Favorite Cases Ballot for Your Students

Cases Poll

I’ll often slide Ethics Bowl cases into my philosophy classes based on topic. The NHSEB’s case search function and IEB’s organized case archive make this pretty easy. But sometimes it’s fun to let students choose which cases and topics they’ll cover.

Below is a list of human-generated summaries of the 2025-2026 NHSEB and IEB cases. You could turn this into a paper ballot or load them into a BrightSpace/Canvas/Blackboard survey, allow each student to pick their top five, then work through the most popular as time allows. I loaded my poll into BrightSpace – happy to export and share on request.

They’re not in order – I moved them around a bit, listing NHSEB case 5: Grade Expectations first because I think that one will catch students’ attention. IEB case 4: Shutting Out Le Pen will probably also be hot given the connection to American politics, but we’ll see – might be a topic students (wisely?) choose to avoid.

I’m polling my community college Intro to Ethics students now and am eager to see which they select. If you do the same and would like to compare results, or if you have any trouble tying the descriptions back to the case titles (I realize most folks are doing NHSEB or IEB, not both), please reach out. Also feel free to list your own favorites in a comment.

  1. Whether it’s OK for teachers who ban student AI use to use AI to prepare lectures or assignments, or grade.
  2. Whether SNAP benefits recipients should be barred from purchasing soda or other junk foods.
  3. Whether to allow prisoners to trade organ donations or bone marrow for reduced sentences.
  4. Whether the U.S. should adopt France’s approach to presidential elections and allow candidates convicted of felonies to become president, or whether France should adopt the U.S.’s approach and allow candidates to become president regardless of their criminal records, so long as they haven’t been convinced of insurrection/government overthrow (France banned Le Pen from running for five years based on an embezzlement conviction, while the U.S. allowed Trump to become president despite a felony conviction for falsifying business records tied to election hush money – essentially whether democratic popularity should override criminal convictions or whether certain convictions should disqualify candidates from high office).
  5. Whether it’s OK for CGI to generate dwarfs in films or if dwarf acting roles should go to actual dwarves, whether it’s OK for Black Frenchmen to play traditionally White characters in The Beauty and the Beast, whether it was OK for Ariel to be African-American in the remake of The Little Mermaid, etc.
  6. Whether police officers and prisons should accommodate Muslims’ religious dietary requirements (no pork, fasting during Ramadan), similar to how Jews’ and vegans’ requirements are often accommodated.
  7. Whether it was OK for an activist artist to starve piglets to death in order to encourage scrutiny of the factory farming system.
  8. Whether the international community should provide aid to Afghanistan in order to help its citizens receive health care and food, or whether aid should be withheld in order to pressure the Taliban to improve conditions for women and girls.
  9. Whether the new “Golden Visa” program allowing foreign nationals to purchase U.S. residency and a path to citizenship for $1-5 million should be continued or ended.
  10. Whether it’s OK to sentence murderers who commit their crimes at age 20 or 19 to life in prison without the possibility of parole.
  11. Whether more states should allow people to choose to “compost” their bodies in lieu of cremation or traditional burial.
  12. Whether it’s OK to require tourists to conduct community service or pay extra fees in order to visit crowded sites to reduce (or at least receive compensation for) over-toured sites.
  13. Whether killers of women should receive harsher sentences or whether “femicide” should be discouraged by addressing root causes that make women vulnerable such as improving access to education and small business loans, or programs encouraging  men to better value and respect women.
  14. Whether it was OK for a town in Michigan to ban all political and ideology flags on public property as a way to diffuse tensions between the conservative Muslim majority and the LGBTQ+ community.
  15. Whether paid surrogate mothering should be allowed across borders (wealthy couples hiring surrogates in poorer countries, for example).
  16. Whether it’s OK for a zoo to solicit aging pets to use as food for exotic animals.
  17. Whether it’s OK to allow AI-generated likenesses of murder victims to “testify” at their killers’ sentencing hearings.
  18. Whether prison visitors should be allowed to meet in person with their loved ones or only allowed to interact via webcam.
  19. Whether it’s OK to edit genes in heritable ways (so the changes don’t simply impact that person, but their offspring and the broader human gene pool).
  20. Whether a park trail should be paved so it’s more accessible to persons in wheelchairs or left unpaved in order to better protect the natural habitat.
  21. Whether a lady should tell her roommate that the man the roommate’s dating was previously married and has a child.
  22. Whether it’s OK for snack food manufacturers to modify their portions to better attract consumers on new GLP-1 weight loss drugs.
  23. Whether it’s OK for the Amish to pull their kids from school after the 8th grade.
  24. Whether it’s OK to use brain implants to improve one’s competitive video game playing abilities.
  25. Whether to limit or endorse AI as a personal therapist.
  26. Whether Home Owners Associations that impose fines on residents for using unapproved decorations or failing to care for their yard are OK.

Whether a political minority group in Sri Lanka should… I’m not sure. My team found IEB case 6: Tamil Autonomy especially technical and dense, and the moral upshot seemed to focus on whether a minority group should push for national independence. If you understand that case better than we do, please volunteer to write a guest case analysis! I’m sure other teams are struggling with it as well.

New In-Class Ethics Bowl Resources from PLATO

Pre-college philosophy O.G. Jana Mohr Lone recently reached out to share a new Ethics Bowl Start-Up Kit created and curated by our friends at PLATO, the Philosophy Learning and Teaching Organization.

Designed to empower teachers to begin hosting Ethics Bowls in their classrooms ASAP, the description concisely explains what Ethics Bowl is, the lesson plan outlines the main steps, the rules confirm expectations, the rubric and scoresheet ensure judges are aligned, and the moderator script helpfully distinguishes what should be said aloud in red from context and instructions in black. For example, “Both teams now have up to 2 minutes to confer before they will engage in an open dialogue. Give the teams two minutes to confer. If they go to two minutes, tell them that time is up.”

PLATO has so many wonderful resources, and is leading the nation in promoting Ethics Bowls on the middle and elementary school levels in the U.S. Jana’s actually PLATO’s Executive Director, teaches philosophy for the University of Washington, and in 2012 published a book on my personal bookshelf, The Philosophical Child. Thank you, Jana and team for all you’ve done and are doing, including creating and sharing the new Ethics Bowl Start-Up Kit! It’s now permanently linked here on EthicsBowl.org’s Resources page.

2025-2026 NHSEB Regionals Case 3 Public Record, Private Lives

Case 3 in the NHSEB case set winds up being largely about interpersonal ethics, but begins with a privacy policy frame. Coach Michael Andersen in Washington shared the below excellent study guide, which recommends the above excellent privacy-related video by Ethics Bowl researcher and advocate Michael Vazquez at UNC. My team discussed the case week before last, then revisited it briefly last week after watching the video – excellent context which helped sharpen their view. Thanks to both Michaels!

Saturday Ethics Bowl Workshop Agenda

I’m excited to share the agenda for this Saturday’s free online Ethics Bowl workshop. There’s also a brief pre-session Friday evening, but Saturday’s the main show. The opening and closing sessions are for everyone, but attendees can choose to follow three themes in between: Ethics Bowl in the Classroom (focused on direct usage for education), Producing the Ethics Bowl (for current or aspiring organizers) or Engaging the World (for those most interested in expanding Ethics Bowl, using it as an outreach vehicle for philosophical ethics and/or a counter to the increasingly debased and violent political culture).

You can see from the details that these will be hosted by Ethics Bowl ALL-STARS. I’ll be in the Engaging the World Zooms, but whichever of these tracks speak to you, definitely take advantage – open to Bowlers on both the high school and collegiate levels, and I’m sure the organizers wouldn’t turn away Ethics Olympiad enthusiasts (same thing) or folks working on the middle school or other levels. One of the sessions is on non-Ethics Bowl variants such as Bioethics Bowl, so I’m sure Ethics Slam enthusiasts and others are welcome as well. Register for free for the Zoom links!

Session 1: 11:30 a.m. to 11:50 a.m. (I assume all these times are EST, New York)

Opening Plenary Facilitated by: Rachel Robison-Greene

The APPE IEB Chair Elect briefly welcomes participants. We will also take a quick look at our webpage to help folks new to Ethics Bowl navigate their way around it.

 Session 2: 12:00 p.m. to 12:50 p.m.

Getting Started with Coaching Facilitated by: Greg Wright
In this session we will discuss the most important elements a new coach will want to know such as how to go about preparing for competitions, structuring practices, basic strategies for success, getting team consensus on positions, etc.

 Session 3: 1:00 p.m. to 1:50 p.m. 

Advanced Coaching Facilitated by: Jeffrey Nielsen
In this session we continue the discussion from Session 1,but with an eye towards more nuanced issues, such as advanced coaching strategies, the distribution of responsibilities in case presentation, recent trends in presentation, ensuring that students aren’t entirely focused on winning, etc.

Session 4: 2:00 p.m. to 2:50 p.m.

4A: Track 1 Session: Ethics Bowl as a Class Facilitated by: Mike Ashfield and Rachel Robison-Greene
It is increasingly common for schools to offer Ethics Bowl classes for credit. In this session, we will discuss ways of engaging in this practice.  We will discuss syllabi, assignments, and common challenges associated with running Ethics Bowl as a class.

4B: Track 2 Session: Organizing Ethics Bowls Facilitated by: John Garcia
In this session we will discuss the various elements involved in organizing an ethics bowl such as recruiting and training judges and moderators, scheduling matches, planning for facilities and food, etc.

4C: Track 3 Session: Virtues of the Ethics Bowl Facilitated by: Mark Doorley, Deborah Mower, and Alex Richardson
In this session we ask our esteemed panelists to address questions such as “Why participate in Ethics Bowl?” and “What does Ethics Bowl do for our students?” 

Break: 2:50 to 3:30 p.m.

Session 5: 3:30 p.m. to 4:20 p.m. 

5A: Track 1 Session: Using Ethics Bowl in the Classroom Facilitated by: Jonathan Spelman and Rachel Robison-Greene
Some faculty members across the country use the Ethics Bowl as a component of their courses.  For example, some might use it in a general education ethics class populated by students from a wide range of backgrounds and interest levels. This session will explore strategies one might use to implement Ethics Bowl in such a class.

5B: Track 2 Session: Getting Buy-in Facilitated by: Alan Tomhave
A successful Ethics Bowl program depends on having a lot of support. This session will focus on getting the relevant university administrators, community members, faculty members, and students to support your program.

5C: Track 3 Session: Bioethics Bowl/High School Ethics Bowl/Community Facilitated by: Richard Greene, Leo Kirby, and Jennifer Parks
In this session we hear from folks who have been involved in non-IEB Ethics Bowl and Ethics Bowl adjacent programs about how their programs work and how others can participate.

Session 6: 4:30 p.m. to 5:20 p.m. 

6A: Track 1 Session: Community Engagement/Service Learning Facilitated by: Rachel Robison-Greene
There are a range of ways in which faculty across the country engage their students with their respective communities through the Ethics Bowl. In some cases, these methods can help students earn community engaged or service learning credit at their institution.  This session will explore ways in which this can be done.

6B: Track 2 Session: Case Writing Facilitated by: James Day
In this session we hear from the chair of the IEB regional case writing committee about what successful case writing involves and ways that those who are interested can become involved in case writing.

6C: Track 3 Session: Ethics Bowl in Challenging Times Facilitated by: John Garcia and Richard Greene
The current political environment poses a variety of challenges for both those who compete in Ethics Bowl and those who organize ethics bowls. We will discuss some of the recent problematic issues and anticipate some worries to come.

Session 7: 5:30 p.m. to 6:30 p.m.

What Did We Miss? Facilitated by: Richard Greene and Rachel Robison-Greene
Continuing a tradition dating back to the very first Ethics Bowl workshop in 2014, we’ve set aside some time for participants to generate the discussion topics. We encourage folks to consider what they would like to know about the Ethics Bowl that wasn’t discussed in the preceding sessions, and raise those topics in this one. 

Free Ethics Bowl Summer Workshop July 25-26

One week from tomorrow, there’s a free online Ethics Bowl workshop for new and experienced coaches, team members and organizers at the collegiate and high school levels. Often, events like this are either college or high school. I’m so glad to see the cross-tier collaboration.

Attendees can follow one of three discussion tracks: Ethics Bowl in the Classroom, Producing the Ethics Bowl or Engaging the World. If you’re busy during the day Friday and Saturday morning, no sweat. Friday the 25th is simply a pre-workshop “ABCs of Ethics Bowl” session from 4-5. Then Saturday the 26th the fun will run from 11:30-6:30 Eastern.

Hosted by our friends at the Intercollegiate Ethics Bowl, sponsored by the Association for Practical and Professional Ethics, I’m signed up and very much looking forward. Only problem: can’t decide whether to follow the In the Classroom or Engaging the World track… Hope to see you there!

2023-2024 NHSEB Regional Cases 12 Sartorial Shuffle, 15 Miners, Not Minors, and 16 Is Whatney Worth It? Study Guides

Happy Martin Luther King Jr. Day! We’re enjoying it with a little snow here in East Tennessee – have sleds tied to the back of the family 4-wheeler ready to go. Hoping you’re staying cozy wherever you find yourself.

Coming into the home stretch of NHSEB regionals, here are three additional study guides from Coach Michael. His team will be participating in the Oregon HSEB February 3rd and 4th at Portland State.

Special kudos to Michael and team for being willing to share these with the full Ethics Bowl community, including teams they’ll go up against in a few weeks. Now that’s the spirit of Ethics Bowl!

CheatBot or SuperTutor? ChatGPT for Ethics Bowl Zoom Debrief

This past Sunday, a small group of Ethics Bowl organizers, coaches and enthusiasts met for an informal, unofficial discussion on how ChatGPT and other generative AI tools might be used for Ethics Bowl. The purpose wasn’t to settle much of anything, but to inspire further discussion at the upcoming NHSEB regionals and nationals, as well as IEB nationals.

Why? Teams are surely using it. And given that Ethics Bowl participants, coaches, judges, moderators, organizers, their families and fans are among the most thoughtful people in the world, inviting them into a collective discussion on how to properly incorporate this technology seems a no-brainer. It’s an ethics question about Ethics Bowl – doesn’t get much more relevant than that. If you agree, please share this article and/or the accompanying recording, and report back any and all ideas worth sharing. Some upshots:

  • How to Best Leverage AI for Ethics Bowl Prep: Think of it as a conversation partner, tutor, rough draft-generator and/or judge/opposing team simulator. Understand its limitations. Fact check. Reason check. Moral blind spot check. Bias check. It’s a strong supplement to, but not a replacement for, human wisdom and deliberation. And it performs best when guided with insightful follow-ups.
  • On Worries that a Team Might Use AI to Write a Presentation Script: Using ChatGPT for Ethics Bowl prep isn’t analogous to asking it to do your homework because a) teams need to come to a consensus prior to the event (and it’s unlikely an entire team would agree to memorize and regurgitate a chatbot’s script), and b) due to EB’s live, interactive nature, any team overly reliant on an AI script would be embarrassingly exposed during commentary response and judge Q&A. Also, bowlers are a special self-selected subgroup of the population, far less likely to do anything that might constitute cheating than your average student (most of whom are also unlikely to cheat, but we educators are often paranoid about that).
  • Steps Ethics Bowl Leaders Can Take: While a team might get away with memorizing an eloquent opening presentation script written for them by a chatbot (the risk is low, but one could), this can be partially mitigated by adjusting score sheets to increase the relative weighting of the commentary, commentary response and judge Q&A portions. (Rules committees, steering committees, other leaders – please give this additional thought – tweaking rubrics might help as well.)
  • Steps Ethics Bowl Coaches Can Take: The broader community of Ethics Bowl coaches (including Ethics Olympiad, John Stuart Mill Cup, etc. coaches) can and should work together to test, share and recommend AI prompts and techniques that produce the highest quality outputs. They should also remind students of the virtues of democratic deliberation and the risks of intellectual laziness. Consider EthicsBowl.org one place to share such insights.
  • Steps Case Committees Can Take: Since generative AI seems more effective at scripting responses on cases about real world events (with published editorials for the AI to scan), case writing committees should consider using more fictitious scenarios or putting twists on real world cases (focusing on some interpersonal moral tension within the broader context of a real world issue). This may be unnecessary, but definitely deserves additional thought.

There was more – please watch the video when you have time. But one thing I argued is that AI can serve as an equalizer, connecting all teams (both advantaged and disadvantaged) with an on-demand tutor with an unmatched knowledge base and inexhaustible stamina. Students with the time and interest can learn pretty much anything, including philosophical ethics, so long as they know how to ask good questions. Background knowledge definitely helps, and learning will be slower when the topic is new. But I’m very optimistic about AI’s potential for education.

Special thanks to Michael Andersen for the idea, the planning and co-hosting, as well as to coaches Dick Lesicko, Angela Vahsholtz-Andersen and Chris Ng (thanks also, Chris, for your notes which helped with this article), organizers Jeanine DeLay and Greg Bock for your preparation, attendance and engagement. And apologies to Gabe Kahn, who gets credit for trying to attend! Next time I’ll more closely monitor the Zoom host notifications…