Book contents
- Frontmatter
- Dedication
- Foreword
- Preface
- Acknowledgements
- Contents
- PART I STATUS QUO AND WHERE TO GO
- PART II HOW VALUES SUPPORT LEARNING
- PART III TEACHING ETHICS
- Chapter 5 Teaching Ethics
- Chapter 6 Seeing Ethical Problems
- Chapter 7 Teaching Moral Judgment
- Chapter 8 Ethical Identity
- Chapter 9 Ethical Action
- Table of Cases
- Bibliography
- Index
Chapter 6 - Seeing Ethical Problems
from PART III - TEACHING ETHICS
Published online by Cambridge University Press: 22 November 2017
- Frontmatter
- Dedication
- Foreword
- Preface
- Acknowledgements
- Contents
- PART I STATUS QUO AND WHERE TO GO
- PART II HOW VALUES SUPPORT LEARNING
- PART III TEACHING ETHICS
- Chapter 5 Teaching Ethics
- Chapter 6 Seeing Ethical Problems
- Chapter 7 Teaching Moral Judgment
- Chapter 8 Ethical Identity
- Chapter 9 Ethical Action
- Table of Cases
- Bibliography
- Index
Summary
Sensitivity is about being able to perceive the ethical dimensions inherent in a situation or to be able to perceive ethical problems in acting. Without awareness there can be no conscious response. This does not necessarily lead to unethical action; there may be processes in place to avoid the risk that are built into office practice for example. However, without awareness there can be no emotional or intellectual ethical response to the situation. An example of the central importance of sensitivity can be taken from perceptions of the compulsory wearing of the Star of David by Jews as enforced by the Nazi regime. Oliner notes that amongst those who did not aid Jewish people the wearing of the Star was more often viewed with indifference:
‘I thought the star was some kind of pass for them [French nonrescuer]’
‘When I saw Jews wearing the yellow Star of David, I thought perhaps they had committed some sort of crime. Our leaders never told us why they wore the star [Rumanian nonrescuer]’
‘It meant nothing to me. I was not interested in Jews [Polish nonrescuer]’
In contrast those who would act to help Jewish people often perceived the wearing of the Star of David as an ethical issue:
‘It was a disgrace. I felt embittered [German rescuer]’
‘Unjust' Inexcusable [French rescuer]’
‘Terrible' Devastating' So cruel [Polish rescuer]’
However, it was possible to regard the wearing of the Star as inconsequential and still act ethically (as awareness of injustice came from other facts) or to perceive the forced wearing of the Star as a wrong yet not act ethically (as sensitivity is only one of the four necessary ‘components’ of ethical action):
‘When I saw a Jew wearing a yellow Star of David, I sort of laughed about it. My girlfriend and her mother were wearing it – several people I never even knew were Jewish [Dutch rescuer]’
‘Uneasiness, pain because of the solidarity I felt for the Jews [French nonrescuer]’
‘Terrible, terrible' I felt so bad for everybody to see what they were – what it represented and how they must feel [Dutch nonrescuer]’
- Type
- Chapter
- Information
- Uses of Values in Legal Education , pp. 159 - 168Publisher: IntersentiaPrint publication year: 2015