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  This module is a resource for lecturers  

 

Possible class structure

 

This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class. The lecturer may wish to disregard or shorten some of the segments below in order to give more time to other elements, including introduction, icebreakers, conclusion or short breaks. The structure could also be adapted for shorter or longer classes, given that the class durations vary across countries.

Conceptual analysis of integrity (15 minutes)

  • The lecturer asks students to divide into groups of three or four, and to provide their definition of integrity.
  • A few groups provide feedback to the class.
  • The lecturer shares a textbook definition of integrity (e.g. the one provided in this Module), and discusses the differences and similarities between this definition and the student suggestions.

Conceptual analysis of ethics (10 minutes)

  • The lecturer asks students to divide into groups of three or four, to reflect on their understandings of the concept of ethics, and together to synthesize their understandings into a short, clear and precise formulation.
  • A few groups provide feedback to the class, by sharing their ideas about the nature of ethics.
  • The lecturer shares a textbook definition of ethics, (e.g. the one provided in this Module), and discusses the differences and similarities between this definition and the student suggestions.

Class exercises (30 minutes)

  • The lecturer selects one or more of the proposed exercises.
  • Students get the opportunity to work in small groups.
  • The lecturer selects a few random groups to provide feedback to the class by sharing their views and findings, and concludes the discussion with his / her own views on the exercises.

An introduction to ethical theories and major ethical philosophers (60 minutes)

  • The lecturer presents the three major Western ethical theories and philosophers (he or she can use the PowerPoint presentation provided with this Module).
  • The lecturer can use the slides as a point of departure and update them based on his / her own material.
  • The following are the main focus areas:
    • Utilitarianism: morality depends on consequences
    • Deontology: morality depends on conformity to moral principles
    • Virtue: morality depends on the virtues of one's character.

Discussion of ethical dilemmas in small groups (45 minutes)

  • Students break into small groups: for the first five minutes each student works individually by writing down an example of an ethical dilemma that he / she has faced in their own personal environment. For the next 20 minutes the students get the opportunity to share their dilemmas in the small group - this is not compulsory and not everyone has to share. Students are requested to respect privacy issues and to acknowledge the stress that might be involved when sharing something very personal.
  • The final 20 minutes are spent on feedback from the groups: again - on an entirely voluntary basis - groups are invited to share one example with the class as a whole. The lecturer uses the board or a flip-chart to capture keywords from the example, leads discussion and wraps up with his / her own views on the examples that have been shared.

Plenary discussion (20 minutes)

 

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