The need for conviction and authority in ethics

The headlines read, “Business scandal hits Main Street,” and “Academy cheaters uncovered.” Suddenly schools tout new ethics courses. Problem solved, right? Wrong.

An organization needs to acknowledge certain factors in order to teach and develop ethics, but most don’t know what these factors are. Michael Dunn at TheoryofKnowledge.net takes a stab, saying we determine ethics using emotion and intuition, modify our conclusions with reason, and then record them. Dunn tells us we’re left with two critical questions: “How can we make sure that our course of action is the correct one?” and, “Who can we turn to for authoritative advice on ethics?”

Dunn lists six possible sources of authority: the government, religion, personal experience (knowledge and feelings), the majority view, self-interest and the Golden Rule, and intention/consequences. Do any of those make you feel warm and fuzzy? I hope not.

If our authority on ethics is the government, then we’re teaching lawful behavior, not ethics. If it’s organized religion, then which one? Islam and its Sharia law? Buddha’s teaching? Or some pluralistic combination? If it’s personal experience, which of us professes enough life experience to be an expert in moral perfection? The majority view, self-interest and the Golden Rule, and intention/consequences—these inspire no confidence because their interpretations are in the mind of the beholder.

Is it any wonder that ethics in America are headed downward at an ever-increasing rate? To counter this trend, two factors are needed to properly teach and develop ethics.

First, a heartfelt, deep-seated conviction that believes there is a right way and a wrong way to do things—and an ethical life is about seeking the right way. Some will pay an external consultant to develop their ethical guidelines. The result will be a politically correct tome—divorced from the reality of everyday operations, as it sits and gathers dust. Like a mercenary soldier, it’s not useful when the going gets tough. Externally developed ethics that are never embraced with conviction by the organization’s leadership will rot on the vine.

Second, to teach ethics one must submit to an external authority that is credible, fair, wise, well-balanced, proven, apolitical, and timeless. Where can we find such a daunting collection of wisdom? The Bible is the best place, and even unbelieving folks agree.

When the Berlin Wall fell, leaders of the Soviet Union desired to change their culture, seeking Christian organizations to teach the Bible. Not because they wanted salvation or to become Christians, but because they knew biblical principles were different and had worked for centuries.

Uganda’s leaders hired a humanist consultant to advise how they could improve their country’s economy. After extensive study, the consultant’s recommendation was a Judeo-Christian work ethic. In other words, you need people to live, work, and behave according to biblical principles, because those principles are credible, fair, wise, balanced, proven, not populist, and timeless. They work best because their Creator wrote them.

Apart from conviction and authority, one can teach pragmatism, utilitarianism, how to avoid bad press and jail time, and how to make prudent decisions—but not ethics. May we pray for these two vital factors to flourish in the teaching and development of ethics.