The Teleological and Deonological Methods Combined in an Educational Behavior Program

A teleological method, often called a consequentialist method, when applied in an educational environment uses projected outcomes to find out the best method to solve a problem or to set a policy. By projecting all the outcomes of several scenarios, the management team will look at the one that has the most positive consequences overall and decide on this method over the ones that have more negative concepts. Refined in John Stuart Mill's book Utilitarianism, the teleological method is used to find the most good in the process even though there are negative outcomes that are within the process but did not outweigh the positive aspects. (Kerns, n.d.)

The teleological method often looks beyond a moral issue to find the method with a more positive result. In contrast to this method the deontological method looks at the moral issue of the process and chooses what is morally required, permitted, or what is to be left out. This method follows the train of thought of, what we ought to do, and not what the outcome will be. People who follow the teleological method argue against the deontological method and vice versa. (Alexander and Moore, 2007).

A good example of the teleological method used to educational realm would be the decision to install a behavior program for a school. Though there are several behavior programs in existence, the leadership would have to look at each program and decide if it would reap the most positive benefits for the entire school. Even though there would be some negative aspects within the program, a program that would be picked would be the one that had more positive aspects that outnumber the negative aspects. If the same task was taking on with the deontological method, the positive and negative at aspects of the programs would not be looked at and only the one that was morally would be chosen for the society or school community.

Though the philosophies have differences that could be argued against, the inclusion of both philosophies could be used in the decision for the behavior programs. For example, a behavior program could be chosen that has positive aspects but also a good moral direction. There might have to be sacrifices in the statistics of the positive aspects to find a moral right, and again morality might have to be revisited to find the best program for school.


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