Ethical Thinking

What is Ethical Thinking?

At the heart of ethical thinking is the ability to consider the dynamics of people, actions and consequences in a balanced way. Developing ethical thinking is a complex process that takes time not just over the course of the reflective project but over a lifetime as a lifelong learners. This is an area that students can find hardest. See below for advice on teaching ethics and exploration and interpretation of the criteria and the guide. There are also lesson plans, teaching resources, quick ideas to expand, checklists and top tips.

Understanding ethical thinking and the reflective project

Ethical thinking is explicitly referred to in Criterion B but the entire reflective project is centred on the exploration of an ethical dilemma. The reflective project process is an exercise in exploring the student's own ethical compass as they consider the strengths and weaknesses of different perspectives before coming to their own ethical conclusion. Starting with defining the ethical dimension and exploring ethical frameworks, students can get into the mindset of ethical thinking to shape the reflective project. But how to begin? Firstly, start with a definition of ethics; then compare it to a definition of morals to see how they differentiate from each other.

Ethics
Ethics centres around the behaviour/s of the individual in society. They can be seen as moral principles within a society or culture that direct, guide or suggest behaviours, actions and choices in the individual. In this context, morality can be seen as an individual's own individual set

In regards to the reflective project, ethics are not just about what is right and wrong but about the many examples of rules of conduct or behaviour. Overall, ethics here ties in with the notion of international-mindedness that is so important to IB education; the idea that people can think, feel and act in ways that can be deemed acceptable or unacceptable to others with no clear cut answer as to who is right or wrong. Furthermore, context plays a huge role; the where, when, how and why has an impact on the ethical decisions taken by the individual in that situation.

Morals

Establishing the difference between Ethics and Morals can be tricky as they are terms that are often used interchangeably. Making the distinction can help students anticipate some of the outcomes of exploring their own ethical dilemma; there will be differences of perspective and behaviour that they may agree or disagree with.

This video puts the significance of ethics and ethics education in everyday life into context. One of the reasons the students are embarking on this process is because it parallels the ethical frameworks, choices and thinking that happen in the workplace.


 

For reference: The Reflective Project Guide, Appendix 1, p49

Check your understanding

Think about how ethical thinking is implicitly and explicitly referenced in the reflective project process. Use the summary of criteria below before using the guidance that follows.

Criterion A: Focus and Method
Decide on an ethical dilemma arising from the career-related context
Use appropriate research methods and collect information from a variety of sources judicioulsy
Show an understanding of bias and validity

Criterion B: Knowledge and understanding in context
Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma

Criterion C: Critical thinking
Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material
Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence

Criterion D: Communication
Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts

Criterion E: Engagement and reflections on planning and progress
Reflect on the research process in order to refine it.
Show reactions to new understandings gained in the exploration of the ethical dilemma.
Critique decisions made throughout the research process and working practices

Ethical thinking is explicitly referenced in Criterion B which showcases a student's ability to  contextualise and ethical issue. If ethics are the standards of behaviour that govern an individual's character, actions and consequences of actions, then here the student will be able to explore how people behave in different contexts. By exploring the ethical dilemma from multiple perpectives, the student avoids the pitfall of presenting a two sided argument. Also, differences in perception of a dilemma is not the same as someone being right or wrong; it is more complex. The cultural context chosen here to explore will make a big difference; stick too close to home or the familiar, then the student might not find the complexity and depth that they are searching for. Going into unfamiliar territory has great potential for a reflective project but students can be intimidated by perceived extra research and feel daunted at interpreting information.

However, ethical thinking is implicit in the other criteria in the form of clarity or transparency whether this be in research methods, understanding bias, structure of argument, presentation and reflection. A student can only demonstrate knowledge and understanding of the ethical dilemma (criterion B) if they successfully select, research and retrieve information ethically in criterion A. How well a student can demonstrate their ability to handle the parameters of a research question and ethical dilemma, comes out in their synthesis of information and critical analysis in Criterion C. Whilst an uncertain choice of issue and dilemma at the start would not limit the ability of the student to reflect successfully, the Reflections on Planning and Progress Form (RPPF) is undoubtedly aided by a strong start to the whole process; and this generally comes down to the selection of an issue and dilemma that really captures the student's imagination.

Lesson plans: Ethical thinking and the ethical dimension

Aim: Use Inquiry to build on existing knowledge and understanding of an ethical issue and skills needed for criterion B


Key reflective project skills explored from Criterion B:

- identifying the ethical dimension and showing knowledge and understanding of an ethical issue
- contextualising: local or global example of an issue
- impact of cultural influences
- differences in perceptions

Focus on Criterion B - Analysing 'an ethical dilemma from different perspectives'.

Full summary of Criterion B:

Show knowledge and understanding of the issue
Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it
Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma


Step 1: Gallery walk – Build students understanding by starting with the familiar and expanding
Working individually, students look at the gallery photos and think about responses to the questions that follow. Alternatively, use the worksheet here to accompany the photos.

1. Taking the first photo of the church: think about what story is being portrayed. Go with your instinctive reaction.
What type of human behaviour and decision-making are being suggested by the photo?
What ethical dimension is being shown?
What ethical issues do you think this picture relates to locally or globally right now?


2. Now look at each of the photos in turn and consider:
What ethical issue is depicted?
What are the local or global stories of the issue?
What different cultures are shown?
Are there differences of perception here?

Step 2: Independent Inquiry: Develop understanding of multiple perspectives and empathy
Students can choose one of the photos here as stimulus to find 2-3 further photos that share an ethical dimension or specific ethical issue. Then consider the Inquiry, Action and Reflective questions that follow in their RRS.

Inquiry: What connects the images you have chosen? How do they show different perspectives? Whose perspective do you most relate to? Can you identify different people/business/governments/bodies that are involved in this issue? How are different cultures involved?
Action: Take three ‘stakeholders’ in the issue you have uncovered. Write a short piece in the first person where you try to present the point of view they might hold
Reflect: How challenging did you find this exercise? Were your responses balanced? How hard or easy was it to ignore your own point of view? What challenges are there in presenting multiple perspectives in your reflective project? What do you need to present different perspectives in a balanced way?

Quick ideas

You can adapt the following suggestions to your own needs quickly.

Expand understanding: Students use a thesaurus to create a word bank that extends their understanding of: ethics, ethical, morals and dilemma. Reflect: Which words were most surprising or useful in extending your understanding?

Further Resources

Personal Development: Students in teams research morality tests and the type of questions that are asked. What are morality tests for? They then create their own morality test of ten questions.
Extend this by students taking 'the hardest morality test ever' and reflect on their findings. Go back to their teams and discuss points they feel comfortable discussing before reviewing their test.
 

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