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.