A new subject called Ethics started being rolled out in Maltese primary, middle and secondary schools in 2014 and is currently being phased in. It aims to teach moral values through a secular, non-denominational approach, which means that all students, irrespective of their beliefs, can choose to study Ethics.
Although Ethics is based on the teaching of values, it aims to do so without falling in the trap of indoctrination, because it encourages children and adolescents to think critically about their values.
It acknowledges the fact that ethical and moral values can be very controversial, and often depend on personal beliefs and opinions, shaped by the society that one is brought up in. This is especially true in the digital age that our children are living in, as they are inarguably being bombarded by different values and lifestyles via social media, and they must constantly navigate the complex messages that they receive from different sources.
Thus, Ethics helps students to think critically, not dogmatically, about ethics, moral values and beliefs. The Ethics curriculum is designed in a way that encourages classroom discussion, so that students will have the opportunity to consider contrasting positions and beliefs and learn to navigate complex moral issues in their everyday lives. In fact, even the way that Ethics is assessed moves away from the traditional model of rote-learning and memorisation of knowledge and content.
This is also the case at SEC level, when students are presented with case-studies, which they must analyse and then reflect on the moral issues involved, consider different viewpoints, evaluate the best course of action, and argue effectively for or against a particular course of action. Thus, the whole point of such assessment is to evaluate the students’ critical thinking skills, rather than to assess whether they have studied the content covered in class.
The Ethics syllabus is based on universal values such as respect, honesty, fairness, justice, compassion, loyalty and solidarity.
It encourages students to live an ethical life, that is, a lifestyle which corresponds with and reflects their moral values. It is based on the two pillars of care – care of oneself and care for others. The syllabus tackles these two aspects of care in an age-appropriate manner.
For example, the primary and middle school syllabi deal with topics such as human rights, animal rights, the duty to safeguard the environment, bullying, gender stereotypes, social justice, different family cultures and different faiths and beliefs. When tackling these issues, the emphasis is always on our duty to take care of ourselves and of others, and the fact that we must always think about the consequences of our actions before deciding how to act.
Although the Ethics syllabus is based on universal values which transcend time and cultures, the issues that are tackled are very topical. For example, in Ethics students are encouraged to think about those who are marginalised and find it difficult to claim their rights. Students are presented with case-studies and scenarios of people who have been harassed, bullied or exploited and asked to reflect on these issues, and then explain why such behaviour is wrong and what they would do if they were in that situation. The goals are to teach empathy and to give students a toolkit that they can draw on if they are ever faced with a situation in which they are exploited in any way.
The secondary school syllabus also deals with very topical issues, such as one’s rights and responsibilities on social media, cyberbullying, the role of influencers, revenge porn, domestic violence, relationships, sexting, gender, sexuality, contraception, abortion, euthanasia and capital punishment.
Although such topics can sometimes be difficult to talk about, all Ethics teachers are highly trained in handling such sensitive topics and are aware that different students often have very different beliefs about such issues. However, the nature of Ethics allows for a free discussion on such topics, because of its emphasis on respect for others’ beliefs and opinions.
If we were to shy away from discussing such issues in schools, children and youths would find alternative spaces to discuss them, and would sometimes have to rely on false information that they might come across. Thus, our aim is to instil in students a sense of care towards themselves and others, and a critical disposition which would enable them to assess critically any information that they encounter, helping them avoid being lured in by people who might want to exploit them or influence them negatively, either online or offline.
This is particularly important for today’s children and youths, who are often influenced by social media to the extent that they may reject their parents’ values. This is precisely why our children must be equipped to reflect on their moral choices and consider the consequences of their behaviour, both for themselves and for others.
About the Author
Lucianne Zammit is the Education Officer for Ethics. She is reading for a PhD in Education at the UCL Institute of Education, focusing on the teaching of digital ethics in Maltese schools. She also lectures at the University of Malta.
