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PHIL 1171 Ethics

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Ethics oral dialogue or healthcare directive

1. Compare and contrast ethical decision-

making systems and their conclusions

2. Evaluate your own life and decisions in light

of ethical theories.

Choose one of the following formats

to complete this assignment 1. Oral Dialogue 2. Healthcare Directive

What is a dialogue? Dialogues develop critical thinking skills and clarify

arguments in philosophy. The word “dialogue” is made

up of the Greek word logos and a Greek prefix

dia. Dia means “through” or “by way of”, like

“passing through” or “moving between.” The Greek

word logos means “to give an account of,” “reasoning,”

“word,” or “speech.” Thus, dialogue means “to move

through by way of giving a reasoned account.” In

philosophy, the idea is that we can better cultivate the

skills of critical thinking and self-reflection by

“reasoning together” with people of different ideas and

experiences, rather than just in our own

head. Sometimes, this is done through writing and producing literature (articles, books, et al), while at

other times this is done in real life conversations –

what we call “orality” and producing “orature.” The

purpose of dialogue is not to “figure it all out” or

“dominate the other person” or “defend one’s

interests;” the purpose is to gain better skills of critical

thinking and self-reflection by engaging in different

ideas and perspectives. In Ethics, dialogue helps us

critically think about issues of morality and justice from

perspectives beyond our experiences and viewpoints.

Oral Dialogue I will ask you the oral dialogue questions and invite

you to discuss them in an informed, researched,

and rich way. I invite you to bring the fullness of

who you are as a discussant including the

Q: How do I sign up?

A: Use the sign up

link: http://www.signupgenius.c

om/go/4090D4AABA92EA6FF2-

oral I recommend using the

calendar view (it is easier).

Q: Can I sign up alone?

A: Yes, but each slot is open for

two students to sign up, so you

might be paired with another

student who also signs up for

the same slot. You will each

complete your own work that

you have prepared individually,

but you are welcome to support

one another or help each other

out. Collaboration typically

yields better results, so it ought

here as well.

Q: Should I write out the

dialogue and submit it ot he

Assignments folder?

A: No. This assignment is

verbal, meaning, you are

welcome to make notes and

read them but it is not

necessary to write a paper. The

only document you upload is

one indicating the day/time we

are meeting so I “hold” your

grade knowing we will complete

the dialogue after the due date.

Indicate in the Assignments

folder you have signed up by the

due date (typically the halfway

point in the course).

Frequently Asked Questions

PHIL 1171 Ethics

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opportunity to speak your preferred language.

Nerves are normal and most students, despite

some fear, say this was their favorite

assignment. You complete your dialogue in

person, or remotely (by phone or Skype for

Business). Prior to your scheduled day/time,

you should prepare and practice answering all

the questions below. I recommend you

practice with another student in the course

(informally) or seek people who are able to

give you candid feedback and offer different

perspectives. You may bring your own notes

with you to help you remember key points

and I expect you to be able to explain the

validity of our sources, citing them verbally. You may read off your answers, if that helps

you. We might only get to 3-4 of these questions

depending on time, but you should prepare for all

six questions. For question five, I will engage

challenges to your positions, or invite another

dialogue student to offer reflections from a

different perspective. There are no right or

wrong answers to these questions; I am

grading you on your understanding of ethical

theories and demonstration of critical thinking

skills. Your answers are your own individually;

your group partners are there to help you

refine and think through your answers. I will

use the Ethical Reasoning and Critical Thinking

Rubric to grade you individually. See the skill

letter (A, B, etc.) on the rubric that

corresponds to each question. You may

choose to do the dialogue in your primary

language (Dakota, Somali, Spanish, etc.) if it is

not English; let me know so that I can arrange

an interpreter for me.

1. (Ethical Issue Recognition – Criteria A): Is there a problem or issue of injustice that you

have experienced or heard about which you

are passionate (can use course applied ethics

topics)? Explain this moral issue in detail

engaging its ethical complexity (you should

Q: Should I practice my oral

dialogue?

A: Yes! Practice with another student

from the course, or practice with a

friend, family member who can

challenge you (particularly on

question five).

Q: How do I find sources for

evidence to help me explain the

scope of the problem, or locate

objections to my position?

A: You can use a database our library

supports titled "Opposing

Viewpoints in Context." This

resource offers a bevy of issues and

conflicting viewpoints on just about

everything. Ask a librarian for help!

Also, look at the Ethics Library Guide

for sources and

resources: http://minneapolis.libguide

s.com/c.php?g=98145&p=635268

Q: What do students typically

overlook as they prepare for the

dialogue?

A. Most overlook question one, they have an issue, but they do not know

much about the issue. They have an

opinion, rather than an informed

position. They cannot tell me the

scope of the problem, the latest

evidence on the issue, or they have

not done much outside research to

understand the problem. They do

not consider whether their evidence

is strong, credible, and the best

source possible.

FAQs continued

Questions I ask you to answer during the Oral

Dialogue:

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research this topic and use a library database like “Opposing Viewpoints in

Context.), understand its scope, and be able to offer current data. Evaluate the facts

and details—how do you know they are credible or true?

2. (Influence of Context and Assumptions – Criteria B): What is your position on this issue or problem? What context and assumptions surround this issue?

3. (Ethical Self-awareness – Criteria C): What are your core beliefs and values? Use the values inventory (below) to help you name them. Identify how you embedded or aligned

your values with your position on this issue of justice.

4. (Understanding and Applying Ethical Theories – Criteria D & E): Consider at least one of the theories we studied this semester. Name the theory (philosopher, major

concepts) and explain in your own words how this ethical framework helps you

consider what is the right thing to do. What might one of the theorists we studied say

about your issue of justice? When you apply this theory to the ethical dilemma, what

does this theory indicate one ought to do? Do you agree? Is there something it misses?

If so, can you identify what this theory lacks? 5. (Different Ethical Perspectives – Criteria F): What objections might someone who

disagrees with your position raise? Your instructor or other students will offer these.

To practice use a source like “Opposing Viewpoints in Context.” to locate differing

arguments or speak with others. (see rubric skill: B, F)

6. (Conclusion – Criteria E): Given the issue, evidence, and ethical complexities of the injustice you’ve described, what action did you take this semester to make a difference

toward this problem or issue? In other words, talking alone will not solve this, what did

you do this semester (praxis) to get involved? Assess your action; what needs to happen

next?

Questions for Alternate Minnesota Healthcare Directive (100 points):

You may opt to complete this assignment to replace (instead of) the Oral Dialogue. Students often

report they find the Minnesota Healthcare Directive a practical and helpful life event to complete. To

complete this assignment, fill out the Minnesota Advance Directive Planning for Important

Healthcare Decisions. You will find a copy of this form attached in the Assignments folder “Final

Dialogue.” Do not turn this document into me; instead, refer to it as you answer the following reflection

questions. You may write your responses or schedule to share them orally with me using my

office hours or the oral dialogue sign up. Written submissions should be 1000-2000 words in

length and use an academic research style (APA, MLA, or CMS).

1. Paragraph one (Ethical Issue Recognition – Criteria A): What ethical issues did you consider as you wrote your healthcare directive? What facts, data, or evidence is

important as you consider your directions. Do you have all the information you need to

make an informed decision? What else do you need to know? What complexities does

this healthcare directive ask you to consider? Are any these complexities related to one

another? What ethical responses does it ask you to engage? (see rubric skill: A, B).

2. Paragraph two (Influence of Context and Assumptions – Criteria B): What do folks around you assume about death and dying? What did/do you assume? Did any of these

shift as you wrote your directive? What social-cultural factors influence you the most

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when you consider your death and dying? What is your position on one ethical question

about death and dying.

3. Paragraph three: (Ethical Self-awareness – Criteria C). What are your core beliefs and values? Use the values inventory (below) to help you name them. Identify how you

embedded your values into your directive. What surprised you as you wrote it? Did you

learn anything about yourself or others? (see rubric skill: C).

4. Paragraph four (Understanding and Applying Ethical Theories – Criteria D & E): Consider at least one of the theories we studied this semester. Name the theory

(philosopher, major concepts) and explain in your own words how this ethical

framework helps you consider what is the right thing to do. What might one of the

theorists we studied say about completing a directive like this? When you apply this

theory to the ethical dilemma of how to direct others about your death and dying, what

does this theory indicate one ought to do? Do you agree? Is there something it misses?

If so, can you identify what this theory lacks?

5. Paragraph five (Different Ethical Perspectives – Criteria F): What oppositions challenges do people argue about death and dying and what moral objections are commonly raised.

Do any of these objections factor into the decisions you have made with your directive?

6. Paragraph six (Conclusion – Criteria E): What will you do with this directive? Where will you file it? Who else knows about it? Does this directive prompt you to take other

actions to care for yourself and your community?

Rubric we will use to assess your work Criteria Exceeding Expectations

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Meeting Expectations

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Approaching Expectation

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1. Ethical Issue

Recognition

Evidence

Selecting and

using information

to investigate a

point of view or

conclusion

(Criteria A)

You can recognize ethical

issues when presented in a

complex, multilayered

(gray) context AND can

recognize cross-

relationships among the

issues.

Issue/problem to be

considered critically is

stated clearly and described

comprehensively, delivering

all relevant information

necessary for full

understanding.

Information is taken from

source(s) with enough

interpretation/evaluation to

develop a comprehensive

analysis or synthesis.

Viewpoints of experts are

questioned thoroughly.

You can recognize ethical

issues when issues are

presented in a complex,

multilayered (gray) context

OR can grasp cross-

relationships among the

issues.

Issue/problem to be

considered critically is

stated, described, and

clarified so that

understanding is not

seriously impeded by

omissions.

Information is taken from

source(s) with enough

interpretation/evaluation to

develop a coherent analysis

or synthesis.

Viewpoints of experts are

subject to questioning.

You can recognize basic and

obvious ethical issues and

grasp (incompletely) the

complexities or

interrelationships among the

issues.

Issue/problem to be

considered critically is stated

but description leaves some

terms undefined, ambiguities

unexplored, boundaries

undetermined, and/or

backgrounds unknown.

Information is taken from

source(s) with some

interpretation/evaluation, but

not enough to develop a

coherent analysis or

synthesis.

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Viewpoints of experts are

taken as mostly fact, with

little questioning.

2. Student

Position

Influence of

Context and

Assumptions

(Criteria B)

You state a position, taking

into account the

complexities of the

position. Acknowledge the

limits of that position.

Others' points of view are

synthesized within position.

Thoroughly (systematically

and methodically) analyze

own and others'

assumptions. Carefully

evaluate the relevance of

contexts when presenting a

position.

You state a position, taking

into account some

complexities. Others'

points of view are

acknowledged within

position.

Question some

assumptions. Identify

several relevant contexts

when presenting a position.

May be more aware of

others' assumptions than

one's own (or vice versa).

You state a position and

acknowledge some different

sides to the issue.

Show an emerging awareness

of present assumptions

(sometimes labels assertions

as assumptions). Begin to

identify some contexts when

presenting a position.

3. Ethical Self-

Awareness

(Criteria C)

You discuss in detail and

analyze your core beliefs

and the origins of those

core beliefs.

Evaluate specifically your

own life and decisions in

light of ethical theories.

Discussion has greater

depth and clarity and

relevance to the course.

You discuss in detail and

analyze your own core

beliefs and the origins of

those core beliefs.

Evaluate loosely your own

life and decisions in light of

ethical theories.

Discussion has some depth,

clarity, and relevance to the

course

You state both core beliefs

and the origins of the core

beliefs but do not analyze

them.

Evaluate unclearly your own

life and decisions in light of

ethical theories.

Discussion may not be

relevant to the course

material.

4.

Understanding

Different

Ethical

Perspectives/

Concepts

(Criteria D)

You name the theory or

theories, can present the

gist of said theory or

theories, and accurately

explain the details of the

theory or theories used.

You incorporate specific

details and additional

research about theory, or

philosophers.

You compare and contrast

multiple theories or

concepts and provide

multiple reasons why one is

You can name the major

theory or theories you use,

can present the gist of said

theory or theories, and

attempt to explain the

details of the theory or

theories used, but have

some inaccuracies.

You incorporate some

details and additional

research about the theory

or philosophers.

You compare and contrast

multiple theories or

concepts and provide one

You can name the major

theory you use, and are only

able to present the gist of

the named theory. No

details of the theory are

explained. May be

inaccuracies.

You incorporate little detail

and additional research

about the theory, or

philosophers.

You compare and contrast

multiple theories or

concepts and provide

unclear reason why one is

PHIL 1171 Ethics

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stronger/weaker than

another.

reason why one is

stronger/weaker than

another.

stronger/weaker than

another.

5. Application

of Ethical

Perspectives/

Concepts

Conclusions

and related

outcomes

(implications

and

consequences)

(Criteria E)

You can independently

apply ethical

perspectives/concepts to an

ethical question or issue,

accurately, and are able to

consider full implications

and consequences of the

application. Application is

creative and innovative.

Conclusions and related

outcomes (consequences

and implications) are logical

and reflect your informed

evaluation and ability to

place evidence and

perspectives discussed in

priority order.

You can independently

apply ethical

perspectives/concepts to

an ethical question or issue,

accurately, but do not

consider the specific

implications or

consequences of the

application.

Conclusion is logically tied

to information (because

information is chosen to fit

the desired conclusion);

some related outcomes

(consequences and

implications) are identified

clearly.

You can apply ethical

perspectives/concepts to an

ethical question or issue, but

the application is inaccurate

or unclear.

Conclusion is inconsistently

tied to some of the

information discussed;

related outcomes

(consequences and

implications) are

oversimplified.

6. Evaluating

Different

Ethical

Perspectives/

Concepts

(Criteria F)

Can state/engage the

objections to, assumptions

and implications of and can

reasonably defend against

the objections to,

assumptions and

implications of different

ethical

perspectives/concepts, and

your defense is adequate

and effective.

Can state/engage the

objections to, assumptions

and implications of, and

respond to the objections

to, assumptions and

implications of different

ethical

perspectives/concepts, but

your response is

inadequate.

Can state/engage the

objections to, assumptions

and implications of different

ethical perspectives/concepts

but do not respond to them

(and ultimately you

compartmentalize

objections, assumptions, and

implications and they do not

affect your position.)

7a. Evaluation

of Style

Oral

Verbal balance (can avoid

saying too much or too

little)

Focus (don’t ramble, stay

on track)

Grace (can disagree

without becoming

disagreeable

All three skills are present

Two of three skills present One of three skills present

7b. Evaluation

of Style

Written

No/few grammatical errors

and (if applicable) cited

Errors of grammar or

citation present.

Errors of grammar or

citation present.

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Ethical Reasoning and Critical Thinking Terms

Adapted from AAC&U Value Rubrics

Ethical Reasoning is reasoning about "the good" which includes morality, right and

wrong conduct, moral value and “good” relationships, institutions, laws, power,

people and practices. It requires students to be able to assess their own ethical

values and the social context of problems, recognize ethical issues in a variety of

settings, think about how different ethical perspectives might be applied to ethical

dilemmas, and consider the ramifications of alternative actions. Students’ ethical self-

identity evolves as they practice ethical decision-making skills and learn how to

describe and analyze positions on ethical issues.

Critical thinking is a habit of mind characterized by the comprehensive exploration

of issues, ideas, artifacts, and events before accepting or formulating an opinion or

conclusion.

Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only.

Ambiguity: Information that may be interpreted in more than one way.

Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for

granted or accepted as true without proof." (quoted from

www.dictionary.reference.com/browse/assumptions)

Core Beliefs: Those fundamental principles that consciously or unconsciously influence one's

ethical conduct and ethical thinking. Even when unacknowledged, core beliefs shape one's

responses. Core beliefs can reflect one's environment, religion, culture or training. A person

may or may not choose to act on their core beliefs.

Ethical Perspectives/concepts: The different theoretical means through which ethical issues

are analyzed, such as ethical theories (e.g., utilitarian, natural law, virtue) or ethical concepts

(e.g., rights, justice, duty).

correctly using MLA, APA,

or CMS

500-2,000 words (may be

slightly more or less but

the quality of your ethical

consideration is strong)

Or

More or less than 500-

2,000 words (weakens

quality of your ethical

consideration)

And

More or less than 250-500-

2,000 words (weakens

quality of your ethical

consideration).

Total 140 points 112 points 98 points

Student Score divided by / 140 = % out of 100%.

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Complex, multi-layered (gray) context: The sub-parts or situational conditions of a

scenario that bring two or more ethical dilemmas (issues) into the mix/problem/context/for

student's identification (e.g., I want to save lives, but have to betray my family to do so).

Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or

conditions that influence and complicate the consideration of any issues, ideas, artifacts, and

events.

Cross-relationships among the issues: Obvious or subtle connections between/among the

sub-parts or situational conditions of the issues present in a scenario (e.g., relationship of

production of corn as part of climate change issue).

Values Exercise (to help you answer question 3) A Value is a guiding principle or ideal. Read the following list of common values. What do you

deeply care about? Which ones matter most to you? Which do you most naturally use to guide

your choices? What do you appreciate about yourself? Circle your values. Determine your top

values, by thinking about your experiences of happiness, pride, and fulfillment. Pick your top

three. Put a star next to those ones. If something comes to mind that is not on this list, write it

down.

Acceptance

Artistic ability

Belonging

Challenge

Collaboration

Community

Courage

Efficiency

Enthusiasm

Equality

Ethical action

Excellence

Fairness

Faith/Religion

Family

Freedom

Friendship Generosity

Gratitude

Happiness

Hard Work

Harmony

Health

Helping Others

Honesty

Honor

Humor

Independence

Inner Calm

Innovation

Integrity

Interdependence

Joy

Leadership

Lifelong Learning

Love Loyalty

Meaningful Work

Mindfulness

Musical ability

Openness

Peace/Non-Violence

Perseverance

Personal Growth

Problem-Solving

Reliability

Relationships

Resourcefulness

Self-Reliance

Simplicity/Thrift

Strength

Tradition

Trust

Willingness

Wisdom

Choose one to write about now. Describe why your chosen value is important to you and a

time in your life when you had the opportunity to express this value. Think about a difficult

experience or decision you faced. How did you use this value to support or guide you? How

can this value help you determine what is the right thing to do given your dialogue topic or

healthcare directive?