Thinking tools > Ethics thinking tool > Ethics of euthanasia
TEACHER RESOURCE: Ethics of euthanasia
This class case study provides an example of introducing ethical thinking into the classroom to
explore a controversial issue in science. It shows how the ethical frameworks in the Ethics
thinking tool and a range of classroom activities can be used to scaffold ethical thinking. In this
example, year 12 students explore the issue of euthanasia.
This classroom example formed part of the research prior to developing the Ethics Thinking
tool and as such uses ideas that informed the development of the tool and not the tool itself.
The Ethics Thinking tool provides additional support to help structure students’ thinking and
decision-making using ethical frameworks.
Introduction
In order to develop their ethical thinking and reasoning skills, year 12 students chose to
consider the issue of euthanasia and whether or not it should be legal. This was a stand-alone
lesson sequence.
Science focus
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Participating and contributing (Level 7): Students will use relevant information to
develop a coherent understanding of socio-scientific issues (euthanasia) that concern them,
to identify possible responses at both personal and societal levels.
Learning objectives
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To engage in and identify controversial issues.
To develop a scientific understanding of a controversial issue.
To understand that a range of approaches can be used to make and justify an ethical
decision.
To work in groups to develop a position in response to the chosen issue (euthanasia) using
one of the ethical approaches.
To write a personal position paper in response to the chosen issue – the paper should
reflect a student’s understanding of using a particular ethical approach to present an
argument.
Using ethical approaches to guide decision-making
Students were introduced to 5 approaches that can be used to guide decision-making:
consequentialism, rights and responsibilities, autonomy, virtue ethics and multiple
perspectives. Each group was assigned a particular approach to use when exploring the chosen
issue of euthanasia. Autonomy and consideration of multiple perspectives tended to be
favoured in the personal position paper.
See the information sheet Frameworks for ethical analysis on the Biotechnology Learning Hub.
Teaching and learning activities
Values continuum
Students make judgements about a range of modified foods using the modified foods values
continuum in the Ethics of genetically modified foods – a class case study on the Biotechnology
Learning Hub where a year 9 class explores the acceptability of using modern genetic
modification techniques to produce new or modified foods.
Class discussion
 What are controversial issues? What is the difference between morals and ethics?
 Students decide on a controversial issue to explore as a class (euthanasia).
© 2007–2010 The University of Waikato
www.sciencelearn.org.nz
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Thinking tools > Ethics thinking tool > Ethics of euthanasia
Individual research
Students respond to the following questions, which were formulated by the class:
 Describe the issue.
 Why is the issue controversial?
 Who is affected?
 What are the potential benefits of euthanasia?
 What are the potential harms?
 Collect three different viewpoints.
Class discussion
 Summarise research findings.
 Formulate an ethical question: Should euthanasia be legal?
Teacher talk
Introducing the five ethical approaches. Watch the video clip Common ethical frameworks on
the Biotechnology Learning Hub, where British bioethicist Michael Reiss describes four
frameworks used to make ethical judgements.
Group work and presentations
 Students use one of the five ethical approaches in the Ethics thinking tool.
 Group presentations to report their views.
Report writing
 Individual position papers using a specific (stated) ethical approach.
Key messages
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Students enjoyed learning about the different approaches that can be used to make an
ethical decision.
The multiple perspectives approach helped students to consider how other cultures and
religions view euthanasia. Many considered this to be one of the highlights of the unit.
The programme enhanced students’ decision-making skills
The teacher’s knowledge also increased: “I now critically listen to people’s reasons for
things and am better equipped to argue their reasoning.”
Students who were not normally engaged in science enjoyed the programme.
Acknowledgements
This classroom programme formed part of a project funded by Toi te Taiao: the Bioethics
Council. We thank the teacher and students for participating in this programme.
© 2007–2010 The University of Waikato
www.sciencelearn.org.nz
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