Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 1 of 22 ABSTRACT E THICS in higher education serves as both the soul and heart of a true and holistic human transformation and empowerment. Ethics constitutes the fundamental principle of value based inspirational and practical education, which must necessarily be informative, formative and transformative particularly against the present day profit- oriented educational models, trends and brands. Admittedly, values that are necessarily the “DNA” of transformative education do not simply fall from the blues. They are made, nurtured, aspired, safeguarded and given to future generations. Consequently, amidst the ever-growing “void” or “vacuum” of values, especially in higher education, there is an urgent need for a rethink for a new model and paradigm of education, “loaded” and “reloaded”, with fundamental ethical values of care, concern, trust, responsible leadership, accountability, foresight, true love, dignity, honesty and patriotism. KEYWORDS Ethics, education, information, formation, transformation, soul, “DNA”, rediscovery, a rethink. Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 2 of 22 INTRODUCTION 0.1 TERMINOLOGY 0.1.1 “Ethics” The term “ethics” has its origins from the Greek language “ethos”. It implies the following in particular: ! Good habit ! Good attitude ! Good behavior ! Good relationship ! Good conduct ! Responsible living ! Good character It involves reflection and action of what is objectively good to be done, and what is objectively bad to be avoided. This reflection on action is founded on three key pillars, that is, a) The Objective Good b) The Self c) The Others Ethics go beyond faith, race, political affiliations, culture status, power or gender, etc. Hence ethics tend to have a cross-boundary nature. Ethical living implies Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 3 of 22 practicing what is objectively good on the personal, social, economic, political, and other levels. From both Christian and Interfaith perspectives, we do agree that ethics orients, motivates, empowers, harmonizes and inspires personal faiths, families, communities and nations, to know what is objectively good and what is objectively evil, and thus enable them to avoid it. It must be well understood that ethics are not laws stipulated by an army or police, lawyers, special forces, etc. Ethics are made up of inner values, virtues (Latin “habitus”), habits, norms, attitudes, beliefs, criteria, principles, values, etc. Unlike laws, ethics are motivated by both the: a) Inner non-tangible values such as peace, faith, Agape (love), solidarity, fairness, care, compassion, trust, justice, empathy, wellbeing, joy, equity, accountability, transparency, sustainability, forgiveness, mercy and moderation. NB: We cannot “measure” empirically such values; neither can we “touch” them, as we simply live them! b) Transcendental/Metaphysical Beliefs/Revelations ! Reward after death ! Punishment after death ! Eternal happiness The human person is rationally capable of knowing these supernatural realities. Briefly, therefore, ethics and ethical living does not fall from the skies. These are reflected, lived and given to future generations through religious and societal norms and values. 0.1.2 “Higher Education” The term “education” originates from the Latin “educare”, which implies to inform, to transform, to form, to inspire, to share, to train, to prepare, to mentor, to edify, to nurture, or to enlighten with values, skills, ethos, life views, world views, etc. Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 4 of 22 It must well be noted that learning, be it primary, secondary or tertiary, is not an event but a value-based life-long process of transforming the cognitive, affective and psychological dimensions of the human person, mind, soul, body and will. Generally, higher education or sometimes, tertiary education refers to post- secondary education. Usually it is delivered at the third level educational establishments such as at universities, colleges, academies, seminars and institutes of technology. There can be a difference between higher education and further education. Synonyms for higher education include colleges, institutes, graduate schools, tertiary schools, university, etc. 0.2 RATIONALE/JUSTIFICATION 0.2.1 Undoubtedly, a value-based ethical education model is the soul of a holistic transformative and developmental process. It is the best cure against Nyerere’s key “cancers” of development, that is, ignorance, disease and poverty. In the same line of thought, it is the best cure against Mahatma Gandhi’s Seven Blunders Theory: “wealth without work, pleasure without conscience, knowledge without character, business without morality, science without service, worship without sacrifice and politics without principle.” Today, from t he Tanzanian view, the centrality of ethics in education is constantly re-echoed from President John Magufuli’s infamous dictum, “Kutumbua Majipu” (“Operating on Boils”), resulting from systemic corrupt practices in the Tanzanian society as a whole. Hence, the need for a new ethics paradigm has been fulfilled. 0.2.2 Thought-Provoking Ethical-Based Questions What is the short-, medium- and long-term consequence of dissociating ethics in families and in the educational curricula? Where is the ethics-free academia and intellectual professionalism leading to (quo vadis)? What are the impacts of the commercialization and commodification of education in Africa and worldwide? Do we believe that ethics pays more than unethical behaviors? Do we agree that when good people do nothing, evil increases? What are the weaknesses of the information revolution and society to the minds of learners? Are they not making the minds empty and the databanks full? (Ref. “Homo Idioticus”) Is the present day knowledge-based society transforming the human person ethically, socially, humanly, etc.? What are the implications of such observations like “operation well done but patient died”, “graduation done, graduates remain illiterate”, etc.? What are the socio-economic, cultural, ethical, political and human implications of the Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 5 of 22 present-day value-free education trends or models and “patchworks”, “blendwork”, “hyper-consumerism”, “bluff society, etc.” Are university students mere consumers or innovative producers of knowledge and skills? Do we agree that ethics is the key incubator and protector of transformative higher education? What are the impacts of political interests in the entire process of tertiary curricula development and policy? What are the effects of “academic inbreeding”? Is the academia managing or damaging its own image and mission? Do the mission, vision and core value statements of university colleges mean anything today, without ethical engagement and transformation? What are the roots of the ever-growing “copy and paste” plagiarism and laziness cultures among college students? 0.2.3 This presentation entails three key parts. In Part One an attempt is made to show ethical and value-based education as therapy against destructive trends today. Part Two unpacks the fundamental educational principles and values for a paradigm shift. The last Part paves a roadmap for a new rethinking and paradigm change. In no way does this work claim to be exhaustive. Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 6 of 22 PART ONE 1.0 ETHICAL AND VALUE BASED EDUCATION AS A TRANSFORMATIVE TOOL AGAINST DESTRUCTIVE WORLD AND LIFE VIEWS TODAY 1.1 Economic Illusions in Higher Education today “I am because I consume” vs. ”I a am because we are” or “I am because I think” (“Cogito ergo sum”) ! “All what matters is the bottom line culture” – the lowest GPA ! “The survival of the fastest syndrome” (Speed maniac culture today) ! “When in Rome do like the Romans do syndrome” – Complacency Syndrome ! “The Ignorant Ostrich Syndrome” – “The 2014 Tegeta Escrow Scandal is not a big deal to ponder upon in the academia” 1.2 Cultural-Religious and Anthropological Illusions in Higher Education today ! “Educated men are superior to others” ! “My tribe is more than their/your tribe.” ! “Our religion is superior to theirs”1 leading to religious fanaticism, intolerance, fundamentalism, Bokoharamism, Al Shababism, etc. 1.3 Academic Professional Illusions in Higher Education today ! “PhD holders and Professors have more rights and dignity than the certificate, diploma and Bachelor Degree holders.” ! “The longer the CV, the greater the respect” 1.4 Ethics-Driven Higher Education and Wisdom as a Post-Colonial And Post- Modern Liberation Toolbox Liberation from Nyerere’s three major enemies, That is, ignorance, (“ignorantia” supina”), abject poverty and diseases. ! Liberation from the “Cancers” of “shortemism”, corruptive practices, “Big Results Now” (BRN) as a total political disaster, egocentrism, power abuse, misuse of power, leadership vacuum, resource depletion etc. 1 Luciano Mattei, P. Wambura, A GUIDE TO CHRISTIAN ETHICS AND FORMATION IN MORAL MATURITY, Philosophical Studies 12, Nairobi, CUEA Publications 2000, pp. 17-19 Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 7 of 22 ! Liberation from gender discrimination, oppression, indifferentism, gender ideology. ! Liberation as an authentic African/”Tanzanian Renaissance” for true peace, sustainable growth and common welfare. As Samwel Kobia aptly observes, “Authentic renaissance must lay down the foundation of democracy as a way of life, so that the whole body of social systems and construents are subject to ethical evaluation…The late Mwalimu Julius Nyerere once said that peace was another word for development. “Development is about peace, it is about abundant life, it is about justice and it is about happiness”2 1.5 Ethics-Driven Higher Education and Wisdom as an “Incubator” Towards Sustainable Inculturation In Tanzania/Africa Against: ! The Western dualistic, platonistic, functionalistic view of reality of the world, of education, religion, etc. ! The North Atlantic Cartesian principle of Reason preceding reason (“Cogito ergo sum”) ! The Anthropocentric life view towards nature, environment, soil, flora (plants), soil fauna (animals), biodiversity, natural resources, etc. The homogenization and hegemonization of Western culture, etc. The commodification and commercialization of love, sex, partnership, friendship etc. The ever worsening ethical/decadence “lacuna” “gaps” and discrepancies, dilemmas, antagonisms in all spheres of life: sexual ethics, marital ethics, family ethics, political ethics, cyberethics, social ethics, medical ethics, professional ethics, land ethics, religious ethics, business ethics, labor ethics, consumer ethics, legal ethics, eco-ethics, resource ethics, etc. ! The escalation of manipulation, “cocacolanization” of the world, “casinonization” of the world, and “McDonaldization” of humanity. ! The educational disparity and inequalities locally and globally3 against the Champagnes Glass Economy. 1.6 Ethics-Driven Higher Education and Wisdom as a Powerful Engine of Spearheading Fundamental Ethical And Human Values. NB: Values, virtues and ethos do not simply fall from the blues/skies. They are formed, nurtured, preserved etc. These values include: 2 Samwel Kobia, The Courage To Hope, (Geneva: WCC Publications) p. 131 3 KISDI Megatrends KOREA, Seoul 2007 Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 8 of 22 ! Preservation of life ! Dignity ! Trust ! Transparency ! Agape not mere L.O.V.E (Legs Open Very Easily) ! Faith, Hope, Charity ! Justice, Equality, Equity ! Solidarity ! Peace ! Care, Empathy and Compassion ! Humility ! Gratitude ! Modesty ! Prudence ! Foresight ! Sustainability ! Democratic Participation ! Inclusivity ! Partnership ! Responsible Leadership ! Sustainable Resource Management ! Forgiveness and Reconciliation Also, education for the civilization of love (St. John Paul II) and for true human sensibilities against the ever growing indifferentism and “none of my business syndrome” personally, familiarly, communally, institutionally, nationally and globally. 1.7 Ethics-Driven Higher Education and Wisdom as a Therapy Against Educational “Boils” and Disasters Today The more knowledge one has the more power one has. The fight between a new-knowledge-based society against the illiterate, the less privileged, albinos, old women, children, etc. The Multiplication of “Shule za Secondari za Kata” (“Ward Secondary Schools”), that is, more emphasis on quantity than quality. The current trend of Multiplication of university colleges and institutions of higher learning simply for the sake of acquiring a certificate and a nice CV’s for white-collar Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 9 of 22 jobs. It lacks the formative and transformative values, virtues, core competencies, aptitudes, etc., for affirmative action. (Note: The 2016 Mechanical Engineer Graduate who got stuck with his VX Land cruiser while driving to Iringa to bring her sick mother to Muhimbili Hospital.) Absence of core communication skills and abilities for current university graduates to become multi-linguists, multiplayer”, “job creators and not job seekers” optimists and not sphere pessimists (glass as half empty,) Business Graduates who lack the courage to be real whistle-blowers!!! Law Graduates who are simply liars. (Remember: “Lawyers are Liars”.)!!!! The emergence of the “I culture” and not “We culture” among scholars, educationists, academicians, university graduates, etc. Increased destructive solidarity of the “birds of the same feather flock together (Pares cum paribus fascillime Congregantur”) in politics, business, etc. 1.8 Ethics-Driven Higher Education and Wisdom as “Best Practice” For Self- Sufficiency And Sustainable Livelihoods The famous Afro-Caribbean writer C.L. James makes the following formative observation particularly on the relevance of the Arusha Declaration (Philosophy of 1967, “Julius Nyerere in theory and practice laid the basis of an African State which Nkrumah had failed to do…In the Arusha Declaration Nyerere laid down his principles. This is one of the greatest documents of the post World War II”4 In the same vein of thought Saju Chachalachal comments, that “one of the best means of empowering others, especially the youth generation is through different modes of education…we have a great responsibility to offer a method of education that would enhance life…If our educational institutions and programmes become centers of empowering others, including the downtrodden and the marginalized, opening up the horizons of growth and success to everyone….”5 4 C.L. James, Nkrumah And Revolution: (London: Allison & Busby) p. 7 5 Saju Chachalachal CMI, IGNITING MINDS TO TRANSFORM THE SOCIETY, (Bangalore: 2013) p.x Ethics in Higher Education Rev. Prof. Dr. Aidan G. Msafiri Page 10 of 22