The Good, the Bad and the Ethical - sample lesson

e l p m Sa n o s s Le

The good, the bad & the ethical

Teacher’s manual Written by Josh Apieczonek to be used with

The good, the bad & the ethical Student handbook and

The good, the bad & the ethical CD-ROM

Published 2007 by CEP Copyright © Christian Education Publications 2007 This resource is copyright. Apart from any fair dealing for the purposes of private study, research, criticism or review as permitted under the Copyright Act, the only part of this book that may be copied without the written permission of the publisher are the photocopiable masters that are clearly indicated. These pages may only be reproduced for use in the Christian Education classes of the purchaser’s school or of the schools in which he or she has the responsibility for the provision of Christian education.

National library of Australia ISBN 1 921137 69 X Christian Education Publications PO BOX A287, Sydney South, NSW 1235 Australia Phone: (02) 8268 3344 Fax: (02) 9283 3987 or (02) 8268 3357 Email: sales@youthworks.net Internet: www.youthworks.net PO BOX 74, Palmerston North Central, Palmerston North, 4440 New Zealand Phone: (06) 358 8180 Fax: (06) 357 0281 Email: cep@gph.co.nz Internet: www.youthworks.net Written by Simon Smart To be used with The good, the bad & the ethical Student handbook and CD-ROM Editorial: Simon Smart, Rhonda Watson, Sue Aiken Cover: Andrew Hope CD-ROM production: Steve Williams, Crosstalk Technical Services 0419 607 429 Typesetting: Andrew Hope

Bible quotes are taken from: HOLY BIBLE NEW INTERNATIONAL VERSION (NIV) © International Bible Society 1984 THE MESSAGE © Eugene H. Peterson, Navpress 1993 CEP has, where appropriate, pursued permission to reproduce copyright text and images used in The good, the bad and the ethical Teacher’s manual. However, if you believe you hold copyright to some of this material and CEP has not requested your permission to use it, please contact us so that the situation can be remedied.

Contents Using The good, the bad & the ethical Teacher’s manual

4

Tips for teaching ethics

9

Part One: Ethical Systems Introducing Ethics

10

Chapter 1

Individualism

14

Chapter 2

Rules vs Results

18

Chapter 3

Values

22

Part Two: A brief introduction to Biblical Ethics Chapter 4

Foundations

26

Chapter 5

The Fall /What went wrong?

30

Chapter 6

Redemption

34

Chapter 7

The Mutual Love Ethic

38

Part Three: Ethics in the Real World Chapter 8

War

42

Chapter 9

Environmental Ethics

44

Chapter 10

Marriage and Sex

48

Chapter 11 Human Rights

52

Chapter 12 Compassion

56

Chapter 13 Altruism

60

Chapter 14 Sanctity of Life

64

Chapter 15 What do you think? Personal Reflections

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Using the manual Welcome to The good, the bad & the ethical Teacher’s manual.

This Teacher’s manual is designed to accompany The good, the bad & the ethical student handbook, which is an introduction to Biblical Ethics for high school students, roughly years 9–11.

This unit forms part of a range of high school resources developed for Christian studies in independent schools and Special Religious Education in State schools. The material could easily be used in other contexts such as youth groups or camping curriculum.

All Christian Education Publications are grounded in the belief that God is the source of all truth and his Word, the Bible, is where God reveals himself and his saving purposes. God has acted in Christ to achieve his saving purposes for humanity.

CEP high school resources aim to help students grow in their understanding of the Christian faith, to respond to the claims of Christ and to grapple with how to apply their faith to life.

CEP high school resources cover the following six aspects of the Christian Studies program assisting students to:

Engage with the Bible Students will be helped to read, understand and learn to apply the Bible to their lives and will be introduced to the concepts of Biblical theology.

Know the gospel Students will learn about the life and teaching of Jesus, come to appreciate the significance of his death and resurrection and consider their own response to him.

Examine different worldviews In a safe and supportive environment students will be encouraged to question, discuss and evaluate critically other worldviews and practices.

Learn about their Christian heritage Students will have the opportunity to learn about key events and people who have impacted history as they have put their faith into action.

Examine ethical issues Students will be encouraged to see the relationship between faith and behaviour as they examine a range of personal and public ethical issues.

Have opportunity for personal spiritual growth Students will be encourage to grow in their personal knowledge of God and in their worship, trust and obedience in the context of Christian community and through opportunities to serve others.

Unit aim The good, the bad & the ethical aims to help the students become reflective, intentional moral agents, and to commend the Christian message to them.

Outcomes By the end of the unit the students will: Know about: • Different ethical theories – what lies behind them, and the implications of each for life and our society • The complexity of ethical issues and the inadequacy of simplistic answers to ethical dilemmas • The basis of Christian ethics founded on the large narrative of the Bible, along with individual and specific instruction • The ‘Mutual love ethic’ as a means of approaching ethical questions with a biblical framework in mind • The importance of ethics in contributing to the kind of person we can become.

Be able to: • Explain different approaches to ethics, and to critique them for strengths, weaknesses and limitations • Assess ethical questions from the point of view of a range of ethical systems and processes • Discuss ethical issues with a degree of knowledge and expertise • Bring a biblical model to ethics to formulate a Christian response, even if such a response is not their own • Assess the utility of specific theories for particular issues • Understand the basis of the Christian attitude to questions of ethics.

Have the opportunity to: • Critically examine a series of contemporary ethical issues in light of the broad biblical picture of reality • Demonstrate an understanding of ethical theories as they relate to the worldview of the Bible • Analyse different approaches to ethics, including a Christian approach • Demonstrate oral and written communication skills in approaching ethical questions • Develop skills in presenting arguments, and adopting the position of people with different points of view to themselves • Consider the implications of a Christian approach to ethics for making choices in their own lives • Be challenged to consider the Christian view of the world as the most appealing, comprehensive and lifeenhancing of all.

Structure The structure of the unit is as follows: Part One: Ethical Systems Introducing Ethics Chapter 1 Individualism Chapter 2 Rules vs Results Chapter 3 Values Part Two: A brief introduction to Biblical Ethics Chapter 4 Foundations Chapter 5 The Fall /What went wrong?

Chapter 6 Redemption Chapter 7 The Mutual Love Ethic Part Three: Ethics in the Real World Chapter 8 War Chapter 9 Environmental Ethics Chapter 10 Marriage and sex Chapter 11 Human Rights Chapter 12 Compassion Chapter 13 Altruism Chapter 14 Sanctity of Life Chapter 15 What do you think? Personal Reflections

Introduction Ethics is a vital topic to consider in a Christian Studies program. It forces us to wrestle with life’s big questions.

Deciding between right and wrong and attempting to live accordingly is a challenge for any person, Christian or not. Just why we think the way we do when it comes to ethical issues, is a worthwhile question, and it leads us to grapple with questions of God, human nature, meaning and purpose.

Some foundational questions laid out by Robinson and Garratt in Introducing Ethics, pave the way for our enquiry: uu Are human beings essentially selfish and greedy, or generous and kind? uu Are there any differences between moral laws and society’s laws? uu Does anyone have the right to tell someone else what goodness and wickedness are? uu Are there certain kinds of acts that are always wrong? If so, what are they? uu Are some people better at morality than others, or is everyone equally capable of being good. uu What do you think is the best answer to the question, ‘why should I be a good person?’ uu Is ethics a special kind of knowledge? If so, what sort of knowledge is it and how do we get hold of it? uu Is morality about obeying a set of rules or is it about thinking about consequences? uu When people say ‘I know murder is wrong,’ do they know it is wrong or just believe it very strongly?

We could add, ‘What type of person do I want to be?’ and ‘If there is no God, can we work out right and wrong on our own?’ ,‘If there is a God, what does this fact tell us about Ethics?’

Robinson and Garratt, ibid. page 7.

What should be immediately apparent is the closeness of these questions to the ones we broadly hope to stimulate our students to ask, because each is closely connected to matters of faith, meaning and hope.

Entering into the minefield of ethics can be a daunting exercise. There is much to be gained however, in allowing mature and vigorous discussion and debate, drawing out implications for choices we make and the reasons we make them.

At the beginning of the study, we aim to draw the students into the conversation of ethics. There is no one for whom ethics is not relevant. The challenge will be in getting the students to see this clearly and to take on the task of becoming ‘thoughtful intentional moral agents’, in a complex world.

The unit is broken into three parts: Part One (Introduction and Chapters 1–3) examines different ethical theories. There is an analysis of theories that have been influential and prominent in our culture, and students are asked to critique these theories for their strengths and weaknesses.

Part Two (Chapters 4–7) turns to Christian ethics. There is an attempt, over four chapters, to introduce a basis for Christian ethics framed with the Biblical narrative of Creation, Fall, Redemption, and culminating in the use of Michael Hill’s Mutual Love Ethic (MLE) as a means of approaching ethical issues.

Part Three (Chapters 8–15) deals with these according to the theories that have been explained in Parts One and Two. For each one, there is an attempt to address what the Mutual Love Ethic would contribute to the discussion. Choices have necessarily been made here about the list of topics, and arguments could be launched for others than the ones represented here. However, the method of Parts One and Two, should allow any issue to be dealt with in an informed and effective manner. Hopefully the specific issues will be of interest and value.

Ethics is difficult enough without the added complication of trying to promote Christian ethics to an audience largely unconvinced by the Christian vision of life, as many Christian Studies teachers face. We therefore tread carefully, while at all times drawing students back to the foundational messages of biblical truth that under girds a Christian ethical stance.

What is on offer here is a clear structure and logical progression, albeit at a very introductory level. Exercises in the student handbook should be supplemented with those extension activities in the teachers manual where time and interest permit.

CD–Rom The CD–ROM that comes with the teacher’s manual contains: • supporting PowerPoint presentations for each chapter which follow the flow of the student handbook, highlighting headings and quotes • pdf version of the Teacher’s manual for you to download and print as required • pdf versions of the Black line masters for each section.

The good, the bad & the ethical Teacher’s manual This teaching resource allows flexibility in the activities chosen, to fit a wide range of contexts and time frames. It is not expected that all (or even most) of the activities will be attempted. Use the ones that best suit your situation and the abilities and interests of your students.

Big idea This is the key point for the whole chapter. Each activity is designed to point to the big idea. It is this idea that should be stressed and hopefully remembered by the students.

Outcomes These are included at the beginning of each chapter. They are intended to give you a sense of focus and direction, as well as provide an opportunity for evaluation of the lessons you give on each topic.

Vox pop These questions are designed to introduce each chapter. It could form a creative and engaging opening to the topic on hand. Use them to prepare videoed interviews of students to begin the lesson, or as ‘hot seat’ questions to put to a few students in the class, or as very brief class discussion.

Reinforcement and extension Extension activities building on the key idea of each chapter are included in the manual. It is important to read ahead and plan for these, selecting activities that are most suitable for the time you have and the interests of your students.

There are a variety of options, including discussion and debate as a whole class or small group. There is the opportunity to engage with the material in creative ways. Newspaper stories, poems, magazine articles, songs, and real life stories are included. There is use of further Biblical material to support and enrich the discussion.

Movie suggestions include recommended DVD scenes to show and follow-up activities to complete.

Many of the activities come with Black line masters (BLMs) for you to copy and use.

Tips for teaching ethics • To deal effectively with the topic of ethics, discussion, input and engagement are crucial (more than nearly any other course!). It is really important to spend time investing in the group to create an environment where students’ opinions are valued, their participation is appreciated and they feel safe to share. Spending a few minutes at the start of each lesson delving into students’ lives will reap benefits later. (eg. the Sydney Morning Herald section, ‘Your time starts now…’ could be a helpful way in, with questions like: My earliest memory is, If I won the lottery I would, At home I cook, My parents always told me to, I often wonder, If I were a car I’d be, I don’t like talking about and so on.)

• Compared to many other subjects (eg. nuclear physics) ethics is a topic in which the students have lots of first hand experience. They will know little or no theory but have lots of practical experience to draw on.

• Do not veto students disagreeing with course material or expressing views that are not in line with Christian thinking. To do so looks like fear, and discourages discussion. Most ethical viewpoints emphasize at least something good about the created order that we can partially agree upon. Simultaneously, any viewpoint that does not acknowledge God will be deficient, incomplete and inadequate. (eg. one-nightstands touch upon the created goodness of sex but they damage and destroy the God-given purpose of sex: unity and closeness of relationship). Enjoy the freedom that this brings to agree and disagree!

• Christian ethics involves a solid grasp of the Bible, theology, history, philosophy, secular ethics and many areas of life filled with complexity. It’s a big ask to teach it! Great theologians struggle with ethics so it’s ok to not know the answers. Everyone is on training wheels in this area.

• Students are like building sites in that they can be reasonably well thought out and structured in some areas and have gaping holes and inconsistencies in others. The students are still forming all sorts of opinions about life, particularly in ethics. Go easy on them.

• Experiment with seating arrangements (depending on class sizes). Changes to normal environments excite students and remind them this class is different!

• Keep abreast of current events because these generate discussions, emotions and opinions (even if they come second-hand via their parents). Sometimes it is worth losing a lesson to a particularly hot topic to increase student respect for the relevance of the subject.

• Tangents can be helpful or unhelpful; sometimes students have anticipated what is to come and they need to be held back a little. Learn to listen carefully and weave the discussion back to the issue or ethical topic. This requires a solid knowledge of the lesson.

PART ONE

Introducing Ethics

Big Idea Ethics involves thinking about right and wrong. It is ‘A system of moral principles by which human actions, speech, thought and proposals may be judged good or bad, right or wrong’.

Students consider whether ethics is merely a matter of opinion or something that stands outside of our selves, our culture, and our time.

Outcomes By the end of the chapter students will: uu know a clear definition of ‘ethics’ uu be able to define objective and subjective approaches to ethics uu understand where ethics impacts real life.

Vox Pop 1. Are human beings essentially good or evil?

2. Does anyone have the right to tell anyone else what is good and what is bad?

3. Are there certain acts that are always wrong?

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Extension and reinforcement Ethics matters Read and discuss the following with your group.

An old person awkwardly climbs on the bus and makes his way slowly and tiredly towards you. All the seats are full and he stops right next to you.

What do you do?

Think of all the different types of actions you could do: • offer him your seat • ignore him • trip him over • laugh at him.

Why reasons could you have for your actions?

For each of these actions you may have different motivations.

1. You may worry about getting in trouble if you don’t give up your seat (rules).

2. You might want to look like a nice person in front of the other people on the bus.

3. You might feel concerned about the old man and want him to be comfortable.

4. Perhaps you sense what the right thing to do is but you couldn’t be bothered.

5. You may believe it is good to respect older people and want to do so by offering the gentleman your seat .

6. It may be your belief that old people are a drain on society’s resources and so should be kept in a home not clogging up public transport.

The example above helps to explain that ethics is a complex and multi-dimensional issue. Developing a clear understanding of different ethical systems, and your own choices and beliefs, can be very beneficial.

Debate Morality is just a matter of opinion.0

‘Big Gun’ research Plato

Where did Plato think right and wrong came from?

How convincing are his views?

Movie: The insider (1999) The insider tells the real life story of Jeffrey Wigand (Russell Crowe), a scientist and former employee of a large tobacco company in the United States.

Wigand gave the media the evidence that Big Tobacco was intentionally making cigarettes addictive, and Lowell Bergman (Al Pacino), was the TV producer with the guts to run the story.

Distribute a copy of BLM 1 on page 14 to each student. Watch the selected scenes and complete the associated exercises.

Is Wigand right to put himself and his family at risk, for the sake of the truth? Why do we applaud Bergman for sticking with Wigand?

Create Imagine a world without rules, without laws, shoulds, musts, can’ts, oughts; without right and wrong. What would it look like? uu Write a poem uu Draw/paint a picture uu Describe it in prose The difficulty in imagining such a thing, helps students to see how much we rely on these things to live. Their visions will tend towards either utopia or anarchy (which tells you something about their view of humanity and themselves).

Black and white or shades of grey?

Distribute a copy of BLM 2 on page 15 to the group and encourage them to complete the exercise.

The division into objective and subjective views on morality can seem a bit black and white. Others have suggested further divisions: hard and soft objective views and hard and soft subjective views. These are examined and associated exercises provided.

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Introducing Ethics: BLM 2

Movie: The insider (1999) The insider tells the real life story of Jeffrey Wigand (Russell Crowe), a scientist and former employee of a large tobacco company in the United States. Wigand gave the media the evidence that Big Tobacco was intentionally making cigarettes addictive, and Lowell Bergman (Al Pacino), was the TV producer with the guts to run the story.

The stakes in such a revelation are extremely high – millions of dollars for the tobacco companies; reputation, lifestyle, future, dreams, and safety for Wigand and Bergman, and their families. The two main characters put themselves in the front lines for the sake of telling the truth.

Watch the following scenes and complete the related exercises.

1. 6.28 to 12.10 What do we learn about Jeffrey Wigand and his family from these early moments of the film?

Make a list below:

What impression do you get of Wigand from what you have observed so far?

2. 17.31 – 26.28 In this scene the producer of 60 minutes, Lowell Bergman, contacts Wigand, and the main plot of the story begins.

How do the filmmakers introduce a sense of something sinister underlying the story?

3. 28.24 – 32.30 In what way is Wigand bullied in this scene? How well does he respond to the treatment?

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Introducing Ethics: BLM 2

Black and white or shades of grey?

The division into objective and subjective views on morality can seem a bit black and white. Others have suggested further divisions: hard and soft objective views and hard and soft subjective views.

Hard subjectivism holds that in morality there are never any ‘right’ answers.

Soft subjectivism on the other hand suggests that in many questions about morality there are no right answers.

Hard objectivism holds that for every moral question there is a right answer.

Soft objectivism believes that for any moral question there may be a right answer.

Analyse these positions. Which seems to make the most sense to you?

uu Where would you put yourself on the grid below? uu Where do other people in your class place themselves?

Do a survey to find out which are the most popular positions. Argue for your viewpoint.

Hard subjectivism

Soft subjectivism

Hard objectivism

Soft objectivism

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