CAN WE TEACH ETHICAL THINKING?

As part of our Environmental Issues class, students must read 12 pairs of articles on controversial environmental issues. Inconsistent/contradictory articles are chosen; it is impossible to agree with the arguments of both articles. Topics in spring 2014 were the precautionary principle, economic development, value of ecosystems, global warming, shale gas, renewable energy, biofuels, human population, commercial fishing, organic farming, GMOs, and superfund.

Student essays were scored to determine if students: (1) Recognized an ethical issue, including the possibility of harm/damage to individuals or groups and recognizing choices are between competing good, or competing bad, alternatives; (2) Identified relevant facts – both what is known and what is unknown; (3) Evaluated the alternatives and came to conclusions based on facts; (4) Considered utility/practicality of the alternatives; (5) Considered common good; (6) Considered people’s rights and justice; (7) Considered personal values and morality.

Dispite clearly stated expectations and instructions, at the beginning of the semester, few students recognized that ethics were involved. Most did not cite facts, nor did they conclude anything. Instead they summarized opinions from the articles. Some took exception with the "tone" of an article and those that took a side generally did so based on impression of the author. Some criticized authors for their affiliations or intelligence. Other evaluations, if any were made, were based on utility. By the end of the semester, 55% of the students identified ethical dilemmas, most significantly recognizing that there would be both winners and losers. More arguments were based on what was perceived to be right or wrong. Common good was mentioned by 48% of the students. Rights and justice by 24% of the students. Values and morality by 11% of the students. Some students started the semester with a dualistic mind-set and evolved toward multiplicity. Others moved from a dualistic view to a procedural one. None moved from dualism to proceduralism.

Are students learning to be more ethical thinkers, or are they using feedback on assignments as guides to better grades? We think the former, in part because our feedback is limited due to large class size, and also because our grading scale is very soft.