Facilitated Discussions Using the AIR Mode of Ethical Inquiry
I came across the AIR Mode of Ethical Inquiry while undertaking research for a project I was working on at UBC.
In short, AIR stands for:
At the beginning of each discussion, I had the students sit in a "conference-style" seating arrangement where everyone could see each other while they discussed the topic of the discussion. We would then go over the expectations regarding participation and conduct in the discussion, the list of questions (see below), and the assigned topic for that day. Each student was responsible for responding at least once to one of the questions and at least once to someone else's response. We would go through the list of questions (and sometimes revisit ones that we have already discussed or discuss other questions that arise) until everyone had the opportunity to the speak and the discussion reaches a natural conclusion. I would then give the students whatever time there was at the end of class to read quietly (this was usually about 15 minutes).
To learn more about my thoughts about using this method in the classroom, feel free to check out my page on Modes of Ethical Inquiry on my page of Other Areas of Interest.
In short, AIR stands for:
- Awareness: Helping students build an awareness of an ethical issue by identifying the issue, who is responsible/impacted by the issue, and what the students' personal opinions and biases are when it comes to that issue.
- Investigation: Having recognized their own opinions and biases around an ethical issue, students are encouraged to examine the ethical issue with a "reflective curiosity" that demands that they lay their personal opinions and biases in order to look at the issue objectively and with an understanding that their pre-existing assumptions may need to change.
- Respond: Once they have identified the information and perspectives at their disposal, students have an almost unlimited amount of actions they can take to respond to the ethical concerns that they've observed, ranging from using their research to develop a proposal for change, to using a creative outlet such as music or art to advocate for their cause.
At the beginning of each discussion, I had the students sit in a "conference-style" seating arrangement where everyone could see each other while they discussed the topic of the discussion. We would then go over the expectations regarding participation and conduct in the discussion, the list of questions (see below), and the assigned topic for that day. Each student was responsible for responding at least once to one of the questions and at least once to someone else's response. We would go through the list of questions (and sometimes revisit ones that we have already discussed or discuss other questions that arise) until everyone had the opportunity to the speak and the discussion reaches a natural conclusion. I would then give the students whatever time there was at the end of class to read quietly (this was usually about 15 minutes).
To learn more about my thoughts about using this method in the classroom, feel free to check out my page on Modes of Ethical Inquiry on my page of Other Areas of Interest.
Discussion Questions
1) What was the ethical dilemma that took place in the scene we just read? What was the underlying ethical issue?
2) What was your reaction? How did you feel?
3) Who in the story was impacted by the results of this event?
4) Who were the “stake-holders” in this situation? Who had the most to gain or lose? Who had the biggest share of the responsibility for the outcome(s) of this event?
5) What assumptions/beliefs were underlying your reactions/feelings to the issue?
6) How will you investigate these assumptions/beliefs?
7) Where would you go to find more information on this ethical issue?
8) What course of action could you take to resolve the situation (if resolution is possible) or prevent a similar situation from occurring again
Reflection
I was really pleased with the ease in which my students were able to approach ethical issues by using this method. We were able to discuss complex (and possibly heated) topics such as racism and transphobia by using this approach. I really like how it emphasizes the exploration of personal reflection and response because it is a process that doesn't demand an answer to the question or the solution to the problem; it emphasizes learning and growth through the process and through discussion.
The last three questions, which primarily concern themselves with the "R" in AIR ("respond") were a little more difficult to address in discussion. If I was to use this model again, I might actually have the students do a research or inquiry project on the topic that we are discussing so they are more actively responding to the issue (rather than just talking about what we would do).
The last three questions, which primarily concern themselves with the "R" in AIR ("respond") were a little more difficult to address in discussion. If I was to use this model again, I might actually have the students do a research or inquiry project on the topic that we are discussing so they are more actively responding to the issue (rather than just talking about what we would do).
Further Reading
To learn more about my thoughts about using this method in the classroom, feel free to check out my page on Modes of Ethical Inquiry on my page of Other Areas of Interest.