The good the bad and the ethical 2021 Teachers Manual Lesson sampler

LESSON 2

CORE CONCEPTS

SUMMARY

One approach to ethics is to favour the rights of the

Students will consider whether we can work out what is the

individual to choose (individualism), based on either pleasure

best way for ourselves. If so, how? They will explore what

(hedonism), feelings (romanticism) or one’s own personal logic

can go wrong if we all get to decide what is good or bad, right

(rationalism). However, this approach can clash with the rights

or wrong.

of others (collectivism).

Ӿ LESSON AIM

· To introduce students to the various arguments in favour

BIG QUESTIONS Is life about my happiness (YOLO—You Only Live Once)?

Do we have to think our way to ethical truth or can we just

of the individualistic approach to ethics and show how

decide based on what we feel is good or bad?

and when it can conflict with the rights of others.

Do we need to be able to explain our view on why something

‫ ף‬LEARNING

INTENTIONS

· Define Individualism.

· Begin to appreciate the implications of ethical choices based on individual pleasure, feelings or our own reasoning. · Be able to apply these theories (hedonism, romanticism, rationalism) to real life and critique them for their limitations.

is right or wrong, good or bad?

Are all people equal or do my desires matter more than other people’s?

What implications are there for society if every individual can decide what is best for them?

THE GOOD, THE BAD AND THE ETHICAL 14

VOCABULARY BANK ETHICS. SUBJECTIVE. OBJECTIVE.

NEW VOCABULARY

Example 2: In 2021, the army’s campaign to recruit women featured the slogan ‘Do what you love’ and featured images of women in active and exciting activities looking healthy and happy.

Examine the campaign here: https://www.defencejobs.gov.au/

INDIVIDUALISM. Right and wrong should be left to

do-what-you-love

each individual to decide and the good of the individual

Compare this appeal to fun and individual satisfaction to

takes priority.

the historic approach by doing an online search for WW1

HEDONISM. Life is about happiness, so the best way (right,

recruitment posters.

good) is what brings me most pleasure.

Example 3:

ROMANTICISM. I can determine right and wrong based on

Read these slogans—‘Your King and Country need you to

my feelings.

maintain the honour and glory of the British Empire.’ ‘Australia

RATIONALISM. I can determine right and wrong by my

has promised Britain 50,000 more men. Will you help us keep

intellectual analysis.

Ϟ LESSON GUIDE GET THINKING INTRODUCTION

that promise?’ ‘Fall in! Answer now in your country’s hour of need.’

Then show some of the pages on the current army recruiting website here under ‘Lifestyle & Benefits’ https://army. defencejobs.gov.au/lifestyle-and-benefits Ask students to evaluate what the recruiters are appealing to.

Then watch a 1965 National War Memorial Army recruitment ad—also appealing both to personal fun and fulfilment

Use recruitment advertising for the army as a way of

(including pay). NB: This video goes in loops with essentially

comparing individualism and collectivism. This activity should

the same advertisement on repeat. It is only necessary

illustrate the shift in focus of the army recruiters over the last

to watch the first 40 seconds. https://www.awm.gov.au/

100 years or so from our desire to serve the collective good to

collection/C191681

the desire to serve our own happiness and fulfilment.

Example 1: With the class or as individuals search defencejobs.gov.au.

Find the Lifestyle and Benefits button and discuss how the army is appealing to people to join. If you don’t have access to this site, then read out the six descriptors used by the army (Excellent salary packages, Unique experiences, Job satisfaction, Work/life balance, Lifelong friendships, Training and development). · What is the army appealing to in order to recruit people? · Imagine you are part of an advertising company asked to put together a recruitment campaign for people of your age to encourage them to join the army at age 18. What could your ‘pitch’ be?

Teachers Lounge Remember, extra material designed to assist you in delivering this unit can be found at cepteacherslounge.com

· Imagine the government became embroiled in an international crisis and a military response was deemed necessary. Which style of campaign would appeal most to you? Why? Which would you likely dismiss? · Why do you think the style of advertising has changed over the years?

REFRESH YOUR MEMORY Examine the ‘Show what you know’ section from last lesson.

Have volunteers read the definition of ethics and their sample dialogue. Use this to review the three core vocabulary words— ethics, subjective, objective.

Address (or at least acknowledge) any questions they wrote in the question box if appropriate.

15 Lesson 2—Individualism

STUDENT HANDBOOK

FUN IS #1 ģ 1⃞ DISCUSS

Isaac thinks that any decisions he makes in life should be all about him having fun. What limits are there to such an approach? If his own pleasure was the basis of every decision he made, how might he go wrong?

˴ LIFE If you were friends with Isaac, describe to the person near you a scenario where his focus on fun might negatively impact you?

ɠ YOU Whose happiness matters most, Isaac’s or yours?

We said straight up that ethics can be messy. For the next few weeks we’ll think about ‘systems’ or theories people use to help decide what is the best way (good or bad, right or wrong).

This week’s ethical theories can be grouped together into one that focuses on the individual.

É

2⃞ REFLECT

List some areas of life where you get to choose what you want. Contrast this with areas where you do not have a choice.

Some obvious answers for ‘choice’ might be: what we eat, where we live, who we marry, who we vote for.

Some answers for areas of life where we have limited or no choice might be: where our food comes from (is it sustainably farmed, for example), the price of housing, how our partner treats us, what the government does, when we die.

For the areas where you do have choice, the question is: How do you figure out what is best, what is right and wrong?

You still have time to switch classes, it’s only week two!

THE GOOD, THE BAD AND THE ETHICAL 16

You have a better teacher, Noah, so I’m going to change to History.

I’LL DECIDE!

Fine. But what things influence my choice of what’s right and wrong? Let’s look at three big influences: my desire for

One way of deciding what’s right and wrong says that morality

pleasure, my feelings and my sense of logic.

is better left up to each individual to decide. It points to the

Divide the class into groups. Have each group come up

many disagreements and debates that people have about right and wrong, and says, ‘See! Of course we don’t agree! It’s up

to each individual to decide for themselves what’s right and wrong and what’s good for you is the most important factor’.

Western societies place enormous value on the individual and so this thinking is popular in our culture.

with a statement that can help someone make a decision on the following questions: • Who should I marry?

• What sport should I play?

• What career should I study for?

We could summarise this as …

• What movie should I watch?

• Who should I be friends with?

Right and wrong should be left to each individual to decide.

• What hobby should I take up?

AND

• Which music should I listen to?

The good of the individual takes priority

Have students write their answers on sticky notes and

over the group in any decision-making.

bring them to the front (to allow some anonymity and promote participation).

= INDIVIDUALISM

Hopefully, the answers will fall along the lines of So … individualism gives a strong and decisive answer to the

something like: ‘Whatever brings you the most happiness’,

key question of ethics: ‘I decide’.

or, ‘Whatever feels right’, or, ‘Go with your gut instinct’.

What makes me happiest?

What do I feel is right?

=

This exercise will set things up for examining

=

individualistic ethics. Read out the answers. Focus in on any answers along the lines of ‘Whatever makes me

What does my own logic say?

happiest’ to launch into the next section on hedonism.

=

Right and wrong should be left to each individual to decide.

AND The good of the individual takes priority over the group in any decision-making.

What makes

What do I feel

What does my

me happiest?

is right?

own logic say?

=

=

=

What do these have in common?

It’s all about you!

You decide and you are the priority.

=

A rule-oriented approach is known

right is right, regardless of the results. In order to know whether an act is good or DE

bad, we only have

as CONSEQUENTIALISM. It believes that the results themselves, ie the consequences tell you whether an act was good or bad.

An act is good,

CONSEQUENTIALISM

as DEONTOLOGY. It believes that

A result-oriented approach is known

AND The good of the individual takes priority over 17 Lesson 2—Individualism

PLEASURE ˴

3⃞ LIFE

YOLO came and went as an expression. What does it stand for and what point is it making?

This idea is not new, about 300 BC a philosopher named Epicurus wrote: ‘Pleasure is the beginning and the end of a happy life’.

ɠ YOU

the group in any decision-making.

= INDIVIDUALISM

When deciding what’s best, a hedonist would ask: What makes me happiest?

=

‘Pleasure = good, pain = bad’ sounds simple and appealing What do I feel is right?

=

but sometimes the very pursuit of pleasure can also produce pain.

What does my own logic say?

˴

=

4⃞ LIFE

How is this true of the activities below if they are done without

How similar does this sound to your approach? What about

any limits?

Isaac from the start of the lesson? What would he think of

individual Some suitable answers might to decide. be:

Epicurus?

Something else that is valued highly in Western society is

Right and wrong should be left to each

MINOR/SHORT-TERM PAIN AND The good of the individual takes priority

pleasure or happiness. Applying this to ethics is simple. How

• Drinking = hangover

do I decide what’s right and wrong? I choose it by whatever

• Eating = stomach aches

brings me pleasure and avoids pain.

Pleasure = good Pain = bad

This view is an ethical theory known as hedonism—the best life is the most pleasurable one. It’s appealing because it’s simple and promises pleasure.

over the group in any decision-making.

What makes loss of What do I feel • Sex = STI’s, reputation me happiest?

What does my

is right?

own logic say?

• Drugs = injury to self, loss of reputation MAJOR/LONG-TERM = =PAIN

=

• Drinking = alcoholism, destitution, poor health What do these have in common?

• Eating = weight gain, poor health

It’s all about you!

• Sex =

You decidelack andofyou the priority. loneliness, selfare worth

• Drugs = mental health issues, loss of good friends, destitution

=

A rule-oriented

A result-oriented

approach is known

right is right, regardless of the results. In order to know whether an act is good or

as CONSEQUENTIALISM. It believes that the results themselves, ie the consequences tell you whether an act was good or bad.

DEONTOLOGY

bad, we only have

An act is good,

to see if it is in

if and only if,

accord with a valid

the consequences

moral rule.

are good.

For instance, it

So, for instance,

is wrong to kill

if to kill someone

or steal or torture

you prevent that

regardless of the

person doing harm,

circumstances.

it might be OK.

In short:

In short:

Approach

CONSEQUENTIALISM

as DEONTOLOGY. It believes that

approach is known

Weaknesses/problems

Strengths/Positives

THE GOOD, THE BAD AND THE ETHICAL 18

ENVIRONMENTAL ETHICS ˴ LIFE

You might choose to role-play the following case study in pairs/threes.

•

Have half of the pairs act out Scenario 1 with one

Everyone deciding what’s right and wrong based on what

student playing Mia defending her actions and

makes them happiest (individualism and hedonism) doesn’t

the other person playing a friend(s) explaining the

just impact other people, it impacts our world. Issues related

problem with her actions.

to the environment such as pollution and climate change are constantly in the news and are a source of anxiety for a great number of people. (This issue will be picked up in Chapter 9.)

In what way do you think an ethic of individualism and hedonism has contributed to this environmental destruction?

•

With the other pairs/threes have one student playing Jake justifying his hedonism and the other(s) playing the role of Jake’s wife or kids explaining their views of what is right.

Circulate to help and monitor. Alternatively, you assume

For example: We (wealthy westerners) drive the

the role of Mia and then Jake and have the students speak

production of non-recyclable goods while consuming vast

to you while you try to justify your hedonism.

amounts of electricity and petrol for our convenience. The rubbish we produce often ends up in the ocean, but we can’t directly see this, so we distance ourselves from the feeling of responsibility. We don’t want to decrease our pleasure/ease by making significant sacrifices to help.

Many prefer to absolve themselves of responsibility by insisting the government do something instead.

I’m going to change to History.

19 Lesson 2—Individualism

poll-h CASE STUDY

COSTLY BARGAINS

Brainstorm a variety of qualifiers or guidelines that could ‘improve’ hedonism. Point out the fact that if we have to qualify hedonism this shows that it is inadequate on its own and that:

˴ LIFE

The need to introduce guidelines or principles to make

Let’s put hedonism to another test. Role-play what can

hedonism work in our relationships and our society suggests we

happen when ‘What makes me happy?’ is the guiding ethic for

need something more to tell us what’s good and bad than the

decision-making in the following scenarios.

simple fact that something produces pleasurable sensations.

A.

Mia loves shopping but doesn’t have a lot of cash. paying a living wage for its labourers overseas and they have been caught using child labour.

Another way to think about ethics is to let your feelings decide

But the clothes are so cheap, and she feels great

what is right is a view takes called romanticism .

The and goodwrong. of theThis individual priority

when she wears them, so she keeps buying them.

B.

Right and wrong should be left to each

FEELINGSindividual to decide.

She read that her favourite clothing label is not

AND

over the group any on decision-making.

This has nothing to do within roses Valentine’s Day. It comes

Jake loves the excitement of poker at the city

from the philosophical movement in history that emphasised

casino. He gets a huge thrill out of it, so he

one’s emotions, feelings and experiences.

feels it’s OK to spend most of his pay cheque gambling. The pity is that he’s not that great at poker and loses regularly. Jake’s wife and kids, however, don’t share his enthusiasm for poker.

= INDIVIDUALISM

Author CL Stevenson argued in the 1940s that our ethical judgements are only based on our feelings. Good and bad are What makes me happiest?

=

only a feeling (rather than something we think about).

They would rather have food on the table and money for the school excursion.

Can we say Mia’s choice of clothing is wrong? Or is that merely our opinion? What about Jake’s love of poker?

What do I feel is right?

=

Knowing what is best or right is about your inner desires, your What does my own logic say?

=

passions, your dreams. These are what you think about when

Do you agree that there are limits, guidelines and specific

making decisions in life. Romanticism comes from a view

pleasures that we need to choose?

of human nature that says humans are essentially good so therefore we canand know whatshould is rightbe in our Right wrong lefthearts. to each individual to decide.

But can we trust our hearts to guide us?

AND

The good of the individual takes priority over the group in any decision-making.

What makes

What do I feel

What does my

me happiest?

is right?

own logic say?

=

=

=

What do these have in common?

It’s all about you!

You decide and you are the priority.

=

A rule-oriented approach is known

right is right, regardless of the results. In order to know whether an act is good or DEONTOLOGY

bad, we only have

as CONSEQUENTIALISM. It believes that the results themselves, ie the consequences tell you whether an act was good or bad.

An act is good,

to see if it is in

if and only if,

accord with a valid

the consequences

moral rule.

are good.

CONSEQUENTIALISM

as DEONTOLOGY. It believes that

A result-oriented approach is known

THE GOOD, THE BAD AND THE ETHICAL 20

poll-h CASE STUDY

‘THE HEART WANTS WHAT THE HEART WANTS’ ɠ

5⃞ YOU

Can you think of situations when you have made decisions of

KARL: For what?

SUSAN: An apology. For the way you ended our marriage. You never took any responsibility for your behaviour.

KARL: I don’t know what to say, Susan. The heart wants what it wants.

SUSAN: What’s that mean?

right or wrong based on your feelings? Identify one time when

KARL: I fell in love.

your feelings lead to a good outcome for someone and another

SUSAN: While you were married to someone else!

where it ended up negatively impacting someone.

Prompts could include: • Good: a passion which led to fundraising for a charity.

• Bad: a strong feeling of dislike that led you to get revenge on someone.

Reflections above show feelings may not always be the most useful guide in making ethical decisions.

KARL: The heart wants what it wants.

SUSAN: Yeah, well my heart wants to hurt you, but I can control myself!

ģ DISCUSS What problems are there with Karl’s view on making decisions? Are his logic and reasoning flawed or sound?

It should be obvious that Karl’s actions, while true to his

An example from a popular TV show from the 90s, Desperate

feelings, are deeply hurtful for Susan. Are they ethical

Housewives (ask your teacher or parents to confess if they watched it), serves to illustrate this issue. Key characters Karl and Susan used to be married, but their relationship ended when Karl left Susan for his (young and attractive) secretary.

therefore? Or do Susan’s feelings not matter? You might

SUSAN: ... I need an apology, Karl.

(Karl looks up, making eye contact.)

like to point out the contrast in Susan’s attitude—namely she chooses to control, or limit, her feelings (‘Yeah, well my heart wants to hurt you, but I can control myself.’) Can Karl control himself like Susan does? Or, does he simply choose not to because it suits him?

Note Susan’s comment that Karl’s behaviour ended their marriage. A marriage is an objective fact (you might like to recall this term from last lesson) which traditionally involves two people promising to stay together until death (forsaking all others). Karl’s opinion that it’s OK to ditch his marriage for his secretary is a subjective fact.

Which should take precedence—the commitments to his marriage or his desire to leave and be with his secretary?

Hmmm … We might not identify with Karl, but above we have acknowledged that there can be situations where making decisions is negative for someone else.

So, what other ideas are out there?

21 Lesson 2—Individualism

LOGIC Right and wrong should be left to each

É

Some of us may be individual offended byto decide. the suggestions that we are ruled by our feelings. We might not identify with the idea of AND

6⃞ REFLECT

What are these authors suggesting about our attempts to make ethical decisions based on pure logic?

just pursuing pleasure (hedonism) or going with what our heart The good of the individual takes priority

or gut instinct says is right (romanticism). We might prefer to over the group in any decision-making.

think of ourselves as clear, purely rational thinkers capable of decisions untainted by emotion. = INDIVIDUALISM

Well, individualism can manifest in a third way.

What if we could tell our emotions to be quiet and just use our What makes me happiest?

=

ģ 7⃞ DISCUSS

Luke sees a fundraiser for an international charity

intellect? Is this the way to know what is best, what is good or

and contemplates whether the right thing to do is

bad, right or wrong?

donate to it. He doesn’t really feel like parting

What do I feel is right?

with his money since giving it away decreases the

=

We could decide our ethical dilemmas with:

amount of cash he has to spend on himself. But he weighs that against the suffering of children

What does my own logic say?

overseas. Surely missing a movie in order to feed

=

someone is a good, logical choice.

A logical approach to ethical issues has appeal but weaknesses also. Reflect on this quote from ethicist Tim Dean: ’When we Right and wrong should be left to each

see someone do something immoral, we first experience a individual to decide.

pure logic is that we have trouble separating ourselves from

ANDThe reasons we give are explain why we think it’s wrong.

our desires, especially regarding emotionally charged issues.

often made after fact to justify our sense of outrage.’

The up good ofthe the individual takes priority over the group in any decision-making.

Consider also these (paraphrased) words of Thomas Cranmer from the 1500s: ‘What the heart loves, the will chooses, and What do I feel

What does my

is right?

own logic say?

me happiest?

=

=

=

It’s all about you!

You decide and you are the priority.

=

A rule-oriented

right is right, regardless of the results. In order to know whether an act is good or DEONTOLOGY

bad, we only have

as CONSEQUENTIALISM. It believes that the results themselves, ie the consequences tell you whether an act was good or bad.

An act is good,

to see if it is in

if and only if,

accord with a valid

the consequences

moral rule.

are good.

For instance, it

So, for instance,

is wrong to kill

if to kill someone

or steal or torture

you prevent that

regardless of the

person doing harm,

circumstances.

it might be OK.

In short:

In short:

CONSEQUENTIALISM

as DEONTOLOGY. It believes that

A result-oriented approach is known

Let’s be clear: it’s good that we have an emotional response if we see terrible things being done this but it does make it hard to be purely logical.

What do these have in common?

approach is known

Luke’s change of mind? If so, what?

A challenge for trying to make ethical decisions based on our

sense of outrage, and only after that does reason kick in to

What justifies’. makes the mind

Do you think anything other than pure reason influenced

What do I feel is right?

=

THE GOOD, THE BAD AND THE ETHICAL 22

What does my own logic say?

=

ď 8⃞ VISUALISE

self-fulfilment. This is so attractive to us as it is our heart’s desire and tendency to prioritise ourselves. This is the essence of sin. It isn’t hard to do.

Right and wrong should be left to each individual to decide.

Spelling sin with a large capital ‘I’ in the centre (sIn) can be a helpful way to

AND

illustrate that sin is about ‘I’ being the

The good of the individual takes priority

centre, the king, and the priority over

over the group in any decision-making.

What makes

What do I feel

What does my

me happiest?

is right?

own logic say?

=

=

others (and also over God).

When we try to decide for ourselves what is right or wrong, good or bad, we instinctively put our individual wants, ideas, priorities first. Even giving to charity, signing a petition or recycling can be driven by our desire to feel

=

good about ourselves.

tachometer-alt-fastest THE QUICK VERSION

What do these have in common?

It’s all about you!

You decide and you are the priority.

Our question is: ‘How do I figure out the best way, what is right and wrong?’ The answers we’ve looked at so far have been:

=

I get to choose (individualism), according to what

There are some obvious attractions to Individualism. You A rule-oriented

A result-oriented may consider introducing the concept of sinful hearts approach is known

right is right, regardless of the results. In order to know whether an act is good or

It believes that the results themselves, ie the consequences tell you whether an

CONSEQUENTIALISM

approach is to known here. Our society constantly tells us be true to aswestern DEONTOLOGY. as CONSEQUENTIALISM. ourselves, pursue our dreams, practise self-love and find It believes that

act was good or bad.

brings me pleasure (hedonism), or my feelings (romanticism), or my personal logic (rationalism).

But… what about you and you and you and you?

The world is made up of over 7.5 billion individuals, 7.5 billion other ‘yous’. Discuss what might happen if all 7.5 billion individuals decided to base their ethics on whatever they thought was best.

The problem is, each of these approaches—pleasure, feelings and logic—is helpful to a point but we really need something

DEONTOLOGY

bad, we only have

An act is good,

more to make sense of the world and to provide us with a

to see if it is in

if and only if,

good way of doing ethics.

accord with a valid

the consequences

moral rule.

are good.

For instance, it

So, for instance,

is wrong to kill

if to kill someone

or steal or torture

you prevent that

regardless of the

person doing harm,

circumstances.

it might be OK.

In short:

In short:

Next lesson we’ll consider whether rules would help us in the quest to determine what is right and wrong and thus live the best way.

EDIT

SHOW WHAT YOU KNOW / Go to the centre of this handbook to fill out this lesson's section.

Have students complete the Show what you know section in the middle of their handbooks.

SHOW WHAT YOU KNOW: The head teacher decides that unrestrained Individualism should be the approach of the school. Describe what classmates (and yourself) might do now if they were hedonists, romanticists or rationalists.

Approach

Weaknesses/problems

Strengths/Positives

For example: A hedonist might walk out of the classroom to go play basketball. A romanticist might feel obliged not to offend the teacher and stay. A rationalist might conclude that it was a trick and stay seated.

(Rules)

DEONTOLOGY

23 Lesson 2—Individualism

ǵ REINFORCEMENT

AND EXTENSION

DISCUSSION—MAKING CHOICES In groups, come up with one statement that can help you make decisions on questions like: · Who should I marry? · What sport should I play? · What career should I train for?

ROLE-PLAY: PROS AND CONS OF GROUP OR INDIVIDUAL SOCIETIES The aim of the previous exercise—A matter of choice—is not to persuade students of the value of arranged marriages; it is merely to highlight how individualistic our society is in comparison to others. For instance, in western societies, it is much more likely that a person would be free to choose whatever career, friends or spouses they wanted, compared to a society with a group focus.

However, ‘group’ societies care for their families much better than western societies. Old people do not die alone and lie undiscovered in flats for months in group societies and extended families raise children leading to more links, close

· What movie should I watch?

relationships and so on.

· Who should I be friends with?

What other generalisations could we make in contrasting the

· What hobby should I take up? · Which music should I listen to?

two societies?

Ask students to form groups to role-play the differences between ‘group’ societies, and those based more on

The answer will hopefully be something like: whatever brings

‘individuals’. Try to cover both the positive and negative

you the most happiness, whatever feels right, go with your gut

aspects of the different societies.

instinct.

This will set things up for critiquing such an approach.

DISCUSSION—I’LL DECIDE An example of how western society has shifted from

PRIORITIES As an adjunct to the above exercise, you might like to discuss the following as a means of exploring the way our culture can dictate our sense of right and wrong.

collectivism to individualism is the different approach for

Drawing the table below on the board and leading a discussion

promoting careers in the armed forces.

would suffice.

Ask the students to describe any advertising they have seen

Different societies have different priorities and this affects

about the armed forces. See if they can list what the ad is

the order of how and when things occur. In what order, for

appealing to.

example, do you imagine the following societies have put

Today the emphasis is on the services as a good, exciting,

Love, Sex and Marriage?

adventurous, rewarding, maturing career, whereas in the past it was understood to be a service to your nation. The service

‘Arranged

aspect still stands, however, it is subordinated to an appeal to

marriage’

the individual’s desires.

society

LOVE

SEX

MARRIAGE

Australian society 50 years ago

21st century Australian society

THE GOOD, THE BAD AND THE ETHICAL 24

ACTION—ADVERTISING STORIES Watch and analyse a number of random advertisements from

INDIVIDUALISM AND COLLECTIVISM EXTRA RESOURCE 2

either TV, or newspapers and magazines.

Use Extra resource 2 on page 26 to complete the exercise

Describe the narrative of each ad.

exploring the relationship between choices favouring the group or the individual. What will usually emerge is a strong focus on

What they are promising?

the individual as the basis for most choices.

What do they appeal to? (pleasure, fulfillment, status, security,

An alternative to the worksheet would be, for each scenario

money)

(from Extra resource 2), to have the students stand on a line

What do these ads tell us about the kind of society we are, and the things we regard as most important?

RESEARCH PROJECT—EPICURUS Epicurus (341–271 BC) was an ancient Greek philosopher who thought hedonism was the way to go when it came to deciding on the ethical life. He developed a philosophy (not surprisingly known as Epicureanism) that rejected the existence of soul and of gods, and taught that the point of all actions was to maximise pleasure. It wasn’t all ‘beer and skittles’ for Epicurus though. Partly, the focus on pleasure would involve overcoming the fear of gods and death, as well as placing limits on your desires. Still, pleasure and pain were his means of measuring what was good and bad.

Have students do further research on Epicurus and report back to the class on the following questions: What insights and restraints did Epicurus have regarding the pursuit of pleasure? Do they seem reasonable to you?

A MATTER OF CHOICE EXTRA RESOURCE 1 The following exercise is designed to highlight the emphasis our culture places on the right of individuals to make their own choices. It could be done as an introduction to the chapter, or to reinforce the concepts in the student book.

Distribute a copy of Extra resource 1 on page 25 to each student.

Read the account of the Indian marriage and complete the associated exercises.

It is helpful to reflect on a foreign idea because it highlights for us what we value most in our society. A value that we hold very dearly is our right to choose. This is also very often our first answer to the question: How do we figure out what’s right and wrong? We simply choose.

representing a continuum, from one end of the room to the other, and then argue the position they have adopted.

25 THE GOOD, THE BAD AND THE ETHICAL

Lesson 2—Individualism EXTRA RESOURCE 1

EXTENSION RESOURCE 2 A MATTER OF CHOICE Rings-Wedding

IMAGINE A SITUATION where an Indian girl, Niroshini, wishes to get married. In a

How do you feel when you read this account? What would

traditional structure of Indian families Niroshini’s parents would pass the word around their friends and family that they’re looking

be your reaction to being told you were going to have an arranged marriage?

for a partner for their daughter. They would be quite up-front about it: ‘I’m looking for someone to marry my daughter Niroshini: do you know any good boys?’ The parents would set some broad parameters of who they’re looking for, with age, religion, and education being important markers. The friends and family would also pass the word around ... and so it would go. They may even put ads in the paper.

The friends and family would then contact the parents with any responses they get. ‘My

What are the advantages and disadvantages of

manager’s brother-in-law’s uncle’s tennis

arranged marriages?

partner’s second cousin has a son, Anil. He sounds ideal for Niroshini’, they might say.

ADVANTAGES

Then the parents do some research: What’s this person like? What is their family like? In Hindu and Buddhist circles they’d consult the astrology charts and that sort of thing. If they consider him a good prospect, they’d tell Niroshini and arrange to meet Anil’s parents and/or his extended family first. It would be a social affair, to genuinely get to know the other family; it’s not a negotiation for an exchange of contracts ... at least not yet.

DISADVANTAGES

After a series of meetings between the two families, it is not until the third meeting that the couple would meet and get to talk together in the presence of everyone else. It may be decided that this was a good match.The two lovebirds would now be allowed to chat at length, and openly, together. People now talk of them as being ‘for’, or ‘promised to’ each other; almost as if they’re engaged. Speaking of engagement: if things have progressed this far, the couple would get engaged pretty soon—maybe only a week or two after first meeting each other.

Arranged marriages are not a popular idea in our society.

Why do you think this is?

And the wedding would follow as soon as it could be organised. Maybe six months. And that’d be that. The marriage would begin.

BY KAMAL

WEERAKOON,

2007

© 2007 The purchaser of this manual is entitled to photocopy this page for classroom purposes.

THE GOOD, THE BAD AND THE ETHICAL 26

Lesson 2—Individualism EXTRA RESOURCE 2

EXTENSION RESOURCE 3 INDIVIDUALISM AND COLLECTIVISM Western societies place great value on the individual. This

INDIVIDUALISM says the good of the individual takes

is a relatively new phenomenon in history. If you had lived

priority over the group in any decision-making.

300 years ago, even in Europe, you would have thought of yourself less as an individual and more as part of a community. It has been a profound shift to where we are today when individualism dominates our culture.

The opposite viewpoint is COLLECTIVISM, which places the good of the group (the collective) above the individual.

In societies with a more collective mindset, decisions are

We live in a society that constantly offers us choices: music, books, deodorants, perfumes, food, breakfast

made for the good of the family, the clan, or the nation and less weight is given to individual wants and desires.

cereal, cars, TV shows, and clothes. It’s up to us, the

Western society has slowly moved from group thinking to

individual, to choose. This individualism flows on into the

individual thinking. We often face situations where we are

field of ethics and how we decide what is right and wrong.

forced to choose where our priorities lie.

User

users

INDIVIDUAL

GROUP Read the list of situations below. Plot on the line above an indication of where you would lean in each scenario —towards the interests of the individual or the group.

3. A politician who you

1. A student who doesn’t like swimming is asked to compete

know is corrupt also

2. A sportsperson is out of form but

in the swimming carnival to

does a lot of good for

has served the team brilliantly

gain participation points

the disadvantaged in

in the past. Should they be

for their school house.

the community. Do you

dropped for a new player?

turn a blind eye to her misdemeanors?

5.

4. Social commentator Hugh

A student at your school where 6.

You can implement new

Mackay wrote a book called

you are the Principal has had

‘Right and Wrong: How to

a terrible home life but is

technology into your

decide for yourself’. Which

making life miserable for other

factory that will

end of the debate do you

students. Do you allow her

increase profits but

think he comes from?

to stay?

cause over one hundred workers to lose their jobs.

7. You live in a small community of mostly poor people, but you have won a large lottery prize.

Do you keep the money for yourself and your family, or share it among the community?

In discussion, defend your choices at the place where you

What other examples can you think of that involve a

positioned numbers on the line.

choice of the group over the individual (or vice versa)?

© 2007 The purchaser of this manual is entitled to photocopy this page for classroom purposes.