Ethics is a branch of Philosophy that examines ethical concepts and issues. It inquires into such things as goodness, right action, and moral responsibility. From an educational point of view, philosophical ethical reflection gives students a deeper understanding of the ethical domain, preventing them from forming unthinking moral opinions. It develops their capacity for considered moral judgment, which will enable them to respond more thoughtfully to many of the problems and issues they will face in their lives.
The SEE curriculum has been developed and implemented by Primary Ethics Limited, a not for profit organisation founded by the St James Ethics Centre in November 2011, and appointed by the NSW government to run the SEE program.
The approach taken by Primary Ethics is that ethical exploration in the classroom is best done through dialogue and discussion - a tradition of philosophical inquiry that goes right back to Socrates. This approach has significant social benefits. By learning to think about ethical matters together and through the give-and-take of reasoned argument, students will learn properly to consider other people's points of view and to be sincere, reasonable and respectful in dealing with their differences and disagreements.
The following account from Sandy Axam, ethics teacher at Lindfield East, provides an insight into the content and approach to facilitation for classes in the Special Education in Ethics program.
An examined life – ethics classes at LEPS in 2011
Over the year, the children in Primary Ethics classes have explored a range of topics including homelessness, eating animals, stealing and whether science can be trusted.
Style of discussion
Children have an opportunity to share a range of opinions, beliefs and judgments with their peers. There are certain ground rules which we established as a group early in the year. As a result, there is absolutely no heckling, put-downs or insults.
Student thoughts are not simply accepted at face value in some kind of moral vacuum. The contributor must be prepared to clarify and support his/her ideas. This means that their arguments must be able to withstand close scrutiny from their peers. For example, a student might be challenged to reflect upon the extent of their personal moral responsibility towards the homeless and the consequences of certain acts or behaviours. This can result in greater empathy and the consideration of the feelings of others.
Critical thinking
Critical thinking skills are paramount during Primary Ethics classes. It's a little like a dinner party where a dynamic conversation takes place. However, rather than dominating a discussion or merely waiting to present an opinion, students are encouraged to actively listen and respond to each other.
The role of the teacher
One of the key roles of the teacher is to facilitate this discussion by asking questions such as ‘what do others think about X's comment?' or ‘do you agree or disagree and why?' Essentially, students are being asked to tease out or unpack their beliefs; to consider, justify and explain why they feel the way that they do and to see if this stands up to close examination.
Class discussion in action
There have been many instances where a student has held a particular position and after the 3rd lesson has shifted his/her position. This shift has occurred not because of peer pressure or a desire for consensus, but because, after reflection and collaborative discussion, they are better informed.
An example of this occurred in a discussion about eating animals. The majority of the group believed that eating animals was morally correct and individuals justified their position with a range of reasons. A minority of students believed eating meat was morally wrong and gave their reasons. All of these reasons were then examined and discussed in detail. For some students who believed that eating meat was morally right, counter-arguments were so compelling that they amended their original position. Whilst they still felt that eating animals was acceptable, they decided that it was only acceptable if farming practices improved eg free range, etc.
Watching my Ethics class develop over the year has been an extraordinary privilege. Whilst students range in ability and confidence, every child has demonstrated a willingness to share thought-provoking insights in an open and collaborative forum, an empowering experience for all.
Sandy Axam,
Ethics Teacher at Lindfield East Public School, 2011