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Structuring discussions

Writing frames

These can be based around some prompts to keep discussion flowing. For example:

  • Why do you think that?
  • What is your reason for that?
  • Can you think of another argument for your view?
  • Can you think of an argument against your view?
  • How do you know?
  • What is your evidence?
  • Is there another argument for what you believe?

Another example is the use of questions to evaluate the scientific evidence presented in an article or piece of work.

  • What scientific evidence is included?
  • Who collected the scientific evidence?
  • How was the scientific evidence collected?
  • What does the scientific evidence tell us?
  • What are the limitations of the scientific evidence?

Using different perspectives

Goals, rights and responsibilities

While not actually going so far as to develop a role play students can be encouraged to think through ethical questions from different perspectives.

It is often useful to make a table with the different actors in the ethical dilemma as rows and for each their goals, rights and responsibilities. Goals are things we aim for, rights are things that are due to us and responsibilities are the things we owe others. For example:

  Goals Rights Responsibilities
Car driver To get to work quickly Respect from other road users To drive safely
Lorry driver To deliver goods on time Respect from other road users To drive safely
Cyclist To get to work safely Space and respect from other road users To cycle with due regard for others
Pedestrian To walk without fear of traffic To be safe To use pavements and crossing places

 Organising group talk

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