Lesson Plan | Socioemotional Learning | Reflection on Ethics

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to provide a clear and detailed understanding of what will be addressed in the class, establishing a context for the development of socio-emotional skills. By defining the objectives, students can align their expectations and understand the relevance of the topic, facilitating the connection between philosophical content and their personal and social experiences.

Main Goals

1. Recognize and understand the main components and thinkers of ethics.

2. Develop the ability to critically identify and analyze ethical dilemmas.

3. Encourage reflection on the importance of ethics in everyday decisions.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Mindfulness Moment 律‍♂️律‍♀️

The proposed emotional warm-up activity is a Mindfulness practice. Mindfulness is a technique that involves paying full attention and concentrating on the present moment, helping students become more aware of their thoughts and emotions, promoting a state of tranquility and focus.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands resting on their knees.

2. Explain that the activity will last for 5 minutes and that during this time, they should try to focus only on their breathing.

3. Start the activity by asking them to close their eyes and begin to pay attention to their breath, feeling the air enter and leave their lungs.

4. Guide the students to take a deep breath, inhaling through the nose counting to four, holding for four seconds, and exhaling through the mouth counting to four again.

5. Encourage students to notice any thoughts or emotions that arise, and gently redirect their focus back to their breath, without judgment.

6. Conclude the activity by asking them to slowly open their eyes and do some light stretches, like reaching their arms and rotating their neck.

Content Contextualization

Ethics is a fundamental theme in philosophy, as it deals with the principles that guide human behavior. In our daily lives, we often encounter ethical dilemmas that require reflection and responsible decision-making. For example, when we witness an injustice, how do we react? Do we choose to intervene or remain silent? These decisions are influenced by our values and emotions.

By studying ethics, students have the opportunity to develop social awareness and self-knowledge, better understanding how their emotions and beliefs impact their decisions. In addition, knowing the main thinkers and ethical theories offers tools to critically analyze situations, promoting a fairer and more harmonious coexistence in society.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Ethical Principles: Ethics is the study of the principles that guide human behavior. The main components of ethics include morality, values, and social norms. Morality refers to the set of rules that a society or group considers acceptable. Values are fundamental beliefs that guide people's actions and decisions. Social norms are the expectations of behavior within a society.

2. Main Thinkers:

3. Socrates: Emphasized the importance of self-knowledge and the pursuit of truth. Known for his phrase 'Know thyself', he believed that virtue was the path to happiness.

4. Plato: A disciple of Socrates, Plato introduced the theory of ideas, where the world of ideas (or forms) is perfect and unchangeable, while the physical world is imperfect. He believed that justice was the greatest virtue and should be sought by all.

5. Aristotle: A student of Plato, Aristotle focused on practical ethics. He introduced the concept of 'virtue ethics', where happiness is achieved through the practice of virtues such as courage, temperance, and justice.

6. Immanuel Kant: Kant proposed deontological ethics, which is based on duties and universal rules. He believed that actions are morally correct if they are performed out of duty and in accordance with a universal moral law.

7. John Stuart Mill: An advocate of utilitarianism, Mill argued that actions are right if they promote the greatest happiness for the greatest number of people. Utilitarian ethics focuses on the consequences of actions.

8. Examples of Ethical Dilemmas:

9. Trolley Dilemma: A runaway trolley is about to hit five people. You have the option to divert it to another track, where it would hit only one person. What would you do?

10. Honesty vs. Loyalty: A friend of yours has made a serious mistake and you know he needs to be held accountable. Do you choose to tell the truth or protect your friend?

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Ethical Debate: Moral Dilemmas

Students will participate in a debate on ethical dilemmas, where they will be divided into groups and must discuss and present their solutions to the proposed dilemmas, using the ethical concepts and theories learned.

1. Divide the class into groups of 4 to 5 students.

2. Distribute different ethical dilemmas to each group. Examples of dilemmas may include the Trolley Dilemma, Honesty vs. Loyalty, etc.

3. Give the groups 10 minutes to discuss the dilemma and come to a solution, using the ethical theories and principles discussed in class.

4. Each group must choose a representative to present the group's solution to the rest of the class.

5. Encourage students to use arguments based on the ethical theories presented, justifying their choices.

6. After all groups present, promote an open discussion about the different solutions presented and the reasons behind each.

Group Discussion

During the group discussion, use the RULER method to guide socio-emotional feedback. First, help students recognize the emotions involved in ethical decisions, both their own and those of their peers. Ask how they felt when making difficult decisions and how they think others felt.

Next, understand the causes and consequences of those emotions. Discuss why certain dilemmas provoke specific emotions and how those emotions can influence decision-making. Name the emotions discussed correctly, encouraging students to use precise emotional vocabulary.

Express emotions appropriately during the discussion, promoting an environment of respect and empathy. Finally, regulate emotions effectively, helping students find ways to cope with difficult feelings and make more balanced and responsible decisions.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Ask students to write a paragraph reflecting on the emotional challenges faced during the ethical debates and how they managed those emotions. Ask how they felt discussing moral dilemmas and whether they were able to apply the emotional regulation strategies learned. Alternatively, promote a group discussion where each student shares their experiences and feelings, encouraging empathy and mutual support.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. Reflecting on their emotions and sharing experiences allows students to develop greater self-knowledge and self-control, essential for responsible decision-making and the development of social skills.

Closure and A Look Into The Future

To close the class, ask students to set personal and academic goals related to the content studied. Explain that these goals may include applying ethical principles in their daily lives, practicing critical thinking skills, or exploring more deeply the ethical theories discussed.

Possible Goal Ideas:

1. Apply ethical principles in everyday situations.

2. Practice critical thinking skills when facing moral dilemmas.

3. Explore more deeply the ethical theories of Socrates, Plato, Aristotle, Kant, and Mill.

4. Develop the ability to recognize and regulate emotions in challenging situations.

5. Encourage ethical discussions with peers and family to broaden understanding and empathy. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue developing their socio-emotional and philosophical skills, promoting continuity in academic and personal development.