Honor Code in Çakır's Classes


I value education and believe in being able to trust individuals. Unfortunately, individuals do not always do what is in the best interest of their community they live in and not even what is in their own long-term best interest. Instead, they do what appears to be in their best interest at a given moment (instantaneous best interest). Often such actions are due to an emotional decision making process. In order to teach students a better decision making process, I decided to institute an honor code in my classes. (Mr. Van den Arend joined our discussions in the spring of 2013 and decided to institute a similar code in his Latin classes.) The code will need to be ratified by each class each year. How it is run, what is expected, what consequences there would be, and how the consequences will be determined and implemented will be decided at the beginning of each school year and will be revised during the year to optimize the learning environment where, hopefully, the individuals can trust each other implicitly and explicitly in an environment most conducive to their learning and social well-being.


Part I Haverford College Honor Code as a guide for our own

In a classroom and school setting, an honor code generally deals with academics. However, it is equally important to have a social component in the code. For that purpose, I would like all of my students to read Haverford College's Honor Code (what I consider to be the best honor code available to my knowledge, I will be happy to find out about better ones if you come across them) and write an essay about it. The essay should be about one page, and it maybe in an outline form. Haverford College's Honor Code (HCHC) will guide us in establishing our own honor code. The essay should be critical and state, in your opinion, what is good or not good about Haverford College's Honor Code (HCHC) and why and how you would revise it to make sure that it works well in our classes. Whenever in doubt, we will refer to HCHC.


Part II Should-I-Cheat Reflection (work in progress)

It is hard to prevent individuals from cheating. One can minimize the probability of cheating, but it is virtually impossible to eliminate it completely. Sometime, we punish the inidividual after the deed is done. As a person who believes in education, I would like to take a more educationally sound, in my opinion, approach to it by walking you through a thought process for you to come to your own conclusion. This is the purpose of Should-I-Cheat Quiz.

Please answer the questions below for yourself.

  1. Should I cheat?
  2. Why should I cheat?
  3. Should I cheat in this class, in this case?
  4. Should I cheat in this teacher's class?
  5. What are the benefits of cheating in this case?
  6. What are the consequences of cheating in this case?
  7. Do the benefits of cheating outweigh the consequences in this case?
  8. If I do cheat in this class, in this case, how will it affect my relationship with my peers in this class and with this teacher?
  9. How will I feel after the cheating?
  10. Is it worth it?
  11. If I know it is worth it, not just believe it to be so, who do I want to become? After all cheating is not a one time occurence but potentially a life-long practice.