Sunday 30 October 2016

Global Integrity 20

Philanthropic Support for Integrity
Moral Wholeness for a Whole World

philanthropy: the love of humanity

Integrity is moral wholeness—living consistently in moral wholeness. Its opposite is corruption, the distortion, perversion, and deterioration of moral goodness, resulting in the exploitation of people. Global integrity is moral wholeness at all levels in our world—from the individual to the institutional to the international. Global integrity is requisite for “building the future we want—being the people we need.” It is not easy, it is not always black and white, and it can be risky. These entries explore the many facets of integrity with a view towards the global efforts to promote sustainable development and wellbeing.

John Templeton Foundation
In this entry we feature the Templeton Foundation. If you look into the types of research and initiatives that the Foundation is funding, you will find a grouping (among many) that relates directly to integrity. See examples in the list of projects below--preceded by information on the Foundation’s mission, core funding areas, and a short video on character virtue development.

The Templeton Foundation seeks to do philanthropic work with integrity and among other areas, to support the study and development of integrity through its philanthropy.

“The John Templeton Foundation serves as a philanthropic catalyst for discoveries relating to the Big Questions of human purpose and ultimate reality. We support research on subjects ranging from complexity, evolution, and infinity to creativity, forgiveness, love, and free will. We encourage civil, informed dialogue among scientists, philosophers, and theologians and between such experts and the public at large, for the purposes of definitional clarity and new insights.”

Core Funding Areas
In the charter establishing his Foundation, the late Sir John Templeton set out his philanthropic intentions under several broad headings. These Core Funding Areas continue to guide our grant making as we work to find world-class researchers and project leaders to share in our pursuit of Sir John’s dynamic, contrarian, forward-looking vision. A number of topics—including creativity, freedom, gratitude, love, and purpose—can be found under more than one Core Funding Area. The Foundation welcomes proposals that bring together these overlapping elements, especially by combining the tools and approaches of different disciplines.”

Science and the Big Questions is the largest of our Core Funding Areas. We support a broad range of programs focused on the universal truths of character development and on the roots of good character in human nature, whether understood from a scientific, philosophical, or religious point of view….”

Video on Funding Character Virtue Development (3.5 minutes)

Seven Funding Examples Related to Integrity (via the site’s search engine):
The Emory Integrity Project: Integrating and Assessing an Integrity Initiative in University Education and Student LifeThe Emory Integrity Project (EIP) is an ambitious plan to transform university culture by establishing integrity as a constant narrative theme in the undergraduate experience. Integrity is a complex idea, but for our purposes reflects 1) a capacity for critical reflection and analysis of the values and ethical considerations in a given moral situation; 2) a practical skill set to determine and implement moral courses of action; and 3) the fortitude to withstand moral scrutiny and pressures to conform. Teaching integrity is a pedagogical challenge in the university setting. The EIP will draw from the literature and expertise on integrity formation in college-aged students, and employ Emory’s history of integrity-based programs, to design and implement campus-wide initiatives and programs to reimagine and refocus Emory’s undergraduate experience. Using curricular and co-curricular strategies, the EIP employs three primary virtues (and many associated virtues) to examine integrity: 1) humility (an affectational posture towards oneself and others characterized by other-regard and a recognition of one’s own imperfections and limitations of knowledge and affect); 2) honor (an affectively and cognitively based capacity to select and apply moral values to moral actions); and 3) helpfulness (an interest in and willingness to assist others in fostering their goals, interests, and aims).”

A Planning Grant for the Achieving with Integrity Project: Early Stage Stage Development of Core Components “The proposed one-year planning grant is to support the early stage development of the Achieving with Integrity (AwI) project, which aims to apply the principles of “reconstructive” character education (Menezes & Campos, 2000) to promote students’ moral awareness, judgment, commitment and action related to academic integrity…”

Leading from Your Spark: A Life of Virtue and Integrity “This project will support the gathering of approximately 30 young people (ages 15-17, equivalent grades of 9-11) from different parts of the world (including potentially, England, China, Russia and the Bahamas) and the United States at Sewanee: The University of the South for a youth leadership summit from June 20, 2012 to June 24, 2012 in association with the Foundation’s anniversary events in Tennessee. The goals of the youth summit are to stimulate and equip participants to identify and tap their own “spark” to make a difference regarding an issue or concern about which they are passionate, introduce participants to 21st Century collaborative leadership strategies and skills, engage participants in a practical project that stimulates growth and learning while also preparing them for leadership in their own schools and communities, and create a supportive learning community among diverse participants that can be sustained beyond the event via social media.”

Increasing Scientific Openness and IntegrityAn academic scientist’s professional success depends on publishing. Publishing norms emphasize novel, positive, tidy results. As such, disciplinary incentives encourage design, analysis, and reporting decisions that maximize publishability even at the expense of accuracy. This challenges scientists' character because professional success is enhanced by pursuing suboptimal scientific practices. As such, disciplinary norms guide researchers toward practices that are contrary to personal and scientific values. The end result is inflation of error in published science, and interference with knowledge accumulation. Scientific integrity can be improved with strategies that make the fundamental but abstract accuracy motive—getting it right—competitive with the more tangible and concrete incentive—getting it published.”

Exploring the Role of Virtues in Determining Organizational Culture: A Planning ProposalOrganizational culture has been well researched. But the ethical culture of organizations—what we call the “culture of integrity”—remains relatively unexamined. This project is important because the time is right, the Institute’s cumulative work to date will inform our findings, and we strongly believe that integrity underpins organizational culture. This revised application is for a one-year planning grant to begin to determine the role of virtues within organizations. Specifically, are there core virtues critical to the ethical operation of an organization? Can these be identified, studied, and re-combined to create a model for a culture of integrity? To answer these questions, we propose to update our review of the literature, identify best-practice examples of ethical organizations, profile select organizations, and synthesize our findings. Based on this work, we hope to develop a hypothesis on the role of virtues in determining organizational culture and a proposal for researching that hypothesis. We expect to find that virtues are important in creating positive cultures, to identify those virtues most critical to that end, and to gather evidence for proposing a cultures-of-integrity model.”

Honesty - Building a Virtuous CycleFrom plagiarism, to infidelity, to financial fraud, dishonesty seems to be a universal part of the world we live in. This not only affects our sense of security and comfort, but also discourages innovation and growth at the personal, professional, and societal level. We have spent the last few years exploring this topic through the (Dis)Honesty Project and a number of different initiatives: the documentary feature film “(Dis)Honesty – The Truth About Lies,” a traveling installation called the Truth Box, and the project’s digital properties including its own website. We aim to broaden the project’s impact by extending its educational work and creating targeted wraparound programming that engages individuals around the topics of honesty, integrity, and trust in the contexts of their lives. The programs encourage character development through dialogue, demonstrations, and periodic reminders. With the support the John Templeton Foundation, we will a) provide licenses for our film and its complementary curriculum to schools and universities who otherwise could not afford them; b) produce talkback discussions around the film for professional associations that initiate meaningful exploration of dishonesty and ethical culture within particular industries; and c) create and test a new approach to ethics training in organizational settings that facilitates discussions around dishonesty and provides periodic, consistent reminders to strengthen an ethical culture. Through these programs, we can help individuals develop, value, and maintain an honest, virtuous character and establish mechanisms and precedents that support this endeavor, ultimately creating a virtuous cycle that advances honesty, integrity and trust in the communities in which we live and work.”

Planning Grant: A New, Holistic Paradigm for Undergraduate STEM Education: Inspiring Big Questions by Cultivating Virtuous ScientistsAs universities have become more professionalized, a need has emerged to establish mechanisms to restore open inquiry in science education. There is also a need to provide an experience that exceeds the perceived limits of human thought while fostering the boundless creativity and dynamism made possible by human imagination and intellect. Through this planning grant, we will develop a three-year implementation project to establish a new STEM educational experience that will cultivate a habit of open-minded inquiry, develop those virtues needed for substantive intellectual progress, and equip students with the tools needed to actively create rather than passively absorb knowledge.”

Two Previous Funding Examples
Positive Psychology Center, University of Pennsylvania
--“Description: These grants helped to establish the Positive Psychology Center. Positive Psychology is the study of the strengths and virtues that enable individuals and communities to thrive. The Center promotes research, training, and education. The field of Positive Psychology is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play.
--Grant Amount: $2,199,500   Start Date: January 2001  End Date: August 2007”

Center for Christian Thought, Biola University
--“Description: Though there are a multitude of Christian scholars in different fields working on the Big Questions – those questions of perennial human concern about how we should live, what is real, what is beautiful, what is good – there are few resources in the Christian academic world for enabling interdisciplinary, collaborative work on these questions, and fewer yet for translating such scholarship into formats accessible to a broader, non-academic audience. Biola University's Center for Christian Thought (CCT) will capitalize on this opportunity with the following main activities: Residential Fellowships and visiting-scholar appointments to facilitate sustained, interdisciplinary, collaborative research; Three RFPs, each focused on a timely Big Question; Dedicated staff and web resources for the translation of this scholarship to broad non-academic audiences; Yearly interdisciplinary conferences; Pastor-in-residence program and regular pastors; luncheons; Annual course-development competition; Public lectures and accessible resources translating scholarly work on the Big Questions to broad, non-academic audiences; Well-designed and well-networked website that will feature the work of the Center Expected outputs and outcomes include: 12 book manuscripts, 36 journal articles, 3 edited volumes, 3 special-theme journal issues, 135 conference-paper submissions, 12 podcasts, 30 brief video interviews, 6 new courses developed, 12 multi-view papers, 6 sermon series; 65 emerging and established scholars networked, 3 conferences, 600 pastor-attendees at 3 pastors' luncheons, 6 senior-scholar public lectures with 600 attendees. Plausible enduring impacts include: Increased emphasis on interdisciplinary approaches to the Big Questions among Christian scholars; Decreased anti-intellectualism in evangelical Christian culture; Significant progress in knowledge concerning our three focal themes.
--Grant Amount: $3,029,221   Start Date: July 2012   End Date: June 2015”

No comments: