Toward a More Ethical America

Most people know the right thing to do. The challenge is getting them to do it.

In just one week in my private practice, clients, in the confidentiality of my office, said the following:

• "I'm going to stay on unemployment until the extensions run out. Then I'll look for a job. Meanwhile, I'm working under-the-table."
• "Lawyers often double-bill."
• "I want to milk the education thing as long as I can so I don't have to grow up." (Professional students waste class slots that could have gone to people who would use that slot to be productive, to better society.)
• "I flirt to get what I want and then claim I feel violated when they flirt back." (Beware.)
• A physician admitted to me that some doctors do procedures, including surgeries, that could have more wisely been treated medically. Why? Simply to make more money.

All that on top of the corporate excesses, priests screwing parishioners (including children,) people lying on the resumes and income taxes, using synthetic urine to pass drug tests, hiring people to write their theses, etc., etc., etc.

Of course, getting people to more often do the right thing would bring enormous benefits to society: from more honestly on tax returns to more circumspect decision making to more honorable relationships, business and personal. If we were all more ethical, we'd have to spend less time, money, and resources policing: for example, the mountain of regulations that business must comply with, which nonetheless often don't foil those who wish to be unethical.

The question is, "How do we get more people to choose integrity over expediency?" Nearly every school, including business schools, teach ethics yet too often when it's expedient, people cut corners, sometimes big corners--Enron comes to mind. But lack of integrity is pervasive: from test cheating to resume cheating, from tax cheating to customer cheating--so often do salespeople withhold negative information about a product. And of course, the financial crisis started with people who couldn't afford to buy a home being told they could get a "stated-income" mortgage. So they signed up figuring that if their home declined in value they could simply walk away, leaving the bank to pay for their loss. Then sleazy bankers and insurance companies packaged the mortgages in a way that would hide the bad loans and otherwise unfairly reduce their risk. And the lack of integrity spiraled from there.

There will never be a perfectly integrity-first society but I believe the following will take us closer: We must all come to believe that integrity must trump expediency. Not for fear of punishment because there are too many times that lack of integrity won't get punished. We must believe that integrity trumps expediency because it is cosmically right: that our worth as a human being is centrally dependent on being a person of integrity.

How do we get people to believe that, indeed believe it so strongly that they'll much more often choose integrity over expediency?

To effect such a fundamental change in people's values, I believe requires efforts than begin pre-school and continue well into adulthood:

• Parenting education (as part of Lamaze and other pre-birth parenting education--e.g.,. in the post-birth hospital room), should stress the primacy of teaching your child that ethics must trump expediency. Parents need, through their actions more than their words, to make clear the primacy of integrity. For example, every time a parent takes their 12-year-old to a restaurant where kids under 12 eat free and the parent says, "My child is 12" and pays, the child gets the message that integrity indeed does trump expediency.
• Pre-K-through-graduate school, every year or two, students should create (for example, as a term paper) a model ethics training program for slightly younger students. Such an approach immerses the students in the process, unlike in a lecture should generate minimum defensiveness, and provides an ongoing source of improved ethics courses. There need be only three rules for that course development:

Its goal must be to change the fabric of a student's thinking process so s/he will almost reflexively choose ethics over expediency.

It must be critical-incident based, e.g., for elementary school students: bullying, for high school students: cheating, for business-school students: withholding negative information to sell a product.

It must put students in the shoes of the victim of ethical malfeasance. For example, when, to make more money, a surgeon recommends surgery when drug treatment would do, imagine how the patient feels on hearing he "needs" surgery, how his family feels, how he feels when he's checking into the hospital, wheeled into surgery, and when he suffers post-operatively.

To extend the ethics curriculum beyond the school years, producers of public-service announcements, TV dramas and sitcoms, movies and video games should be encouraged to create story lines that present thorny ethical dilemmas: for example, where expediency would yield great benefit and the ethical violation to derive that benefit is not great.

I would be dishonest to say that I have always chosen integrity over expediency but my batting average is pretty good. And if, from childhood, that concept had been drummed into me as powerfully as the message that that working hard is important, perhaps I would even more often make the cosmically ethical choice.

A Plan for Improving Our Ethics

Per the previous post, I am deeply concerned that poor ethics is devastating society. That post briefly described a possible solution. I flesh that out here.

To effect such a fundamental change in people's values I believe requires a program that starts nearly at birth and continues well into adulthood:

-- Parenting education (as part of LaMaze and other pre-birth parenting education--e.g,. in the post-birth hospital room), including stressing the primacy of teaching your child that ethics must trump expediency.

-- Pre-K-through-graduate school. Every year or two, students create (for example, as a term paper) a model ethics training program for slightly younger students. Such an approach immerses the students in the process, unlike in a lecture should generate minimum defensiveness, and provides an ongoing source of improved ethics courses.

There would be only three rules for that course development:
-- Its goal must be to change the fabric of a student's thinking process so s/he will almost reflexively choose ethics over expediency.
-- It must be critical-incident based, e.g., for elementary school students: bullying, for high school students: cheating, for business-school students: withholding negative information to sell a product.

-- It must put students in the shoes of the victim of ethical malfeasance. For example, when, to make more money, a surgeon recommends surgery when drug treatment would do, imagine how the patient feels on hearing he "needs," how his family feels, how he feels when he's checking into the hospital, wheeled into surgery, etc.

Optional component: A contest for the best ethics courses. Every year, there would be winners--a la the National Science Fair or Spelling Bee.

-- To extend the ethics "curriculum" beyond the school years, producers of public-service announcement, TV dramas and sitcoms, movies and video games would be encouraged to create story lines that present thorny ethical dilemmas: for example, where expediency would yield great benefit and the ethical violation to derive that benefit is not great.

Ethics Education: The most important topic that's so rarely taught

Today I received yet more reminders of how ethically deficient we are. On top of the Charlie Rangel outrage, in my own private practice just today, clients made the following statements:

"Lawyers often double-bill."

"I want to milk the education thing as long as I can so I don't have to grow up." Professional students waste class slots that could have gone to people who would use that slot to be productive, to better society.

"I flirt to get what I want and then I claim I feel violated when they flirt back." Beware.

As I've written before, physician clients admit to me that they do procedures, including surgeries, that could have more wisely been treated medically. Why? Simply to make more money.

All that ethical filth is on top of the corporate excesses, priests screwing parishioners (including children,) people lying on the resumes and income taxes, using synthetic urine to pass drug tests, and as I wrote about yesterday, hiring people to write their theses, etc., etc., etc.

A society in which integrity is lacking will be so much less than it otherwise could be.

What could help? Ethics courses have, of course, been taught for decades, especially in law and business schools, alas with only modest effectiveness. Nevertheless, my best proposal is, as I wrote yesterday, that a critical-incident-based ethics curriculum in which we feel the effects of unethical behavior on the victim, be suffused through K-16 education, including emphasizing the primacy of parents BEING ethical--No matter how much a parent urges their child to be ethical, if the parent behaves unethically, the kid will realize that the words are empty.

The message of ethics over expediency need be so woven into the fabric of all our citizens that people will reflexively, with little temptation, make the ethical choice, even if it leads to poverty.

Fortunately, ethical people are probably no more likely to end up impoverished by their integrity. They may even be rewarded for it.