Ethics Class, Monday, 2-4pm

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"Over the course of this term, we've looked a lot at your personal moral stance on things. Today we're going to be looking more generally - on how morals are taught to children, often insidiously.

"A good medium for this is fairy tales. Every culture has them - stories that are told to children, bearing little moral gems to shape and guide. The first thing I want you to do is a select a fairy tale. Don't worry if it's not one I'll know, just pick one you're familiar with."

Comments

First Hour

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"Okay. Got your fairy tale? Good. Now, pick it apart. What are the ethical concerns and considerations. What messages are actually being taught to children?

"To give you an example of what I mean - Goldilocks breaks into someone's house. She steals their food and destroys their belongings. And yet, she's the heroine of the story, the one that children are supposed to identify with. There are two possible messages that could be told here. One is that a hungry person in need of succour can take refuge anywhere, and that the normal laws of society are waived in such an instance. The other is that courteous behaviour is not required to those who are less than human.

"So what about yours? What does your fairy tale actually say?"

Second Hour

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"Bringing moral development back to you - because this is our last session, and ultimately this course has always been about you, the individual. Lawrence Kohlberg suggested six categories of moral justification. I want you to put yourself into one of them."

Tara gestures to the board. "Here is your scenario."

A woman is near death from a unique kind of cancer. There is a drug that might save her. The drug costs $4,000 per dosage. The sick woman's husband, Heinz, went to everyone he knew to borrow the money and tried every legal means, but he could only get together about $2,000. He asked the doctor scientist who discovered the drug for a discount or let him pay later. But the doctor scientist refused.
Should Heinz break into the laboratory to steal the drug for his wife? Why or why not?

"Please not that your reasons are far, far more important than whether you decide he should or not."

Second Hour - unpacking it

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"Okay, now you've got your answer, let's analyse it. Put yourself into one of the following categories. Please remember that it's your justification, not your answer, that fits you into a category."

Tara passes around a handout, containing the following information:

Stage one - obedience. Individuals focus on the direct consequences that their actions will have for themselves. For example, Heinz should not steal the medicine, because he will consequently be put in prison.

Stage two - self interest. Right behavior is defined by what is in one's own best interest. Interest in the needs of others are limited to "you scratch my back, and I'll scratch yours." For example, Heinz should steal the medicine, because he will be much happier if he saves his wife, even if he will have to serve a prison sentence.

Stage three - conformity: Individuals are receptive of approval or disapproval from other people. They try to be a good boy or good girl having learned that there is inherent value in doing so. For example, Heinz should steal the medicine, because his wife expects it.

Stafe four - law and order. It is important to obey the laws and social conventions because of its importance to maintaining a working society. Moral reasoning in stage four is thus beyond the need for approval exhibited in stage three, because the individual understands that society needs to transcend individual needs. For example, Heinz should not steal the medicine, because the law prohibits stealing.

Stage five - human rights. Persons have certain principles to which they may attach more value than laws, such as human rights or social justice. In this reasoning, actions are wrong if they violate these ethical principles. Laws are regarded as social contracts rather than dictums, and must be changed when necessary (provided there is agreement). For example, Heinz should steal the medicine, because everyone has a right to live, regardless of the law. Or: Heinz should not steal the medicine, because the scientist has a right to fair compensation.

Stage six - universal sentient ethics. Moral reasoning is based on the use of abstract reasoning using universal ethical principles. One way to do this is by imagining oneself in everyone else's shoes, imagining what they would decide if they were doing the same. For example, Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because that violates the golden rule of honesty and respect.

"I want you to indentify where you are now - and where you'd like to be. That's all. Hand in your answers and any thoughts that generates, and you've finished this course. Grades will be posted next Monday."

Emo Closet

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Here if you need it, as always.

OOC Discussion

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Last class!