The Ethics of Cheat Tolerance in Academic Environments

In academic settings, issues of cheating often arise when teachers are either unaware or complicit in the actions of students. This essay delves into the ethical dilemmas surrounding such scenarios and the ramifications of cheating on both the individual and systemic levels.

Ignoring Unawareness or Complicity

When students cheat during an exam, and teachers do not intervene or seem unaware, the situation can become highly complex. One approach is to choose silence. However, this choice can lead to severe consequences for both the individual student and the teacher reporting the incident. If the test-taker is made aware, they may become an enemy, and without concrete proof, the accusation alone is insufficient for punishment.

Nature of Cheating and Its Consequences

Cheating is not merely a one-time act; it often becomes a habitual behavior. By cheating on a test, students may feel they are gaining an unfair advantage over their peers. However, this short-term gain can have detrimental long-term effects. Cheaters tend to thrive on manipulation and deceit, which eventually lead to their detection. In essence, cheating may provide temporary results but ultimately backfire against the cheater. As they continue to cheat, others will eventually catch on, and the natural consequences of cheating will follow suit. The saying "we reap what we sow" underscores this principle, as dishonesty tends to breed more dishonesty over time.

The Introduction of Cell Phone Cheating

The advent of cell phones brought about a new dimension to academic dishonesty. Initially, the use of cell phones as a tool for cheating might have been unforeseen. However, it soon became a well-known practice. An example of this is when a mother called a teacher to inform her about students using phones during exams. The teacher took immediate action, instituting a policy of no phones during tests.

The Role of Teachers in Cheating Scenarios

There are instances where teachers themselves are involved in the practice of allowing cheating. During a high school exam, this phenomenon was witnessed, with some students caught cheating in the presence of two invigilators. The frustration and anger stemmed from the knowledge that these teachers were aware of the cheating but chose to ignore it. Additionally, instead of addressing the issue, the teacher turned a blind eye, allowing the act of cheating to continue.

Escalation and Confrontation

Upon reporting these instances to the principal, it was hoped that the problem would be addressed. However, the response was not as expected. A group of students who were involved in cheating approached the author of this essay, offering the opportunity to join in and cheating together. They even provided pieces of paper for the exchange. This audacity and the willingness to involve a new participant in their fraudulent activities were deeply shocking.

The situation further deteriorated when the teacher, instead of addressing the cheating, actually grinned at the author, suggesting that everyone was part of the scheme. The author’s feelings of fraudulence and powerlessness were overwhelming. From this incident, it became apparent that some teachers knowingly allowed cheating to occur and were complicit in the practice.

These scenarios illustrate the complex moral and ethical issues surrounding cheating in academic environments. Whether it is due to unawareness, complacency, or collusion, the consequences of cheating can be severe and long-lasting, both for individuals and for the institution as a whole.

Keywords: academic integrity, teacher complicity, student cheating