ETHICS DEBATE ACTIVITY
The Circular Economy – An Ethics Point Of View
ACTIVITY 1: “Ethics Debate”
Topic Questions: “Should we mine for critical minerals and other rare earth metals in China?”
This is a real-world problem with no easy answer. It can be tricky exploring an issue you aren’t sure about.
Background information:
What do you already know about this topic? What do you think it might be about and what is your opinion? What is this based on? How will you document or represent this understanding?
What do you need to know?
For example:
What are critical minerals and rare earth metals? What are they used for? Where are they found? How are they mined? What benefits are there for mining? What are challenges or problems with mining? Is this a ‘safe’ country for mining, is there wars/conflicts or political problems? Who are individuals or groups (stakeholders) involved or impacted by this issue? What are the benefits and challenges from their viewpoint?
How will you find this out?
Individually or in small groups, consider using reliable science websites when you search online.
How will you document and represent your understanding?
When you have found out more about the topic. Consider:
What is the issue?
What is your opinion?
Students to form groups of 4 to prepare viewpoints, choosing a ‘yes’ side or ‘no’ side in answer to the topic question.
Side 1 = Yes we should
Side 2 = No we shouldn’t
Step 1: Come up with at least 3 pros (for) and cons (against) for your chosen side
PROS
CONS
FACTS/EVIDENCE
Consider your evidence, is it a credible fact, an opinion or interpretation of the facts?
Step 2: Have a group discussion around the group’s viewpoint and why (based on evidence). How you will formulate your points to present to your class and your alternative side. Include key points of your argument below;
Step 3: It’s time to present! With your written points, each student should be involved in the presentation (or volunteer someone to present the groups views).
Step 4: In small groups or as a class, what are the two main areas of disagreement between the two sides? Is there any agreement between the two sides?
As a small group, how might this issue be resolved?
Step 5: Individually or in small groups, reflect back on your opinion at the beginning. Has this changed? Why or why not? What is the evidence you are basing your opinion on? How might you resolve this issue?
ETHICS ROLE PLAY ACTIVITY
ACTIVITY 2: “Ethics Role Play”
Topic: “Creating a circular economy”
Background information:
What is a circular economy?
The idea of a circular economy is to change the way we make goods and how we recycle them – this would save wastage and ultimately lead to a full circular economy overtime (won’t need to use anymore new resources as we would be recycling everything).
What else do you need to know? How will you find this out?
How might you represent your understanding of a ‘circular economy’ to explain it to others?
How did others represent their understanding?
Scenario: You are attending a world-wide conference on how to improve the world’s economy and environment where a presentation must be given on the proposal of a full circular economy.
Step 1: Watch Dr. Natalie Ralph’s Presentation on the Circular Economy
Step 2: Chose a side/group from one Point Of View (POV). Select one individual or group (stakeholder) from your research in Activity 1.
For example,
Government Official
Mining Company
Mine workers
Citizens living near the mine
Environmental Scientist
Political Scientist
Any other stakeholders
Questions to consider:
How does the full circular economy benefit the country’s economy?
Is it possible to actually create a real-world circular economy?
What are the possible costs of organising such a project (would this create or end jobs for people?)
What are the benefits/challenges to the environment?
What are the benefits/challenges to the world?
Step 3: From your chosen Stakeholder and POV, form questions and topic discussions to express your opinion on the ability to create a full circular economy in the space below. Include your evidence. Is the evidence fact, opinion or interpretation? Where did you get your evidence from?
Step 4: Imagine it’s time to present at your conference, work with your group to separate your points so you can equally share.
Step 5: Student groups to present their POVs to the class and ask questions.
Students to document and represent their own viewpoint, informed from the presentations and supported by evidence.
es as we would be recycling everything).
What else do you need to know? How will you find this out?
How might you represent your understanding of a ‘circular economy’ to explain it to others?
How did others represent their understanding?
Scenario: You are attending a world-wide conference on how to improve the world’s economy and environment where a presentation must be given on the proposal of a full circular economy.
Step 1: Watch Dr. Natalie Ralph’s Presentation on the Circular Economy
Step 2: Chose a side/group from one Point Of View (POV). Select one individual or group (stakeholder) from your research in Activity 1.
For example,
Government Official
Mining Company
Mine workers
Citizens living near the mine
Environmental Scientist
Political Scientist
Any other stakeholders
Questions to consider:
How does the full circular economy benefit the country’s economy?
Is it possible to actually create a real-world circular economy?
What are the possible costs of organising such a project (would this create or end jobs for people?)
What are the benefits/challenges to the environment?
What are the benefits/challenges to the world?
Step 3: From your chosen Stakeholder and POV, form questions and topic discussions to express your opinion on the ability to create a full circular economy in the space below. Include your evidence. Is the evidence fact, opinion or interpretation? Where did you get your evidence from?
Step 4: Imagine it’s time to present at your conference, work with your group to separate your points so you can equally share.
Step 5: Student groups to present their POVs to the class and ask questions.
Students to document and represent their own viewpoint, informed from the presentations and supported by evidence.