall in the labor market).

In parallel, the government will invest 54 million euros in 2016 to fight illiteracy, which is still a taboo in companies. The social partners will also contribute €130 million this year. This means that only about €200 million will be spent on the fight against illiteracy.

The industry, our companies, cannot take charge of this global problem alone. The Rotary participates in the ABC approach on its own, without any external funding.

If we compare, on the one hand, 20 billion euros assigned to the education and retraining of 400,000 young people and, on the other hand, 200 million euros spent for 2 million illiterate people, is it balanced and fair? Is it ethical?

The same is true in another domain: for instance, if we consider the strategy related to a company’s competitiveness : their priorities, in terms of sustainability, cannot be solely focused on illiteracy, but also on the funding of innovation programs, the CSR, R&D, productivity investments, etc.

7.2.5.3. Consequences

Illiteracy, in our country of enlightenments, is a disturbing fact. Between the national strategy based on continuous training and education and the program to fight illiteracy, there is a problem of double standards! The problems related to illiteracy in France are much more serious than those of continuing education because they are a source of exclusion and communitarianism.

7.2.5.4. Illiteracy: fighting in the Rotary

This literacy problem builds on foundational means such as reading, writing and arithmetic. It also considers some fluency with the cultures within which our media experience occurs. So, to fight illiteracy world wide, we have to become involved on an international level with the different cultures around the world. Similarly, we have to become fluent across disciplines and fields used in each country to educate people. Cross-media requires interdisciplinary teams from a diversity of fields and we need to be able to understand them in order to work together. Finally, cross-media requires a procedural and contextual literacy. We need to be able to understand how interactivity works, the procedures involved and the contexts within which it all occurs for everywhere we will participate in illiteracy.

Cross-media is a powerful way to communicate and we should consider how to do it. There are implications to each choice a designer makes; this chapter considers the consequences of those choices.

Cross-media communications have similar issues with other media as well as having some unique issues that should be addressed. Ethical and cultural implications should be considered as we create cross-media experiences. Cross-media looks to be a powerful way to communicate and we need to think about how it should be done. We should consider ourselves responsible for working to design and develop cross-media communications in the best ways possible.

Rotary clubs worldwide place a focus on increasing literacy1. Such importance has been placed on literacy that Rotary International has created a “Rotary Literacy Month”2 that takes place during the month of March. Rotary clubs also aim to conduct many literacy events during the week of September 8, which is International Literacy Day3. Some Rotary clubs raise funds for schools and other literacy organizations. Many clubs take part in a reading program called “Rotary Readers”, in which a Rotary member spends time in a classroom with a designated student, and reads one-on-one with them. Some Rotary clubs participate in book donations, both locally and internationally. As well as participating in book donations and literacy events, there are educational titles written about Rotary Clubs and members, such as Rotary Clubs Help People and Carol is a Rotarian by Rotarian and children’s book author Bruce Larkin4.

7.2.5.5. Bringing “literacy and values” to second-grade classrooms – via reading!

In RI convention 2008, Rotarian, Educator and Retired Principal of Mechanicsburg PA school district Mrs Marcey Whiteside learned about the Andy and Elmer’s Apple Dumpling Adventure program. She was re-energized and motivated to take what she has done best during her professional career up a notch!

In December 2007, Marcey initiated a program for developing a partnership with one grade level (second, third or fourth grade) in the Cumberland Valley School District PA.

After procuring approval and support from MNRC (Merchandising North Rotary Club), Marcey went on a crusade to “READ the social values to second graders in 16 schools”. A gargantuan task executed with professional finesse, which Marcey was always credited with and honored for during the many years of her educational career. MNRC extends heartfelt Thanks to Marcey! Thank you Marcey and all the MNRC Rotarians who extended their support.

By the end of 2008, Marcey had developed the reading program. 12 MNRC Rotarians volunteered to read the book to second-grade students in SIX elementary schools in Cumberland Valley School District PA.

The reading program included:

  • – online and printed presentations;
  • – an activity book given to each student in the classroom to keep;
  • – a bookplate located on the inside cover explains that it was given to the child with compliments of the Rotary Club of Mechanicsburg North;
  • – a retelling of the story in coloring book format as well as various activities that reinforce the four-way test;
  • – teachers assigned the book to be read for homework that night.

In addition, the classroom and school library received hard copies of the book. Each child in the classroom received a soft cover coloring/activity book. The coloring book is the story. The activity portion of the book reinforces the story.

This also acts as a stepping stone for the essay contest our Rotary Club sponsors with the ninth graders, which began in 2007 in reference to the four-way test (MNRC-sponsored program).

The reading program was executed during the school year of 2008.

7.2.5.6. Training young people (in the Rotary)

The objective of the activity is to introduce and make the students aware of the meaning of the Rotary four-way test and how they can use it in their lives to make positive decisions. Students were shown the video of “Andy & Elmer’s Apple Dumpling Adventure” and the coloring/activity book was given to each student to demonstrate the lesson that Andy learns – that even in the world of successful business there are good reasons to care for and about others.

This coloring/activity book was written by a children’s author, Andrew J. Shoup, associated with the Fairborn Rotary Club in Fairborn, Ohio, as a means of sharing the Rotary four-way test with children. Five members of the Rotary Club of Kihei Sunrise served as “teachers” to present the first 30-minute interactive lesson to the second graders. They were assisted by club volunteers in the presentation of the lesson. The first lesson was written by Club President, Joanne Laird. Follow-up lessons 2 and 3, written by Youth Service Chair Joanne Doell, will be presented in November and December at these two schools. Both Laird and Doell are retired educators. Joanne Laird, President of the Rotary Club of Kihei Sunrise states that: “Our club listed the “Keiki of Kihei” as one of our leading priorities for this Rotary year. Offering this activity makes a positive connection between these children and the Rotarians from our Kihei Community. We look forward to returning to the second-grade Kihei classrooms to further share these character-building activities with our youth”.

This activity is among the many community service activities and projects sponsored by the Rotary Club of Kihei Sunrise. Rotary International has over 1.2 million members worldwide meeting at 32,000 clubs in 207 countries. The Rotary Club of Kihei Sunrise, which is one of the nine clubs on Maui, meets on Wednesday mornings at 7:30 am at the Five Palms Restaurant in the Mana Kai Maui Resort. For further information about this club, contact President Joanne Laird or visit the club’s Website:

The way through the barriers between ignorance and knowledge lies in education. The first step to fighting this ignorance is to understand the value of life, of all Life… in an ethical way.

The major causes of discrimination against people are ignorance and contempt, which can be fixed by education. The Inclusive Society serves the purpose of raising awareness of the importance of social inclusion, also to smash negative stereotypes, and to shine a light on the lack of common sense, exposing just how damaging it can be.

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