Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): No such file or directory in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120

Warning: mysql_real_escape_string(): A link to the server could not be established in /home/wellsda/engagingideas.info/wp-content/plugins/statpress-visitors/statpress.php on line 120
» Ethics Engaging Ideas

Engaging Ideas

for Education

Archive for the category “Ethics”

Why (and how) to teach ethics–in as early as 8th grade

Reprinted from Education Week: Teacher Leaders Network, Sept. 12, 2012

http://www.edweek.org/tm/articles/2012/09/11/tln_johnprosser_ryanprosser.html?tkn=ZOXFB75Bo%2FMSOguonUKXyuwQQ7PEzy8UTHf5&cmp=ENL-TU-NEWS2

 

Courting Controversy: Why (and How) We Teach Ethics

By John Prosser and Ryan Prosser

 

 

We teach ethics to our 8th grade students—and we do it from the very start of the school year. A lot of our colleagues wince at that. Aren’t we nervous about teaching a subject usually reserved for parents? And whose ethics are we teaching, anyway? Here’s how we respond.

As the study of morality, ethics is not the teaching of a specific set of beliefs. Rather, ethics is about learning to analyze and evaluate beliefs. As long as you communicate that clearly—and practice it in your classroom—there’s no need to worry about “whose ethics you’re teaching.”

Middle school students engage in ethical decision-making daily. Listen closely to nearly any student’s social musings and you’ll hear a lot of talk about justice and injustice, about “right” and “wrong.” Students constantly evaluate their experiences in this way, critiquing the fairness of the dress code or debating whether iPods should be allowed in class. Why not harness this interest for an intentional unit? Read more…

Running red lights-can disobeying law be ethical?

image credit: New York Times Andre da Loba published Aug. 4, 2012

When it comes to the law we often want adolescents to think of it in strictly black and white terms, and certainly developmentally they may have challenges thinking of it in shades of gray, but this exercise is designed to do that.

Clearly in retrospect we know of laws that were unethical, such as bans on interracial marriage or laws requiring segregated schools.  In contemporary society, we now debate gay marriage, while many states, including Arizona, forbid it by law.

This essay by Randy Cohen in the New York Times explores ethics and the law. Not all illegal behavior is unethical, cites Cohen arguing his law breaking while cycling is ethical.

Likewise, not all legal behavior is ethical–citing the great damage that cars do to our environment.

This essay creates an interesting an entry point for a class discussion that could then turn into a written essay or lead as a segway to other discussions of ethics and the law and human behavior. Read more…

Interpreting John Brown: Infusing Historical Thinking into the Classroom

1904 photo by John Tarbell of unnamed African-American man holding a copy of Joseph Barry’s The Strange Story of Harper’s Ferry, published a year earlier.

On the cusp of his December 1859 execution for treason, murder, and inciting a slave rebellion, John Brown handed a note to his guard which read, “I, John Brown, am now quite certain that the crimes of this guilty land can never be purged away but with blood.” Although the institution of slavery was purged in the crucible of the American Civil War, John Brown’s determination to expose and end chattel slavery still resonates. The multiple legacies of slavery and questions about the efficacy of violence as a tool for change in a democratic society continually bring historians and teachers back to the complicated life of John Brown. When students consider Brown’s contributions to the American narrative, lines between advocacy and criminality, contrasts between intensity and obsession, and differences between democratic ideals and harsh reality are brought to the surface. To this day, artists, authors, historians, political activists, and creators of popular culture maintain a fascination with the antebellum rights-warrior and his death.

This continuing interest in John Brown presents a great teaching opportunity. Not only can we help to situate John Brown within the context of his era, but we can explore how historical interpretations of the man and his actions have changed over time. The lesson I describe in this article asks students to consider Brown’s biography, multiple artistic representations of the abolitionist, as well as historical and contemporary viewpoints in order to develop an evidence-based interpretation of how this controversial historical figure should be commemorated. Students conduct an analysis of the diverse, and often conflicting, historical sources, and then apply their interpretations to the development of a historical marker that would be placed at the Harper’s Ferry National Historical Park. In this sense, Brown provides a unique opportunity for students to examine a figure whose actions, and their attendant meanings, tell us as much about antebellum America and the origins of the Civil War as they do about our own time.

Read more…

Olympic participation by country

An advertisement for the lottery is “you can’t win, if you don’t play.”

We have another lesson plan that deals with medal counts. This one deals with the harbinger of medal counts, participating in the games. Some sports have cultural biases, like skeet shooting. Others require higher degrees of apparatus to participate at a high level like gymnastics. While others require much less like running or football (i.e., soccer).

In this lesson students can use the visual graphs at the UK Guardian’s web site (http://www.guardian.co.uk/sport/datablog/interactive/2012/jul/27/olympic-athletes-list-visualised) to analyze the participants by country with a global mapping device. They can reduce it to a sport category or for overall participation. Or they can focus on gender participation–some country athlete delegations are entirely or almost entirely male, for instance.

The data can be downloaded as an excel sheet. There is also a free program if you’d like to download the program and display called tableau public.

What kinds of questions can be asked?

Compare sport configurations by country:  How does the Olympic team for the United States compare with the Olympic team from Kenya?   Read more…

Should Olympic Athletes be paid or show sponsor tattoos?

Nick Symmonds sporting temporary tattoo for Hanson Dodge

Marketplace Morning Report ran a story on

Nick Symmonds must cover sponsor’s tattoo during competition

runner Nick Symmonds, an American athlete’s use of sponsorships–related to a temporary tattoo on the shoulder of the athlete from a sponsor that will need to be covered during the games.

The athlete argues that given all the money the Olympics generate, (American) athletes should be paid.

The Olympics were originally about amateur athletes-but recently that has been breached as we now see NBA and NHL players participating in the Olympics, for instance.

This raises an issue of fairness on two levels.  What’s fair to American athletes, who need to devote their lives to preparing and qualifying for the games when the event itself is a major money generator?  How should resources related to the Olympics be distributed?

Teachers can extend this issue by bringing up athletes from less developed countries who don’t have access to the kind of facilities and sponsors that American athletes have. Read more…

Olympics inter- and intra-country mysteries

Actress Ino Menegaki, acting as high priestess, holds the Olympic torch in a rehearsal for the lighting ceremony. The Olympic flame was lit in Ancient Olympia in Greece on Thursday, in a solemn ceremony filled with mystery and tradition that signals the final countdown to the start of this year’s summer Games in London. © AFP Aris Messinis

These are two mysteries about Cameroon and South Africa that emerged while I was writing an op-ed “Olympics gives opportunity to teach kids about global issues” (link coming).

Mystery 1: Cameroon’s greatest Olympian defects

Consider that Cameroon’s only individual gold medal winner ever, two time gold medalist in the triple jump Francoise Mbango Etone, will be representing France at the 2012 games.

Why would she switch countries?
Read more…

Post Navigation