Set Of Moral Principles Theology Religion Essay Example
Set Of Moral Principles Theology Religion Essay Example

Set Of Moral Principles Theology Religion Essay Example

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  • Pages: 16 (4370 words)
  • Published: September 24, 2017
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Holding cognition of them. Examples from the life of Jesus should be used. Jesus saith unto him, I am the manner, the truth, and the life: no adult male cometh unto the Father, but by me. `` ( John 14:6 ) . The Word of God is the 2nd guiding factor for moralss, `` All Bible is given by inspiration of God, and is profitable for philosophy, for rebuke, for rectification, for direction in righteousness: That the adult male of God may be perfect, exhaustively furnished unto all good plants. '' ( Tim. 3:16-17 )

Baggett ( 1997 ) describes that the current attitude in organisations the universe over is more or less.A In a qualitative survey completed by the writer, it was discovered that 66 % of people question if moralss within leading even exists, which has been given the term `` a crisis


of trust. `` A It is surveies and findings such as these that lend even more accent to instruction and implementing moralss in our mundane lives and more so in our professional environments. One really of import field where moralss should play a really large and positive function is in the nonliteral schoolroom. The relationship between a instructor and a pupil is a really delicate one, where the instructor imparts non merely knowledge to his pupil but besides a greater mute feeling that is everlastingly imprinted on the pupil. Professors and instructors must stay by a rigorous, firm codification of moralss both inside and outside the schoolroom. This codification should be formed based on the Word of God and His instructions and the perfect illustration that Jesus has set for us.


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is non plenty to explicate a manual for ethical behavior within colleges and universities, nevertheless each individual that holds a teaching duty must besides bear the duty to stay by and run within the confines of that established moral codification. With an of all time turning secularity endangering to shadow the topographic points where we work, the established regulations of moralss may cover merely with slackly based moral issues and make non to the full cover the moral rules by which ethical, Christian leaders should carry on themselves. It is the duty of such persons to carry on themselves by the highest possible criterions, by pick. Ethical motives has ever been and ever should be at the nucleus of every effectual leading. It is imperative for a good Christian to regulate himself or herself in an ethical manner, non merely carry throughing his responsibility in the eyes of God but besides set uping an effectual illustration for his subsidiaries.

Bloom 's TaxonomyA is a categorization ofA larning objectivesA developed with instruction in head that was proposed in 1956 by a commission of pedagogues chaired byA Benjamin BloomA who besides edited the first volume of the standard text, A Taxonomy of educational aims: the categorization of educational goalsA ( Green, 1956 ) . It defines three chief aims thatA educatorsA set for pupils ( larning aims ) . These were proposed with the thought in head that there should be some planetary and cosmopolitan model of sorting the ends of the educational procedure. These wide spheres were A Cognitive, A Affective, andA Psychomotor. They are more slackly referred to as knowing/head, A feeling/heartA andA doing/handsA severally. Within

each person sphere, in order to larn something at a higher degree, a requirement was holding cognition that ought to hold been obtained at a lower degree ( Orlich, et al. , 2004 ) .

A personal codification of moralss

Henry and Richard Blackaby ( 2011 ) province in their book, `` Religious Leadership: Traveling Peoples on to God 's Agenda '' that `` Religious leaders in the workplace must besides understand that their naming is foremost to delight their Heavenly Father, so fulfill their board. '' Therefore this lends weight to the difference that was highlighted earlier between morality and moralss, A instructor or professor must ever hold his ain set codification of personal moralss that encompass non merely professional behaviours that are critical for his occupation in a instruction environment but besides personal behaviours because of their possible impact on their leading capacity. A personal codification of moralss besides must reflect the person 's ain mentality towards the universe. Such a position is really of import when it comes to organizing the nucleus values which become cardinal to the codification of moralss. Among the values this author identifies as indispensable are wisdom, vision, character, communicating, service, work ethic, larning and committedness.


Blackaby & Blackaby ( 2011 ) province `` TheA best thing leaders can doA for their organisation is to turn personally. '' Christian leaders, and by that definition Christian professors who seek to take ethical lives and carry on their traffics and instructions as such must first seek godly wisdom followed by cognition and eventually counsel. It is through supplication, careful survey of the Bible survey and interaction with others who follow Christianity, ethical leaders

can derive wisdom to steer their determination devising. If of all time they find themselves lost or unsure about how to continue, professors should ever look to the aforementioned for godly counsel. Proverbs clip and once more encourages and ushers Christians of all walks of life to actively seek godly wisdom. This holds true for those Christian leaders working within the educational profession every bit good.

Proverbs 2:3-6 ( New King James Version ) instructs, `` If you cry out for understanding, /And raise up your voice for apprehension, /If you seek her as Ag, /And hunt for her as for concealed hoarded wealths ; /Then you will understand the fright of the Lord, /And find the cognition of God. For the Lord gives wisdom ; from His oral cavity come cognition and apprehension. '' It is critical for all ethical professors and instructors to seek such cognition and wisdom from God and do certain that they follow upon what wisdom they receive. Proverbs 8:12 provinces obviously and so elegantly, `` I, wisdom, dwell with prudence, /And find out cognition and discretion. '' It is such attachment to the aforesaid rules that warrants a Christian leader to be labeled a wise leader. Wise leaders use this cognition and gained wisdom in all of their determinations and utilize it as a usher in all kinds of judgements, even when sure and even when in uncertainty.

Blackaby and Blackaby ( 2011 ) province. `` Leaderships lead followings, great leaders lead leaders. '' By rigorous attachment to this, wise leaders non merely carry through one facet of their function as a true Christian leader but are besides elevated in the

eyes of their followings, or in this peculiar instance their pupils. It enables their pupils to swear them more, which places an even greater duty on instructors. But this is a duty a true Christian leader should encompass, as he can ne'er roll off way if he everlastingly seeks reverent wisdom. Wisdom, nevertheless must be of a religious and godly nature guided by Jesus ' instructions and the Word of God. Caution is given to all Christians who feel they have gained worldly wisdom in 1 Corinthians 3:18 in the undermentioned words: `` Let no one deceive himself. If anyone among you seems to be wise in this age, allow him go a sap that he may go wise. For the wisdom of this universe is foolishness with God. '' Such a value is besides strongly supported by the cognitive sphere of Bloom 's Taxonomy educational aims. Bloom ( 1994 ) provinces in his updated theoretical account for educational aims that the cognitive sphere is characterized by cognition, application, comprehension and analysis and organize the lower degree of the aims.

Knowledge of particulars, nomenclatures, categorizations and abstractions and catholicities in a field are paradigm in set uping oneself as a instructor. It is the ethical duty for a instructor to cognize his capable really good, because he is the following nexus in the concatenation for cognition to be passed on further. If the professor is non at the prime of his cognition, and goes on learning as if he is, so he is non merely making a ill service to those he teaches but besides falls below the moralss criterions that he has set for himself

but is non following. The aforesaid Bloom 's Taxonomy sphere being made clear, it is still a fact that wisdom is a reverent quality, achieved merely through a mature relationship with Christ.

A Christian leader must want to show Godly wisdom, particularly since it is specifically mentioned in the Bible in 1 Playboies 2: 4-5, `` And my address and my sermon were non with persuasive words of human wisdom, but in presentation of the Spirit and of power, that your religion should non be in the wisdom of work forces but in the power of God. '' It is the responsibility of an ethical leader to take in a mode that exhibits that the beginning of his wisdom is derived from Godhead beginning as opposed from worldly 1s. It must be clear to a Christian leader that wisdom, religious wisdom, can merely be granted entirely by God. Proverbs 21:1 lends weight to this statement by stating, `` The male monarch 's bosom is in the manus of the Lord, /Like the rivers of H2O, He turns it wherever He wishes. '' Christian leaders know from Whom they receive their direction. To cite Blackaby one time once more, `` The difference between secular visions and God-given visions is thatA God-given visions are ever impossible to accomplish apart from God. ''

Passionate Vision

Passion and the optimistic ability to be a modern visionary, yet maintaining religion and spiritual basicss as top precedence, is a sought after and required quality in an ethical leader. For illustration, associating to the Hebrews and as Maxwell ( 2002 ) indicates that the leading power for this present existed because of their vision for

the hereafter. Resolve, passion and assurance were ever cardinal characteristics of these leaders. Their passion was derived from a beginning that was stronger than anything that could be achieved in this universe, it came from their intent, their mission for God. A strong and undying purpose such as that can be the most powerful tool in going a strong and effectual leader.

Bringing those who followed them closer to god became their ultimate intent and fuelled them further. They made up their heads to follow God 's prima, and harmonizing to Maxwell ( 2002 ) , leting `` their dreams, non their memories '' to make full their Black Marias and heads. It is imperative that ethical professors and instructors adopt this form. Educational leaders must hold a vision for bettering the educational system and chances for kids and instructors under their way. Leaderships have to be able to see the bigger image and do determinations based on that. All excessively frequently their determinations may be questioned by those who can non see how assorted issues affect the whole.

Assurance must be a premier feature in a leader, that is backed by strong religion and trust in God. This will take many a leader to go confident about determinations even in the face of wickedness and uncertainty, so that he may stand pure and true. Leaderships must stand confidently, cognizing they have weighed the issues and made informed determinations in the best involvement of all. Followings, and in this instance pupils must be told the way their leader is taking them in. It becomes an ethical duty to guarantee that a leader informs his followings of his

program in the involvement of transparence and guaranteeing that his followings are non lead blindly, particularly since a good leader and a great instructor ne'er strays from the right set path. As Maxwell ( 2002 ) points out, `` vision ever drives leaders, particularly when they believe God is its beginning '' . Divine visions, he continues, are revealed, are non optional, are designed to run into demands and service others, are based on obeisance to God and, by intent, laud God ( Maxwell, 2002 ) . `` Our end as leaders is to convey glorification to God and to laud Him in everything we do '' ( Blackaby and Blackaby, 2011 ) . Ethical educational leaders besides need to internalise these facets of vision as they passionately carry out their God-given visions in their topographic point of work.

Fictional character

Educational leaders must carry on themselves with an ethical consciousness. Maxwell ( 2002 ) says they should `` make what is right even when it is hard '' . Blackaby and Blackaby ( 2011 ) province that `` '' Leaderships can non demand regard. They can merely gain it. '' A leader 's personal character must dwell of, honestness, equity and kindness, justness, unity and sexual pureness. One should be above reproach to be respected by those he leads. This is a critical feature in a instructor. A instructor is a figure that influences so many persons in the class of their lives and it is the instructor 's responsibility, both to God every bit good as to the community he serves to hold a character that can non be questioned or be doubted in any

manner. This is a immense duty, and one that a instructor should ever bear in head when taking the ethical determination to take and presume that mantle. Proverbs 11:1 highlight the importance of unity and the worth of honestness by stating, `` Dishonest graduated tables are an abomination to the Lord, /But a merely weight is His delectation '' with verse 3 go oning to province that, `` The unity of the vertical will steer them, /But the contrariness of the unfaithful will destruct them. '' Ethical instructors set up, pass on, and assist pupils in understanding disciplinary and institutional outlooks refering academic unity. Furthermore, they communicate and apply clearly stated effects for academic dishonesty that incorporate

course-specific effects every bit good as policies refering academic unity misdemeanors. Ethical instructors include a description of the effects of dishonesty as portion of the declared scaling policy in their course of study and implement them. Many instructors shy off from turn toing dishonesty in faculty members. However it is a professor or instructor 's ethical duty to turn to such Acts of the Apostless, no affair who displeasing or aversive they may be to the instructor. In my supplication contemplation diary I chose such leaders to pray for that had lost their manner and along with it their unity.


Proverbs 19:22 province that `` What is desired in a adult male is kindness '' . In the effort to adhere purely and relentlessly to the codification of moralss, a leader is at the hazard of burying that kindness is a nucleus characteristic that should be present in every leader. One can accomplish a really high degree of personal kindness

without compromising on his codification of personal moralss. A point that is farther elaborated in Proverbs 20:28 that says really flatly, `` Mercy and truth preserve the male monarch, /and by loving kindness he upholds his throne. '' This works in favour of the instructor besides. In add-on to acquiring regard for being an ethical leader, pupils are more willing to work for a leader who is sort because love is much more preferable than the fright of the nonliteral whip. Proverbs 3:27 high spot more by stating, `` Do non keep back good from those to whom it is due/When it is in the power of your manus to make so '' .

Bing Just

Treating others rightly and reasonably besides is a characteristic of ethical leading. `` To make righteousness and justice/Is more acceptable to the Lord than forfeit '' ( Proverbs 21:3 ) . A leader must do class appraisals of pupil acquisition that are nonsubjective, just, valid and related to larning aims as specifically outlined in the class syllabus Ethical instructors are ever cognizant of appraisals that do non fit the specific class aims. Ethical instructors are aware of factors that may impact equity in taging documents. They use already established best patterns to plan valid tools for appraisal. Teachers should avoid personal prejudices affect their marker of pupil undertakings such as pre-conceived impressions sing the pupil 's work.

Appropriate relationships

Faculty must be sensitive to keeping professional and nonsubjective relationships with pupils. Ethical codifications for learning every bit good as policy statements at most establishments explicitly prohibit dating pupils. Ethical instructors are besides sensitive about prosecuting in behaviours that take advantage of their power

relationship with pupils. Ethical instructors besides avoid behaviours that might be construed as favoritism or sexual torment ( e.g. , lecture remarks that could be interpreted as prejudiced toward a peculiar faith or race ; sexually implicative remarks about a female's/male 's visual aspect ; proposing males are better at mathematics than females, which is both prejudiced and hassling. Ethical instructors besides are sensitive to other state of affairss that may connote an improper student-teacher relationship or the perceptual experience of a possible prejudice because of the interaction.

Sexual immorality and the iniquitous abysm that lurks underneath it have been addressed in Proverbs 5:3 `` For the lips of an immoral adult female trickle honey, and her oral cavity is smoother than oil '' , warning Christians against the enticement that immorality in this context has. Another topographic point where such lessons have been flatly stated are, `` Do non crave after her beauty in your bosom, /Nor let her temptingness you with her eyelids./For by agencies of a prostitute, /A adult male is reduced to a crust of staff of life ; /And an extramarital will feed upon his cherished life./Can a adult male take fire to his bosom, /And his apparels non be burned? /Can one walk on hot coals, /And his pess non be seared? /So is he who goes in to his neighbour 's married woman ; /Whoever touches her shall non be guiltless. '' ( Proverbs 6:25-29: )

Sexual familiarity for Christian leaders should be based on scriptural instructions. There is mere logic in these instructions. If a leader develops a repute for immorality so how can he or she be respected

or trusted within the society. Teachers play an even more of import function in this class as the temptingness of power and the possible to mistreat it by sexually working comparatively vulnerable pupils becomes huge. It is at that place a cardinal ethical characteristic to hold to be aware of one 's character and non roll from this way, whether it is a willing pupil or non and should ever be in conformity to Christian instructions and specified guidelines.

Fictional character in fiscal affairs

Educational leaders are more frequently than non called upon to pull off the money of the public or of an organisation, for illustration a professor is called upon to pull off a society fund and be financial officer. An ethical leader should recognize that the ground this duty was assigned to him was because of the place he holds as a leader and a instructor and it was out of regard that he was given this place. He must be aware ethically on two foreparts. The first is non to bewray those that have appointed him to that place and the 2nd is that he must be a true Christian leader and be ethically strong in the managing of the fundss. A batch of enticements draw upon a leader in that place, but T is the grade of a true ethical Christian leader to queer aside such enticements by strong religion in God. Maxwell ( 2002 ) emphasizes this fact by saying that `` the individual most of import quality of leading is character '' . A instructor, and a Christian leader, should ever be cognizant of the possible deductions that their actions

may hold on their followings and that there are cabals that seek to destruct the unity of a true Christian leader, but he must stand fast in the face of such inauspicious fortunes. I quote from my supplication contemplation diary `` The police officer I prayed for no longer accepts bribes from corrupt vehicle operators. In fact, he advises the operators against giving payoff. The church leader now motivates people to take part in community development, and avoids inquiring for infinite parts ''


Ethical leaders are most effectual if they communicate good. This encompasses a broader dimension that encompasses moralss as good. This besides puts into drama another one of Bloom 's Taxonomy domains, the one called Affective. This relates to the instructors ability to pass on efficaciously with his pupil in order to place and pick up on the cardinal elements from the pupil 's position. These cardinal elements have been specifically named as Receiving, Responding, Valuing, Organizing and Characterizing. It is merely a true communicative instructor who listen and closely pays attending to his pupils who can use this 2nd sphere of Bloom 's Taxonomy since it requires a perceptive nature on the portion of the instructor. Once once more, it is the instructor 's ethical duty to be perceptive and train themselves to be so if they are non innately equipped with such a characteristic. Ethical leaders listen to all sides, leaving encouraging and motivation words to people.

Leaderships know when to talk and exactly what to state when they do. When a leader has to rectify another Christian, his lingua is guided by the true words of the Bible in the Proverbs 15:1

that province, `` A soft reply turns off wrath, /But a rough word stirs up choler '' Proverbs 5:2 and 5:4 farther province, `` The lingua of the wise uses knowledge justly '' and `` A wholesome lingua is a tree of life. '' Proverbs 16: 6 provide grounds that even those who oppose a leader shall turn towards him when he uses the undermentioned rules, `` When a adult male 's ways please the Lord, /He makes even his enemies to be at peace with him. '' An wholly excessively common trait is to do a determination before hearing all sides. Therefore, a instructor must be cognizant of the fact that he must garner all the grounds and hear all sides of the narrative before go throughing judgement. This is peculiarly of import in the schoolroom since the pupils are at a really waxy clip in their lives and any incorrect penalties might change their thought forever or have lay waste toing effects on their academic callings, a fat they likely did non merit and could hold been avoided if all sides of the narrative had been analyzed. Proverbs 18:17 offer wisdom in this respect, `` The first one to plead his cause seems right, /Until his neighbour comes and examines him '' .


Ethical leaders are retainers. They seek ways to run into the demands of their followings and to build leading accomplishments within those followings. In Matthew chapter 20 we see the adherents we holding a treatment on who was the greatest amongst them. Jesus enters the conversation in poetries 26 and 27 and says, `` aˆ¦Whoever wants to be a leader among

you must be your retainer, and whoever wants to be foremost among you must go your slave '' . In this short statement Jesus turned their positions of leading and illustriousness wholly upside down. The Gentile swayers of the twenty-four hours lorded their power and authorization over the people and treated them harshly. Jesus told His followings they need to populate different and that illustriousness comes non from being served, but by being a retainer to others.

The intent of such a rule of moralss is to cognize how it is to be in the other 's places. This can be applied to the educational leaders in the fact that instructors must cognize what it is to be like a pupil before going a instructor. They must cognize the troubles a pupil faces and the quandary that they encounter. This affords a instructor the penetration to construction the class consequently and understand the state of affairs a peculiar determination might set his pupils in. Such penetration would besides let an ethical leader to avoid ethical riddles and model his schoolroom better to the vision of God and the ethical rules of his ain ethical codification that are based on Jesus ' and other illustrations from the Word of God. InA 1 Peter 4:10A the Bible says that `` Each 1 should utilize whatever gift he has received to function others, dependably administrating God 's grace in its assorted signifiers ''. At the bosom of this poetry is being called to function and we are to utilize what God has given us for the benefit of others.

Work Ethic and Commitment

Blackaby and Blackaby ( 2011 ) province, ``

When religious leaders have done their occupations, the people around them have encountered God and obeyed His will ''. An effectual leader has a strong work ethic and Proverbs 10:4 obviously say, `` He who has a slack manus becomes hapless, /But the manus of the diligent makes rich '' and all the manner to Proverbs 12:24, `` the manus of the diligent will govern, /But the lazy adult male will be put to forced labour, '' points out that a adult male will harvest the fruits of his labour. Bing an educational leader is non easy and one that can be labour intensive but decidedly takes a toll on the mental modules. The Proverbs 20:13 acknowledge the difficult on the job nature in the undermentioned words, `` Do non love slumber, lest you come to poorness ; /Open your eyes, and you will be satisfied with staff of life. ''

Leaders work hard to accomplish their organisation 's intent, and finally, God 's intent. In the terminal, Christian leaders will be rewarded for their difficult work and dedication to carry throughing God 's intent in their lives and in their work, for Proverbs 22:29 promises, `` Do you see a adult male who excels in his work? /He will stand before male monarchs ; /He will non stand before unknown work forces. '' This is a quality that will be emulated by a instructor 's pupils when they see how difficult he is working and would ask them to work every bit, if non harder if they want to presume a function of an ethical leader one twenty-four hours.

Therefore one can see that instructors and

professors influence a big figure of persons. Their very actions have an tremendous impact on the really fabric of society. If their actions are non guided by some codification of moralss or morality so they would be lead astray, and of greater concern those who follow them would be lead astray and follow similar waies. Therefore with the Word of God and the actions and instructions of Jesus steadfastly in sight and set uping all the rules of moralss cited supra, a leader may yet go a true ethical Christian leader tantrum to take the multitudes to a better society under God.

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