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SavannahYear 8
← Religion & Worldviews
Religion & WorldviewsEthics: right, wrong and reasons25 min★★ difficulty

How to argue about right and wrong

Ethics is not a competition of opinions. It has a method: state a claim, give reasons, test it against the strongest opposite view, then judge. This lesson teaches that method so later arguments are worth reading.

Lesson overview

What you'll learn in this lesson

Evaluate ethical arguments using reasons and evidence

Key learning points

  • • Three ways of deciding
  • • Building the argument
  • • Testing it

This lesson at a glance

  • 25 minutes
  • 16 parts to scroll through
  • 4 quick checks
  • Marked quiz at the end
  • Gentle pace: short sittings with pauses

Words to know

ethicalargumentsreasonsevidencedeciding

Scroll down — the lesson carries on below

Part 1 of 16 · Discover6%
1

Watch & discover

Part 1 of 16

Watch first

How to argue about right and wrong

An English teaching video on this topic from ClickView. Watch it, then scroll down for the lesson.

In a nutshell

Evaluate ethical arguments using reasons and evidence

2

Learning cycle

Part 2 of 16

Learning cycle 1 of 2

Part 1 · Three ways of deciding

A short piece of teaching, then a check to make sure it has landed.

3

Explore the idea

Part 3 of 16

Learn

Three ways of deciding

Rule-based thinking asks 'is this action itself right or wrong?' — lying is wrong even when useful. Consequence-based thinking asks 'what happens if I do it?' — the best outcome for the most people wins. Character-based thinking asks 'what would a good, honest, compassionate person do?' Religious and non-religious thinkers use all three.

4

Explore the idea

Part 4 of 16

Learn

Building the argument

Claim, reason, evidence, explanation. 'Charity should be expected of the wealthy (claim), because those who can help have a duty to (reason). Islam requires zakat, 2.5% of savings given annually (evidence), which shows a whole tradition treating giving as duty rather than kindness (explanation).'

5

Quick check

Part 5 of 16

Quick check

Consequence-based thinking judges an action by

6

Quick check

Part 6 of 16

Quick check

What is missing from 'lying is wrong'?

7

Reset break

Part 7 of 16

Pause

That's sitting 1 of 2 done

Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.

Stop here for now
8

Learning cycle

Part 8 of 16

Learning cycle 2 of 2

Part 2 · Testing it

A short piece of teaching, then a check to make sure it has landed.

9

Explore the idea

Part 9 of 16

Learn

Testing it

A grade-worthy answer states the strongest objection, not the weakest. Then it says why the objection does or does not change the conclusion. Evaluating means weighing, not listing two views side by side and stopping.

10

Quick check

Part 10 of 16

Quick check

To evaluate means to

11

Quick check

Part 11 of 16

Quick check

Zakat is useful evidence in an argument about giving because

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Explore the idea

Part 12 of 16

Worked example

Worked example

Question: 'Is it ever right to break a promise?' Weak answer: 'Some say yes, some say no.' Strong answer: 'Rule-based thinking says a promise binds you, or the word ‘promise’ means nothing. But if keeping a promise would cause serious harm — staying silent about a friend in danger — consequence-based thinking says harm outweighs the rule. I conclude promises should be kept unless breaking one prevents serious harm, because the point of the rule is protecting people.' Notice the reason for the conclusion.

13

Challenge round

Part 13 of 16

Game · Sort it

Which of these are true?

Drag each card into the right column. Tap a card first if dragging is fiddly.

True

Not true

14

Challenge round

Part 14 of 16

Game · Fill the gaps

Finish the sentences

Choose the word that belongs in each gap.

Claim, reason, ____, explanation.

15

Mastery quiz

Part 15 of 16

Marked quiz

End of lesson quiz: How to argue about right and wrong

4 questions, marked with the reasoning shown. No timer.

  1. 1. Consequence-based thinking judges an action by

  2. 2. What is missing from 'lying is wrong'?

  3. 3. To evaluate means to

  4. 4. Zakat is useful evidence in an argument about giving because

16

Lesson round-up

Part 16 of 16

Lesson round-up

Ready when you are

Quiz score

Not sat

Games

Not played

Points this lesson

0

Best run

0 in a row

Luna: 0 out of 4 on the practice checks. Only if you feel up to it — one more?

Ask Luna

Do the work

Your written work for this lesson

This is the part you'd do in your book at school. Pick the pieces below, write here or on paper, and photograph anything you draw or work out.

Source

Two teachings on forgiveness

In Christian teaching, Jesus is asked how many times a person should forgive. He answers not seven times but seventy-seven — meaning forgiveness should not be counted at all. The Lord's Prayer links the two directions together: forgive us as we forgive others.

In Islamic teaching, one of the names of God is al-Ghaffar, the Ever-Forgiving. Muslims are taught that God's mercy is greater than any wrong a person can do, and that those who pardon others are closer to God than those who take revenge.

Both traditions distinguish forgiving from forgetting. A person may forgive and still expect justice, and may seek safety from someone who has harmed them.

Original paraphrases written for Good Learning Co.

Reading questions

  1. What does each teaching say about how far forgiveness should go?
  2. Explain how a believer might use one of these teachings after being hurt by a friend.
  3. "Forgiving someone means letting them off." Give two views on this and say which is stronger, with reasons.

  • Reading and response

    Reading

    Read the lesson text again — especially any scripture, story or quotation — then write what it teaches and how a believer would use it.

    2 paragraphs (PEE)

  • Extended writing

    Writing

    Answer the lesson's big question as an exam answer would: a clear view, a reason, a teaching or example as evidence, and a different view weighed against yours.

    250–350 words

  • Belief in your own words

    Writing

    Explain what this belief means and give one example of how it changes what people do.

    8–10 sentences

  • Different views

    Writing

    Write two different views on this question and say which you find stronger, and why.

    2 paragraphs

  • Symbol or belief diagram

    Diagram

    Draw the symbol, place of worship or idea from this lesson with labels explaining what each part means, then photograph it.

    1 labelled drawing

Saved as you type.

Part 1 of 16 · Watch & discover

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