Critical Thinking Activities

Here are 4 ways to approach the ethical issues dilemma. The  Ethical discussion worksheet is a worksheet which can be used to assist students to record their ideas before or during the discussions.

Where do I stand in the decision about the ethical issues of using stem cells for therapeutic treatments?

In Class

Have the students stand in the middle of the room.

Project or read out the question

"I think the production and use of stem cells poses more dangers than potential benefits."

Students should reflect on the question for about 1 minute, outlining their ideas. After this time, students should move to one side or other of the room.

Ask the students,

"Move to the left if you agree or move to the right if you disagree with the question."

"In small groups on your side of the room, discuss the reasons why you moved the way you did."

After about 1 minute of discussion, ask the students,

"You now have 2 minutes to decide among your group how to persuade or convince those students on the opposite side of the room to change their ideas to join your group. Consider the arguments they might propose and how you can make the counter argument."

Allow the teams to develop their arguments ( the 2 minutes is not really important but rather a stimulus to get to work and focus on the major ideas and not squabble about details).

Flip a coin to decide which team begins their persuasive arguments. Be sure to establish the rules of debate. Teachers need to be alert to prevent insults and bigotry about the issues.

"The rules that need to be followed to maintain an orderly discussion are:

1. The first group presents all of their arguments in one presentation without interruption. The opposing group may make notes.
2. The responding group will make their response by focussing on the arguments and facts presented and not on the personalities or opinions of those presenting.
3. The responding group can present new arguments without interruption.
4. The first group can then respond to the new arguments.
5. Students are allowed to remain on their side or change sides.
6. Students will then reflect on the facts, ideas and comments in the presentation.

3. The Debate

The 3rd way to approach the ethical issues is to set up a debate between shareholders in the issue.

How do I know the issues around the production and use of stem cells for therapeutic cloning?

How do students know where they stand on an issue? Setting up the debate between the interested parties invovled in ethical discussions will allow students to discover what they feel is right for themselves in the context of the other arguments.

Debate setting

For the ethical issues of therapeutic stem cell use, there are a number of different perspectives. Student can be allowed to select for themselves or be assigned by the teacher. Depending on the number of students, groups of various constituents can be created. Students in a group should research the perspective of that group on the issue to present the arguments and counter arguments. This way the students will have to look at the whole issue not just a biased viewpoint.

• Scientific / research community - why the research is important, benefits and potential risks.
• Religious community or communities - why the moral perspective is important.
• Legal community - what constitutes the legal rights in the local community.
• Medical community - how could the development help reduce or prevent suffering.
• Patient community - why is this research important to the individual who needs the treatment.
• Business community - what potential of employment and financial gain is involved.
• Other perspectives could be presented too.

The debate should follow strict rules so that shouting matches and disorder are avoided. Each group presents their perspective in short presentations, which could include prepared texts to be distributed.

In a random or predetermined order, responses are given by each group to specific arguments from the first round of presentations. This is why prepared texts would be advantageous.

Closure - students should write their reflections on the ideas presented to formulate their own positions.

4. Out of the comfort zone

One other way to present students to the issues in this ethical matter is to push them outside their own comfort zone. This might work well when the students already have a good idea of where they stand on the issue.

Where do I stand in the decision about the ethical issues of using stem cells for therapeutic treatments?

After the presentation of the various ethical issues in the class, students are asked to take a stand on the issue. Then students are to take up the opposite argument. So if a student were to decide that he was against the use of therapeutic stem cells, he would have to present the arguments in favour of using this technology.

Students need to consider how to convince someone else to accept the arguments that are counter to their own feelings or beliefs.

Flip a coin to decide which team begins their persuasive arguments. Be sure to establish the rules of debate. Teachers need to be alert to prevent insults and bigotry about the issues.

"The rules that need to be followed to maintain an orderly discussion are:

1. The first group presents all of their arguments in one presentation without interruption. The opposing group may make notes.
2. The responding group will make their response by focussing on the arguments and facts presented and not on the personalities or opinions of those presenting.
3. The responding group can present new arguments without interruption.
4. The first group can then respond to the new arguments.
5. Students are allowed to remain on their side or change sides.
6. Students will then reflect on the facts, ideas and comments in the presentation.