- Topic 1 Pride: Vice or Virtue
- Topic 2 How important are the reasons?
- Topic 3 Are you the same person you used to be?
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Topic 1: Pride: Vice or Virtue
Should we be proud of things we’ve made? Proud of what we do? The things we have?
Can we be proud of things others do? Such as a friend, or a sister?
Can we be too proud?
Questions of pride are complex. Aristotle considered pride to be a virtue, second only to wisdom, while the Bible favours humility and casts pride as one of the ‘seven deadly sins’. Aristotle considered undue humility to be a vice, because an accomplished but excessively humble person is not being true to himself.
Justified pride, then, it can be argued, is the midpoint between vanity and arrogance at one end, and undue humility on the other.
So, like most ethical issues, the question, ‘When do we have a right to be proud?’ cannot be answered with a single, simple answer, and children and adults alike will offer a range of viewpoints when asked to respond to scenarios in which pride is a factor.
In our first topic for the year, we use everyday scenarios to consider when characters may and might not feel pride in a situation.
Should Jack be proud of the science experiment he develops for the competition? Should he be even more proud because he made it all by himself? What if Jack doesn’t receive any kind of prize or recognition for his work. Should that have a bearing on how he feels about his effort?
Why does Jess say she’s proud of her little sister Elsa for scoring two goals in soccer? Does the fact she helped her practice come into it?
We finish the topic with a review of the powerful Greek myth, Daedalus and Icarus to help students consider whether we can be too proud.
You may like to read the tale of Daedalus and Icarus to your child.
Topic 2: How important are the reasons?
“Why can’t I have another ice cream?”
Children have a natural urge to ask “why?” and to seek reasons from their parents, carers and others. On the flip side, they may often make bold assertions without providing any associated reason at all:
“I get the first turn.”
Sometimes children resist considering reasons when making a decision:
“I don’t care what you say – I’m not going to share.”
In How important are the reasons, we aim to scaffold students’ thinking so that they begin to reflect on the processes of giving reasons themselves and unearthing the reasons of others.
Using stories and questions, we encourage children to think for themselves about:
- Whether it is important to have good reasons for what we believe and do; and
- Whether it is always okay to follow a directive or copy the behaviour of others without understanding the reasons on which the directive or action is based.
Why is it so important that our beliefs and decisions or choices (and the actions that flow from them) are based on good reasons? The obvious answer is that this strategy gives us the best chance of forming true beliefs and making the best decisions or choices, or in the case of moral judgments and actions, doing what is right.
Good reasons are relevant and strong, and in this topic the children practice working together to build good reasons, rather than reasons that are weak or not closely enough related to the questions asked. This skills required to identify and evaluate practice are revisited and practised in later topics.
Topic 3: Are you the same person you used to be?
Is seven year old Jack, who is 130cms tall and can run, play the flute and read chapter books, one and the same person he was at 10 months old, when he was unable even to walk or talk?
If so, what is it that makes him one and the same? In this topic we invite children to begin to think for themselves about what constitutes a person’s identity over time. Is it established by physical continuity or psychological continuity?
We meet Harry and Harley, two caterpillars that develop into butterflies. While they remember what it was like to eat leaves, they don’t do that anymore. Is Harley still Harley, even though he looks quite different to the way he used to? We help the two friends try to figure it out.
Gus has lots of fond memories of being with Grandpa, and things they have done together, like look for crabs and shells in the rock pools when the tide goes out.
As Grandpa gets older, though, he forgets many things – like where he went to school, books he’s read, and he sometimes even forgets Gus’ name. Even so, Grandpa is still as kind and patient as ever.
Grandpa has lost most of his memories. Do you think he is still the same person he was when he used to take Gus and Jack to the beach?
Memory Game – What can you remember?
This game is about memories, and what it would be like if we lost our memories.
I will read out a question that starts with ‘Can you remember…’ it might be ‘Can you remember the name of the teacher you had in Kindergarten?’ I will give you time to think and you can answer when your answer is ready.
- Can you remember what you had for dinner last Saturday?
Follow up with: What was it? Did you like it?
- Can you remember what you did at lunchtime yesterday?
Follow up with: What did you do? Was it fun?
- Can you remember what your favourite book was when you were five?
Follow up with: What was it? What did you like about it?
- Can you remember what games you liked to play before you started school?
Follow up with: What were they? Did you play them on your own? Or with someone else?
- Can you remember what your favourite TV show was when you were three?
Follow up with: What was it? What did you like about it?
- Can you remember your first day at school?