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OPINION
JULY-AUGUST 2020 | Vol. 6 No. 3
The Trolley Problem: Which Way To Go? Phoebe Bulotano
Illustration by Christine Mae Alferan The narrative of the trolley problem starts with power—the power to choose. In a scenario wherein a trolley, going at full speed, is about to hit ten people on the track, the train conductor has the option to avoid that catastrophe. But the only way to do that is to switch to another track which entails hitting one individual instead of ten.
parents or a guardian is advised to facilitate the lesson. This passes on the burden from the teachers to the parents or the guardians who may not have the time or capability to teach the students, saturating the quality of education as a result. In turn, the learning rate of students will significantly vary from one household to another.
Here, in ethical conundrums, life forces us to make choices, even if the options presented to us are no good. It can either be as simple as choosing where to go for coffee or deciding the future of the 27.7 million enrolled students as of 2019.
Most notably, an environment that displays problematic and toxic behavior is not fit for home learning and can cause additional stress as it disrupts the focus and concentration of the students. For some, this can be their own homes. Despite this, some students are forced to continue and balance their schoolhome situations.
Now as the uncertainty brought by the pandemic continues to gloom over us, students frantically await the future of their education, leaving the educational sector its own version of the moral dilemma. Most schools and universities, in particular, will adopt online classes, mimicking classroom interactions through video-conferencing apps like Zoom and Google Meet. Teachers can discuss the module and students can interact with them through the given platform. Ideally, it is the closest alternative for physical classes, only that it leaves out the underprivileged. According to the National Telecommunications Commission and the Department of Education (DepEd), only 67% of the Philippine population have internet access. To leave out the 33% creates a gap in literacy between the students. Additionally, this method precludes students who lack access to laptops, phones, or any devices needed to access the internet. If this were the case, the next option would be distanced learning. Lesson plans and learning modules are given at home. For students who cannot learn independently, guidance from
For many students and teachers, the last resort is to call for an academic freeze, which temporarily cancels the academic year. Schools will momentarily halt their openings and the academic year will only resume once experts have finally confirmed that it is safe to conduct physical classes. In this way, there are no students that will be left behind during the transition to blended learning because there is no blended learning to begin with. However, this freeze might risk students to domestic violence, teenage pregnancy, and substance abuse since they are not going to school. In low-income families, the students who rely on meal or allowance subsidy based on educational conditions will be deprived of it and may expose themselves to labor just to earn money. Although not perfect, the classes conducted physically are still the most accurate method. But as long as we do not flatten the curve, it is irresponsible and dangerous to resume physical classes.
Recently, DepEd moved the beginning of the semester in public schools from August 24 to October 5, for being unprepared to shift to distanced learning. However, unless proper health-oriented solutions are provided by the government, this is counter-productive. Continuously postponing classes or waiting for a vaccine is not viable, as it becomes a last-minute, preventive response to answer its wary stakeholders and to absolve itself from responsibility to provide access and safe education for all. The need for mass testing and promotion of proper health protocols is heavily necessary for the safe resumption of classes. Without it, the students will become another casualty, an added statistic to the growing number of positive cases. Arguably, there will be necessary sacrifices made, but before that, everyone’s well-being must be considered in the process. During the pandemic, the educational sector, both public and private entities, is challenged to provide accessible education for all that puts the needs of students on top. Admittedly, the success of school reopenings is a combination of different sectors fulfilling their obligations and tasks. But there is a fine line between shifting their responsibilities to others and doing their jobs. The thought experiment does not end with a solution, rather, it ends with a question that has no right answer: are we willing to sacrifice one for the good of the many or the other way around? Most importantly, have we, as a society, made peace with reducing living beings as mere dispensable data or statistics instead of considering individuals having aspirations, emotions, or experiences? TC
