The below is the second of two guest articles by Dr. Jana Mohr Lone, author of The Philosophical Child and Seen and Not Heard, as well as the brand new children’s book series What Would You Do?, and Executive Director of the Philosophy Learning and Teaching Organization (PLATO). Click here to read her first article on direct team-to-team dialogue and “cold cases” at the middle and high school levels, and think about how you might use the below innovations to run more engaging and successful Ethics Bowls in your classroom.
Four years ago, I began running in-class ethics bowls with grades 4-8, using a very similar format. This involves several class sessions. In the first, I introduce an ethics case and work with the students to identify the ethical issues involved and discuss as a whole group, often breaking the students up into small groups and asking them to list the ethical questions they identify in the case.
The second session involves a discussion of the case that will be used for the in-class ethics bowl. I also describe the structure of the bowl and the various roles students might play (this lesson plan along with other resources for running in-class ethics bowls are available on the PLATO website).
After the second session, students give their first and second choices for the role they would like to play in the bowl, with the following options:
- Team member (there are two teams, each with up to 5 students)
- Questioning Judge (3-5 students, who will ask questions of the teams)
- Scoring Judge (3 or 5 students, who will score both teams)
- Reporter (students who do not want to play any of the other roles; this can involve art and/or writing that can be submitted to Wondering Aloud, the PLATO Blog, or to Questions, PLATO’s online journal)
At the next two sessions, I work with the two teams (seated in separate parts of the room) to help them prepare their presentations for the bowl. They can each bring one 3×5 index card with them to the bowl, but no other outside notes. I also provide an orientation for the questioning and scoring judges, emphasizing the importance of the neutrality and objectivity the role demands of them.
It’s inspiring how seriously even fourth-grade students take this activity. They work hard to think through the ethical problems involved, and they learn how to identify why someone might disagree with their approach to the case. They seem to relish the deep and open conversations that ensue. But what stands out for me most are two related observations.
First, I notice the genuine listening that the students demonstrate. They pay focused attention to other students say and respond in very specific ways to the points made by the other team. Rather than just repeating their own points, they allow other perspectives to influence their developing thinking about the case and don’t stay attached to the points of view with which they began their presentations. They exhibit flexible thinking and a willingness to change their minds, and to think out loud.
Second, and perhaps it is the deep listening on the part of the other students that fosters this, I have watched students grow more and more confident at being able to say what they think. One student said, “I learned so speak when I had something to say and not to wait.” Another student noted, “When judges ask you a question, you have to give a strong answer, but before you say it, you have to think if it really makes sense.”
At the end of each year, when I ask my philosophy students what they will most remember about philosophy this year, the Ethics Bowl is always high on the list.