Schooling as an Ethical Endeavor: Supporting Change

A better future depends on the quality of education that teachers provide to their students. Over the past decades, there have been several debates regarding the methods used in schooling pupils. Several studies have also been conducted with renowned authors regarding the matter, although no agreement has been made on improving the quality of education. Despite the numerous discussions that have been made, Senge and colleagues’ approach to learning methods has offered me a great insight into impacting students positively and making them better citizens in the future.

Do I work to alter the learning condition of my school?

I am working to alter the learning conditions of my school. As a teacher, I always question if what I am teaching the students will enable them to become better people in the future. I question if the method I am using to impart to the student will impact them both morally and academically. Senge, Cambron-McCabe, Lucas, Smith, and Dutton (2012) assert that teachers who strive to improve their learning institutions’ conditions are always critiquing the methods of attending to pupils. In other words, they are trying to find a way to provide quality education without looking at the existing institution’s culture. Some learning institutions might have certain norms that might affect the moral upbringing of a child.

Do I inquire about the “ends” of schooling or just the “means”?

I always inquire about the “ends” of schooling and not just the “means.” According to Senge et al. (2012), the means are the ways we teach our students, while the ends are the final personalities we get from our students when they are adults. Often, I tend to think good citizens are products of good schooling. When teachers are involved and caring for their students during their developmental stage, they will grasp and imitate their teachers when they are grownups. Senge et al. (2012) demonstrate that teachers should not be bothered so much with what they are currently teaching their students. But instead, they should be concerned with what their students will become when they are adults. Therefore, I frequently question if the methods I am using to teach can modify the students morally to become moral people in the future.

Do I engage in continuous inquiry?

I often engage in the continuous inquiry because every season has a new challenge that is unique in itself. The world is evolving, and so are students changing from the traditional setup. Therefore, I ensure that I question the effectiveness of the learning resources and the methods used to teach them. The materials used to teach pupils should be unique to each category of students depending on the need assessment. I frequently query if the users’ materials can make them responsible people in the future regarding life and not just in the field of academics. I often engage in the inquiry because it is the only way to identify the shortfalls of students’ learning processes. Through questioning, you get to know what is suitable for learning and what can improve your moral levels. Although society seldomly questions why schools only teach the institutions’ structures and processes, the goal of teaching does not befit every student (Senge et al., 2012). I, therefore, inquire not only with the institution’s management but also with the students themselves.

To what extent am I empowered to participate authentically in pedagogical matters of fundamental importance, such as what schools are for and how teaching and learning can be aligned with the school’s vision?

I am well empowered to participate authentically in pedagogical matters of fundamental importance as far as educational stuff is concerned. I believe that students can find ways of solving their problems without seeking the assistance of other people. Educators should only be there to offer guidance but not to instill knowledge. Pedagogy supersedes the mechanics of teaching (Senge et al., 2012). Therefore, I am equipped to encourage and support through class discussions and nourishment to the students. Briefly, I conduct interactive and entertaining sessions in the class, and this enables the students to gain some moral lessons that can make them become better people in the future. I also offer a combined teaching principle that goes beyond the specific subject instructions presented by the curricular developers. My academic knowledge and life instincts enable me to ensure that the students get the best from me.

To what extent does the organizational culture support me as an inquirer into what I do and how I might do it better?

The organizational culture supports me in that it allows every inquirer to present their findings to the institution. Besides, it does not restrict people on how to inquire. Instead, it offers time and opportunity for every person to make suggestions on making the institution better by conducting investigations. I can make the inquiry better by engaging the students more frequently. Students understand their system well and are directly impacted by methods of learning. Therefore, engaging students will improve the inquiry process since I will be able to identify the areas that need adjustments and new fields that need to be introduced to improve the quality of education. I will also enhance inquiry by engaging educators in the organization. Teachers are the custodians of all learning materials in their institutions. Therefore, inquiring about how they administer learning will provide an insight that can be advantageous to making education better and more useful for the learners.

To what extent do I engage competently in discourse and action to improve the conditions, activities, and outcomes of schooling?

I engage competently in discussions and actions that improve the conditions, activities, and outcomes of schooling. Each day is a learning lesson for me as I engage the students daily. I interact with pupils in both school and other social places such as parks and churches. Although interactions that occur outside of the institute may not be academic-oriented, they help me understand how colleges shape students’ personalities, both at home and in the school setup. I also attend seminars organized by curricula developers and other educators. From the meetings, I understand other people’s perspectives of learning, and I also get an opportunity to present my views regarding changes that should be undertaken to make education better.

To what extent do I care about myself and others in the same way I care (or ought to care) about students?

I care about myself so much to the extent that I take some time off and refresh both my mind and body. I often want the best for myself, which is usually attainable if I am handled with the best people. For instance, during sickness, I only want the best doctors to treat me. Similarly, I care about my students, and I usually advocate for the best educators to teach them. I often want a better future both for myself and the people with whom I am associated.

In conclusion, quality education can be enhanced by incorporating students into the decision-making platform. The learning methods directly impact learners; therefore, engaging them can help educators know areas that require adjustments and those that need to be abandoned. Besides, each student is unique, and thus they should be engaged differently. We can teach our students to become morally upright citizens if the right mechanics are used to deliver the knowledge we instill in them. Education should not only be based on academic excellence but also focus on raising responsible children.


Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B. & Dutton, J. (2012). Schools that learn: (Updated and revised) A fifth discipline field book for educators, parents, and everyone who cares about education. Currency.

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