Developing Dilemmas

Have students access  the student chapter Developing Dilemmas and complete the first interactive activity.

Divide the class into three groups and assign each group one of the pairs. Then have the groups line up along the wall or blackboard based on which of the principles they agree with more strongly. For example, a student who agrees equally strongly with “people should be punished” and “it’s wrong to be cruel” would stand midway between the two of them; one who agrees more strongly with “it’s wrong to be cruel” would stand closer to that end of the wall or board.

When all three groups have lined up, sub-divide each of the groups into two, for a total of six groups. (The division can be arbitrary.) Have each of the sub-groups come up with their own moral dilemma in which the two principles they were assigned would be in conflict: for example, the groups that were assigned the first pair of principles will need to think of a scenario where someone has to make a choice between standing up for their friends and helping someone who needs their help. Make it clear that the solution to the dilemma should not be clear: if everyone in their group agrees with how to resolve it, it’s probably not a genuine moral dilemma.

Now have the sub-divided groups reform, share their moral dilemmas and pick one to discuss with the class. Have the three original groups each present their moral dilemma to the class and let the class discuss each one briefly. (Don’t feel the need to get a consensus on these – you only need to discuss each one long enough for students to understand the moral difficulties raised.)

Finally, have each student use the second interactive activity to write and analyze their own moral dilemma relating to online meanness and cruelty. You can assess their dilemmas with the Assessment Rubric.