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Using Case Studies to Develop Critical Thinking Skills in ... - uvu.edu Using Case Studies to Develop Critical Thinking Skills in ... - uvu.edu

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26 Teaching Ethics, Fall 2002that on the same score, if we do not perform the surgery and know thaton the best medical evidence, Jodie’s death will be hastened, then this canbe construed as “killing” Jodie. (This is the case if at some point notusing a medical intervention to save a life becomes a “killing,” just asusing a medical intervention which hastens the end of a life is a “killing.”)If both options may properly be said to involve killing, it is unclear whichoption a religious ethic would favor.At this juncture, one would likely introduce the notion of letting die,and argue that Jodie is merely allowed to die, since we do nothing to killher (but merely withhold the surgery). By the same token, however, itcould be said that Mary is allowed to die as well: this is clearest if we considerJodie to be a form of human “life-support” for Mary and the medicalprocedure which enacts the separation is simply a complex form ofwithdrawing Mary from life-support. (On such a view, withdrawing fromlife-support is a paradigm case of letting one die.) So, in tracking out thisline of argument, either both options represent killings and both are morallywrong, or both simply consist in letting one die, and can be morallyacceptable. (Further, one could invoke well-known arguments from thefield of bioethics in support of the conclusion that there is no inherentmoral distinction between killing and letting die. (Rachels 1975))Clearly, this way of setting up the problem moves too quickly, andthere are many more things which would need to be explored to reach astable and defensible description of the alternatives. There are also additionalquestions one needs to raise. For example, is it the case that Mary,even though she is innocent, could be said to kill Jodie? If so, the surgerycould be justified on grounds of self-defense, and Jodie’s parents may bemorally obliged as third party guardians to exercise this right on Jodie’sbehalf. The overriding point is that even from the perspective of religiousethics, it is not obvious that God’s will is only expressed by the “no surgery”option. (Perhaps from this perspective, God approves of the use ofmedical technology to expand the length and quality of life, and that iswhy such technology has developed as a product of human reason.) Thelack of certainty created by critically reflecting on questions such as thoseabove suggest that much deeper thought is needed before a reasonedopinion can be reached concerning this case. This scenario opens thedoor for critically thinking about issues at the intersection of religion andethics, instead of attempting to resolve the issues by simply subsumingthem under a rule such as “Thou shalt not kill.”

Robert F. Card: Using Case Studies to Develop Critical Thinking Skills in Ethics Courses 27CONCLUSIONBy illustration, this paper highlights the multiple dimensions of casestudies; not only do they serve as ways to apply ethical principles, butthey can also be used to raise important philosophical questions abouthow to interpret and test ethical principles themselves. This is an interestingresult for ethics generally, since it challenges the thought that casestudies are more appropriate tools for “casuists” than for “principilists.”The discussion in this paper suggests that critically thinking about casestudies themselves can contribute in a substantial way to the philosophicalanalysis of principles that takes place in ethical theory. If we view ethicsas a critically reflective morality, as I have suggested, then case studiesplay a crucial role in making students better ethical thinkers.Robert F. Card is Assistant Professor of Philosophy, State University of New York,Oswego.NOTE1 An earlier version of this paper was presented at the Third Annual Conferenceof the Society for Ethics Across the Curriculum, held at the University ofFlorida, Gainesville, February 2002. This essay discusses ideas which are furtherdeveloped in my Critically Thinking About Medical Ethics: A Continuing Dialogue(forthcoming from Prentice Hall Publishing).REFERENCERachels, J. 1975. “Active and Passive Euthanasia.” New England Journal ofMedicine, 292 no. 2, pp. 78-80.

26 Teach<strong>in</strong>g Ethics, Fall 2002that on the same score, if we do not perform the surgery and know tha<strong>to</strong>n the best medical evidence, Jodie’s death will be hastened, then this canbe construed as “kill<strong>in</strong>g” Jodie. (This is the case if at some po<strong>in</strong>t notus<strong>in</strong>g a medical <strong>in</strong>tervention <strong>to</strong> save a life becomes a “kill<strong>in</strong>g,” just asus<strong>in</strong>g a medical <strong>in</strong>tervention which hastens the end of a life is a “kill<strong>in</strong>g.”)If both options may properly be said <strong>to</strong> <strong>in</strong>volve kill<strong>in</strong>g, it is unclear whichoption a religious ethic would favor.At this juncture, one would likely <strong>in</strong>troduce the notion of lett<strong>in</strong>g die,and argue that Jodie is merely allowed <strong>to</strong> die, s<strong>in</strong>ce we do noth<strong>in</strong>g <strong>to</strong> killher (but merely withhold the surgery). By the same <strong>to</strong>ken, however, itcould be said that Mary is allowed <strong>to</strong> die as well: this is clearest if we considerJodie <strong>to</strong> be a form of human “life-support” for Mary and the medicalproc<strong>edu</strong>re which enacts the separation is simply a complex form ofwithdraw<strong>in</strong>g Mary from life-support. (On such a view, withdraw<strong>in</strong>g fromlife-support is a paradigm case of lett<strong>in</strong>g one die.) So, <strong>in</strong> track<strong>in</strong>g out thisl<strong>in</strong>e of argument, either both options represent kill<strong>in</strong>gs and both are morallywrong, or both simply consist <strong>in</strong> lett<strong>in</strong>g one die, and can be morallyacceptable. (Further, one could <strong>in</strong>voke well-known arguments from thefield of bioethics <strong>in</strong> support of the conclusion that there is no <strong>in</strong>herentmoral dist<strong>in</strong>ction between kill<strong>in</strong>g and lett<strong>in</strong>g die. (Rachels 1975))Clearly, this way of sett<strong>in</strong>g up the problem moves <strong>to</strong>o quickly, andthere are many more th<strong>in</strong>gs which would need <strong>to</strong> be explored <strong>to</strong> reach astable and defensible description of the alternatives. There are also additionalquestions one needs <strong>to</strong> raise. For example, is it the case that Mary,even though she is <strong>in</strong>nocent, could be said <strong>to</strong> kill Jodie? If so, the surgerycould be justified on grounds of self-defense, and Jodie’s parents may bemorally obliged as third party guardians <strong>to</strong> exercise this right on Jodie’sbehalf. The overrid<strong>in</strong>g po<strong>in</strong>t is that even from the perspective of religiousethics, it is not obvious that God’s will is only expressed by the “no surgery”option. (Perhaps from this perspective, God approves of the use ofmedical technology <strong>to</strong> expand the length and quality of life, and that iswhy such technology has developed as a product of human reason.) Thelack of certa<strong>in</strong>ty created by critically reflect<strong>in</strong>g on questions such as thoseabove suggest that much deeper thought is needed before a reasonedop<strong>in</strong>ion can be reached concern<strong>in</strong>g this case. This scenario opens thedoor for critically th<strong>in</strong>k<strong>in</strong>g about issues at the <strong>in</strong>tersection of religion andethics, <strong>in</strong>stead of attempt<strong>in</strong>g <strong>to</strong> resolve the issues by simply subsum<strong>in</strong>gthem under a rule such as “Thou shalt not kill.”

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