Philosophy Introduction to Philosophy: Student Activities (Intermediate 2 and Higher)

Transcription

1 Philosophy Introduction to Philosophy: Student Activities (Intermediate 2 and Higher) 7777

2

3 Summer 2000 HIGHER STILL Philosophy Introduction to Philosophy: Student Activities Intermediate 2 and Higher Support Materials

4 Tutor s notes,qwurgxfwlrq WR 3KLORVRSK\ 6WXGHQW $FWLYLWLHV &RQWHQWV 3DJH Teaching Plans 2 Ice Breaker activities 5 Analysing arguments / Fallacies 13 Study skills - Mind mapping, 25 Mnemonics Discussion Is eating people wrong? 35

5

6 NOTE TO TUTORS These materials are designed to introduce students to philosophy, as many of them will be studying it for the first time. The materials in this unit do not form a specified part of the required course for either Int2 or Higher Philosophy but they do focus on the skills,which will need to be developed skills such as critical thinking and discussion skills. It also offers some revision techniques which students may want to use throughout the course to help them prepare for internal assessments and the external exam. The course is designed perhaps for use in the introductory weeks in June or at the start of the new term in August but also aims to provide materials, which can be used with other units. One text is referred to for use in this unit Nagel, T 1991 What does it all mean? Oxford University Press Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 1

7 Introductory Unit Teaching Plan TUTOR S NOTES 1. Students complete icebreaker people search and then complete the Get thinking exercise. PURPOSE: To allow students to get to know each other and get them thinking. 2. Students complete the What I believe sheet. Then play the Balloon game and compare their answers to what they said they believed. PURPOSE: To introduce discussion techniques using the topic What is the Meaning of Life. 3. Students look at quotes on worksheet The meaning of life and then discuss as a group which ones they agree with. Students read Nagel What does it all mean? Chapter on the meaning of life as homework. Students take notes on Nagel using the notes help sheet. PURPOSE: To continue to practice discussion and try philosophical reading. 4. Students complete activities on good/ bad arguments and fallacies. Students complete a practise critical thinking exercise on an advert / TV programme etc. As homework, students then complete a critical thinking exercise on whether there is meaning to life. PURPOSE: Critical thinking. Students are introduced to good and bad arguments and what makes them so. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 2

8 TUTOR S NOTES 5. Students read information on the nature of the brain and complete introductory exercises on mind mapping. Students complete a mind map on the meaning of life as a group or individually. PURPOSE: To introduce mind mapping as a revision and study technique. 6. Students are given mnemonics sheets to read. PURPOSE: Introduction to philosophical terms and issues for next term. Introduction to mnemonics as a revision technique. 7. Students complete a variety of exercises on what is right/ wrong and discuss the issue Is it morally wrong to eat someone? PURPOSE: To continue the development of skills such as discussion and critical thinking. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 3

9 Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 4

10 BBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBB BBBB BBB BBB BBB BBB BB BBB BBBB BBB BBB BBB BBB BB BBB BBBB BBB BBB BBB BBB BB BBB BBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBB PHILOSOPHY PEOPLE SEARCH STUDENT TASK Find someone who can tell you the most interesting fact about a philosopher. Write it down here (with the name of the philosopher). Find someone who owns an unusual pet. What is it? Find someone who has seen a film you have seen too. What is it? Find someone who gives you the most interesting answer to the question What is the meaning of life? Write what they say below. )LQG VRPHRQH ZKR JLYHV \RX WKH PRVW LQWHUHVWLQJ DQVZHU WR WKH TXHVWLRQ :K\ GLG \RX WDNH SKLORVRSK\" :KDW GLG WKH\ VD\" Think about the question Is it ever right to kill? Find someone who agrees with what you think and with your reasons for thinking this. Who is it? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 5

11 GET THINKING STUDENT INFORMATION 1. Different people use the same words for colours but their experience of that colour is not the same. Colours you see depend on the precise structure of your brain and everyone s brain is unique. 2. Our life after death depends on what we did throughout our whole life, not just what we did just before our death. If someone has a car accident and her personality changes from a nice one to a nasty one and she dies a year later, it seems unfair that she should be punished for this. 3. Scientific theories change all the time so in the future scientists could believe almost anything, even go back to thinking the sun goes round the earth. With all the discoveries being made in science now, it is impossible to know just what they will discover next. 4. Most of what we believe, including beliefs about right and wrong, is unscientific rubbish. This is ***** We get ideas about right and wrong from our parents but there is very little evidence to prove that they are true. In centuries to come, people will look at what we believe as superstitious nonsense. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 6

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his activity adapted from an activity in Morton,A Philosophy in Practice Blackwell (Oxford 1996) Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 7

13 :KDW, %HOLHYH STUDENT TASK 7KH EHOLHIV WKDW \RX KDYH ZLOO LQIOXHQFH ZKDW \RX WKLQN WKH SXUSRVH RI OLIH LV LI DQ\WKLQJ 7KLV WDVN DOORZV \RX WR ORRN DW ZKDW LV LPSRUWDQW LQ \RXU OLIH,QVWUXFWLRQV /RRN DW WKH IROORZLQJ OLVW DQG FKRRVH WKH PRVW LPSRUWDQW EHOLHIV IRU \RX :ULWH WKHP GRZQ LQ RUGHU RI LPSRUWDQFH +DYLQJ WLPH DORQH +DYLQJ WLPH WR XVH P\ LPDJLQDWLRQ DQG FUHDWLYLW\ %HLQJ KHDOWK\ %HLQJ OLNHG E\ RWKHU SHRSOH (DUQLQJ DQG KDYLQJ PRQH\ /RYLQJ DQG EHLQJ ORYHG +DYLQJ IUHH WLPH *HWWLQJ WR NQRZ P\VHOI EHWWHU +DYLQJ D KDSS\ IDPLO\ 'RLQJ ZHOO LQ VFKRRO $SSHDUDQFH GUHVVLQJ DQG ORRNLQJ JRRG %HLQJ D UHVSRQVLEOH SHUVRQ DQG IHHOLQJ LQ FRQWURO %HLQJ VPDUW DQG LQWHOOLJHQW Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 8

14 THE BALLOON GAME STUDENT TASK This game will show what is really important to you. After completing it, compare your answers to the answers you gave to the What I Believe sheet. <RX DUH LQ D EDOORRQ WU\LQJ WR FLUFXPQDYLJDWH WKH JOREH 6XGGHQO\ \RX VWDUW WR ORVH KHLJKW 7R VXUYLYH \RX KDYH WR JHW ULG RI VRPH LWHPV IURP \RXU VWRFNV 'HFLGH WKH RUGHU LQ ZKLFK \RX ZRXOG JHW ULG RI WKH IROORZLQJ 1RWH WKDW DOO LWHPV LQ WKH FDWHJRULHV PHQWLRQHG ZLOO JR 'LVFXVV \RXU DQVZHUV ZLWK \RXU JURXS )RRG 'ULQNV &ORWKLQJ 7RLOHWULHV )DPLO\ SKRWRV 5DGLR )LUVW $LG NLW 1DYLJDWLRQ HTXLSPHQW 8WHQVLOV ² IRU FRRNLQJ HWF 'LDU\/RJ ERRN Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 9

15 THE MEANING OF LIFE STUDENT TASK This task will help you to reflect on what you think life is about and hear the ideas of other people in your group. Read the following quotes and decide which ones you Agree with Disagree with Be prepared to give reasons for your answers. /LIH LV OLNH D ER[ RI FKRFRODWHV«\RX QHYHU NQRZ ZKDW \RX DUH JRLQJ WR JHW /LIH V D ELWFK «DQG WKHQ \RX GLH /LIH LV ORYH MR\ DQG YDOXLQJ HDFK RWKHU /LIH LV IXOO RI XSV DQG GRZQV /LIH LV ZKDW \RX PDNH LW Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 10

16 Taking notes STUDENT TASK * Read the following information * Take notes in the boxes provided T.Nagel What does it all mean? Chapter on the purpose of life. Why do some say that nothing matters? Why is it hard to find a point to life? Why can t we just say we matter to others? What does he think about us serving God? Why does Nagel think we shouldn t worry about finding the meaning of life? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 11

17 Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 12

18 ANALYSING ARGUMENTS STUDENT INFORMATION One of the most important skills in philosophy is being able to see whether an argument is a good one or a bad one. You will learn this skill so read on! WHAT IS AN ARGUMENT? This might seem like a silly question obviously an argument is when 2 or more people disagree about something e.g. You can t stay out till 11pm I will if I want to! The definition above is true but it is a limited definition. Look at this example and compare it to the first. What is different about it? You can t stay out till 11pm. Why not? Everyone else can! The first example is just two people disagreeing. In the second example the girl gives a reason for her point of view. This means her dad will have to think of a response. His response should try and give her a reason to justify his position. An argument must include one reason and one conclusion with the reason intended to support the conclusion. Giving reasons to support a conclusion is crucial in an argument. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 13

19 Exercise on finding arguments STUDENT TASK Which of the following passages are arguments and which are not? 1. Banning the sale of fur would not be a good idea. It would mean the price of fur on the black market would increase enormously. 2. Cigarette makers in Britain have to put health warnings on their adverts. Young people are most likely to buy cigarettes that are heavily advertised. Cigarette advertising has been banned in some countries. 3. Local councillors are there to serve everyone in the community. The only way to do this properly is to be independent of any political party. Local councillors should be independent of any political party. +RZ FDQ OHDUQLQJ DERXW DUJXPHQWV LPSURYH RXU WKLQNLQJ" 7KH\ DUH XVHG LQ HYHU\ DUHD RI OLIH ² DW ZRUN LQ HGXFDWLRQ DW KRPH,W DOVR KHOSV LI \RX DUH DUJXLQJ ZLWK D IULHQG ² \RX PLJKW DFWXDOO\ EH DEOH WR NHHS FDOP :KHQ SHRSOH DUJXH WKH\ RIWHQ KDYH EDG KDELWV ZKLFK PDNH WKHLU DUJXPHQW ZHDN,I \RX FDQ VSRW WKHVH \RX FDQ DUJXH DJDLQVW WKHP ZLWKRXW KDYLQJ WR SXW IRUZDUG DQ\ RI \RXU RZQ DUJXPHQWV %HLQJ DZDUH RI EDG DUJXLQJ KDELWV ZLOO DOVR KHOS \RX WR PDNH EHWWHU DUJXPHQWV Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 14

20 INTRODUCTION TO FALLACIES STUDENT INFORMATION This sheet is designed to introduce you to: What a fallacy is Why it is important to know this and how this knowledge will help you in every day life. Sounds like a nice foreign biscuit to me but that would be too good to be true! In English the word means or a mistake in reasoning a false assumption In logic it is used for arguments where the premises do not really imply the conclusion but the argument is psychologically persuasive. In other words a bad argument that it is hard to spot because the way it is put across makes us think that it is a good argument. Fallacies are committed a lot, to try and persuade us to agree with a particular argument. They are used by all sorts of people (even teachers!) and if you are not trained to spot them, they can take you in. Using bad arguments is sometimes done deliberately and this is similar to cheating in sports/exams. You are winning by playing outside the rules. If the arguments persuade you to agree they haven t done this fairly because you haven t been given the real argument. Imagine feeling you have to agree with your teacher even though you don t really want to and then finding out that they have used a fallacious argument! If you can spot fallacies you are less likely to commit them yourself. If you study fallacies because your teacher says you should you have accepted a fallacious argument! You are doing it because the teacher is in charge and not because it is a good Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 15

21 STUDENT INFORMATION Some arguments leave us feeling that the author has moved too fast and that the conclusion is a long way away from the initial reasoning. Here is an example: There are too many people begging on our streets and some of them make a good living out of it. If we don t stop people begging we ll soon find that most of the unemployed people will start doing it to top up their benefits. Once they do it, people on low wages will not want to work when they see people making money for doing nothing. Once those on low wages take up begging, students at school won t see the need for getting qualifications. They ll start begging rather than go to school. It won t be long before begging is the main option for people and our whole economic system will collapse. As you can see the author has gone very quickly from people begging on the streets to the collapse of our whole economic system. The problem is that the moves he/she makes are all too big to be justified and if we are not examining each move it is not too long before we are well on the way down the slope. The moves in the argument above are suspect right from the word go. Moving from the fact that there are a lot of beggars to the idea that most unemployed people will start begging is not justified. The next step to the low-paid becoming beggars is not justified either and already we are sliding down the slope fast. I wish the writer would be more careful, this slope is getting harder and harder to stay on! Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 16

22 Think about the following topics and create an argument about them which involves you going down a slippery slope. STUDENT TASK Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 17

23 STUDENT INFORMATION Ad Hominem against the man This is when the arguer attacks the character and motives of the person using the argument rather than the argument itself. Here is an example: The people who are against genetically modified crops say that they are damaging to the environment. This is clearly not true. These people are just determined to stop a valuable method of research if necessary by acting illegally. They are a bunch of emotional dogooders who behave like yobs. The person speaking in the argument above is trying to show that genetically modified crops are not damaging to the environment (sentences 1 + 2). But instead of giving reasons to support this conclusion, the speaker attacks the people who are against his/her point of view. Even if the accusations against the protesters were true the argument does not work because there are no reasons given to show that genetically modified crops do not damage the environment. There are some times when it is justified to refer to a person s character. In an argument over whom should get a job for example. This is not committing a fallacy. Of all the people who have applied for the job of nursery nurse, Mrs Scream is the last person we should consider. In her previous job she was given a written warning for shouting at the children. In this example the evidence about Mrs Scream s character is relevant to (and probably enough to) conclude that she should not be given the job. By applying she is saying that she thinks she is the best candidate for the job. The evidence about her character gives a relevant reason to say she is not. If Mrs Scream gets the job I ll start to scream and I am an expert at that so they ll be sorry! Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 18

24 Look at the following examples and work out whether they are examples of the fallacy i.e. they are attacking the arguer unjustifiably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hilosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 19

25 STUDENT INFORMATION The arguer here inaccurately restricts the options we have to choose from. 'R, UHDOO\ RQO\ KDYH RSWLRQV WR FKRRVH IURP" Here is an example: When a couple s marriage is in trouble they can do one of two things. They can just stand back and let their relationship fall apart or they can get help from a counsellor. A counsellor will help them talk through their problems and change their behaviour before it is too late. What is wrong with this argument? It only considers two options where there are actually many more. They could for example talk to each other. The options do not have to be limited to two. The fallacy of false dilemma occurs when the argument doesn t give all the options that exist. Mum hasn t been fair to you. Didn t she mention nappies? Your mum told me you would only cry if you were hungry or tired. You ve been fed and been for a sleep so you shouldn t be crying. But you are! Why? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 20

26 Think about the following topics and create an argument which involves you in a false dilemma STUDENT TASK Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 21

27 STUDENT TASK These tasks will act as revision and consolidation of your knowledge of fallacies so far Below are examples of a variety of fallacies. 1. Identify what kind of fallacies they are. 2. Explain why you chose the answer you did. Lorraine has to win the race. If she doesn t, British athletics will be shamed in front of the world. Other athletes will see this and not want to compete. This will filter down to schools and ruin sport in our country. The Green party can either accept that we are an industrial country or it can try and turn back the clock to the days of rural life. Whichever way it goes it will lose support.the first way will be seen as abandoning their principles. The second way is unrealistic. 7KH FRXQFLO LV SODQQLQJ WR VWRS KRPHOHVV SHRSOH EHJJLQJ RQ WKH VWUHHWV 7KLV LV ZURQJ DQG PXVW EH RSSRVHG 7KH FRXQFLOORUV ZKR DUH SXWWLQJ IRUZDUG WKLV LGHD KDYH QR LGHD ZKDW SRYHUW\ LV 7KH\ VLW LQ WKH FRPIRUW RI WKHLU FHQWUDOO\ KHDWHG KRPHV DQG WKLQN HYHU\RQH VKRXOG EH OLNH WKHP Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 22

28 CRITICAL THINKING STUDENT TASK SITUATIONS: Critically examine a popular film. Critically examine a television show. Critically examine a magazine advert. CRITICAL THINKING PROCESS 1. Choose your subject. 2. Ask questions about the subject: get some headings. What are the positive characteristics of this subject? What are the negative characteristics of this subject? 3. Gather information for your headings. 4. Review the information: Are there more positive than negative characteristics? 5. Decide how you react to the subject. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 23

29 CRITICAL THINKING STUDENT TASK SITUATIONS: Critically examine the idea that life has a purpose. CRITICAL THINKING PROCESS 1. Choose your subject. 2. Ask questions about the subject: get some headings. What are the positive characteristics of this subject? What are the negative characteristics of this subject? 3. Gather information for your headings. 4. Review the information: Are there more positive than negative characteristics? 5. Decide how you react to the subject. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 24

30 Mind Mapping STUDENT INFORMATION A Martian s View of Human Intelligence The human brain has over one million cells. Each one is a powerful processing and transmitting system. Each cell has tentacles which reach out like branches and link to the others. The brain is the most sophisticated computer in existence so Why do humans find it so hard to use? The brain often does not work to its true potential because it is left frustrated and bored with the information it is given. 'R \RX ZRUN WR \RXU IXOO SRWHQWLDO ZKHQ \RX DUH IUXVWUDWHG DQG ERUHG" Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 25

31 Mind Mapping STUDENT INFORMATION Using mind maps helps you use your brain more effectively. This is because they use many areas of your brain. A mind map uses pictures and words so that your brain uses different areas and different functions. Mind maps are interesting to do and are interesting to look at and so can keep your brain from getting bored and frustrated. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 26

32 MIND MAPS STUDENT INFORMATION A mind map is a different way of writing notes, which uses pictures and colours as well as words. It should help you to Have to write less Remember things more easily This is because a mind map works in the same way as your brain. It uses pictures and words and it puts things into little boxes so that they are easy to find. But I never use my brain I ll need to start! There are some rules, which help you mind map. Read these and complete the following activities. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 27

33 MIND MAP ACTIVITY STUDENT TASK 1. Think about what makes you happy and write down the first 10 words which come into your mind. 2. Write the word happiness in the middle and draw a circle round it. Happiness 3. Round the circle add your 10 words. An example has been done for you. Then add at least 1 word to each of your ten words. Sunshine Happiness 1. Now redo your circle, this time putting similar types of words together e.g. sunshine and ice cream. Also add in little drawings beside some of your words and colour them. Look back at the first list you made and then look at your final version. Which looks better? Which would be easier to remember? By completing this exercise you have started to create a mind map. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 28

34 MIND MAPS STUDENT INFORMATION <RXU SDSHU VKRXOG IDFH ORQJZD\V 8VH SLFWXUHV $OZD\V VWDUW ZLWK RQH LQ WKH PLGGOH &RORXU LW RU PRUH GLIIHUHQW FRORXUV 8VH GLIIHUHQW FRORXUV IRU HDFK VHFWLRQ 3XW.(< ZRUGV RQ OLQHV 2QO\ 21( :RUG SHU OLQH 35,17 $// :25'6 8VH ZRUGV DQG OLQHV LQ GLIIHUHQW VL]HV DQG HJ %LJPHGLXPVPDOOWHHQ\ 8VH DUURZV WR OLQN WKLQJV XS Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 29

35 MIND MAPS 2 STUDENT TASK,I ZH ZDQW WR XVH PLQG PDSV WR KHOS XV UHPHPEHU WKLQJV ZH QHHG WR SUDFWLVH XVLQJ WKHP 7KLV VKHHW ZLOO KHOS \RX SUDFWLVH D PLQG PDS RQ WKH 0HDQLQJ RI /LIH ([HUFLVHH <RX KDYH WR PDNH XS D PLQG PDS XVLQJ WKH GLIIHUHQW WKLQJV \RX KDYH OHDUQHG DERXW WKH PHDQLQJ RI OLIH 2Q WKH QH[W SDJH DUH VRPH LGHDV WR KHOS \RX Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 30

36 STUDENT TASK 1. The first thing to do is to decide on the different areas you could use. REMEMBER THERE ARE LOTS OF CORRECT ANSWERS TO THIS Use what suits your brain. Here is one possible set of areas: What I think is important in life. Arguments to show Life does have a purpose. Arguments to show Life doesn t have a purpose. 2. Put your paper across the way and draw a picture in the middle, which goes with the topic. Once you have done this add the main branches of the mind map. Use thick, interesting lines or arrows. Write one area on each line. 3. Now take each area one at a time. Decide on a colour for that area. Put all the important ideas into your mind map in the colour you have chosen. 4. Finally, add pictures and doodles to your map. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 31

37 Mnemonics (nem on ics) STUDENT INFORMATION When you want to learn a single piece of information like a rule or an equation, you can use mnemonics. No, it isn t some kind of memory drug, it is a technique of using rhymes and interesting ideas to help your brain remember things. E.g. suppose you were trying to remember how to spell the word BEAUTIFUL. If you created a story to go with it, this might make life easier. Suppose you say Big Elephants Are Useful To Indians For Unloading Logs. This creates an image, which is easier to remember than just plain letters. Mnemonics work by turning facts, which have no real meaning to your brain into neat patterns. They act like a key for your brain to unlock information. Now try making some of your own STUDENT TASK The solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. Famous Philosophers: Plato, Aristotle, Descartes and Hume. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 32

38 Mnemonics for philosophy STUDENT INFORMATION You can use this memory technique for the key phrases in philosophy. I have made up some for the key areas, which you will be assessed on. If they help use them. If not make up your own. Knowledge/Understanding: Give a good outline of the theory/argument/ problem. Refer to source materials. Quote. Link this to any bigger theories/arguments/ problems. Arguments Book Bigger Arguments Analysis: Break the theory/argument down into little bits. Explain what assumptions the philosopher is making. Give examples of what could happen if the argument is true. Break it down Assumption True what ll happen Evaluation: Is the argument valid and sound? Judge the argument and back up what you say. What do you think the answer to the problem could be? Argument OK? Does it work? Do you have an answer? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 33

39 IS EATING PEOPLE WRONG? STUDENT TASK 'LVFXVV«What is your initial reaction to the idea of eating another human being? Could you ever eat human flesh? Are there any circumstances in which you think it might be acceptable to eat human flesh? If someone had to be killed so that others could live by eating their flesh, what kinds of factors should be taken into consideration to decide whom it should be? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 34

40 The Queen v Dudley & Stephens (Queen s Bench Division 1884) STUDENT INFORMATION In November 1884, Thomas Dudley and Edward Stephens were charged with the murder of Richard Parker. The jury couldn t reach a firm verdict. These are the facts of the case: On 5 th July 1884, Dudley, Stephens, another man Brooks and a cabin boy called Parker, were the crew of a registered English vessel which was caught in a storm 1600 miles from the Cape of Good Hope. The men had to abandon ship and use the lifeboat. They had no supply of water and no supply of food except two pounds of turnips. For three days they had nothing else to live on. On the 4 th day they caught a small turtle which was the only food they had up to the 20 th day when the act now in question was committed. The turtle lasted till day 12 and for the next 8 days they had no food. The only fresh water they had was any they collected in their capes from the rain. They were 1000 miles away from land. On the 18 th day, when the men had been without food for 7 days and without water for 5, the 3 men Dudley, Stephens and Brooks had a meeting. It was suggested that someone should be sacrificed to save the rest. Brook said no and the boy, to whom they were understood to refer, was not consulted. On the 19 th day, Dudley and Stephens talked about their families and suggested that it would be better to kill the cabin boy and save their own lives. Dudley proposed that if there was no rescue ship in sight, they should kill the boy. The next day no ship appeared and Dudley killed the cabin boy. The boy was extremely weak and unable to resist. Stephens agreed with what Dudley did, Brooks did not. The three men fed on the body and the blood of the boy for 4 days and on this 4 th day a passing vessel picked up the boat. The three men were still alive but only just. They were taken to Falmouth and committed for trial. If the men had not fed on the body of the cabin boy, they probably would not have survived to be rescued. The boy, being in a much weaker condition, was likely to have died before them. At the time of the act in question, there was no other boat in sight. Under those circumstances it seemed to Dudley and Stephens that they were all going to die of starvation. There was no chance of saving life except by killing someone for the others to eat 1. 1 The men were found guilty of murder and sentenced to death. This sentence was then commuted to 6 months in prison. Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 35

41 Think about the case you have just read. STUDENT TASK Imagine you were on the Jury for the case. Would you have voted to acquit? If you would, is this because you think they were justified in doing what they did or because you think they should be excused for what was a wrongful action. If you would not wish to acquit, why not? Think about the 3 men - Dudley, Stephens and Brooks, in turn. What do you think of the behaviour of each of the men? What was right/ wrong about the way each of them acted? Why? Which one do you agree with most? Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 36

42 THE QUEEN VS DUDLEY AND STEPHENS 1884 STUDENT TASK,PDJLQH«That you are one of the 3 men on the boat Dudley, Stephens or Brooks. You will play his role in a group discussion. What arguments can you use to convince the others that you are right? What arguments might they use against you? How would you respond to these? 0DNH VRPH QRWHV WR KHOS \RX PDNH \RXU FDVH Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 37

43 Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H) 38