USING FAIRY TALES TO PROMOTE RETENTION OF ETHICAL SYSTEMS
Using the assumption that a cross-curriculum application of ethical systems is a desirable goal, it is then necessary to establish an efficient method of presenting the systems so that their primary qualities are retained. The following protocol is intended to be presented at the beginning of the year. Consequently, throughout the year when an application of ethical systems is relevant, the student will have a "hook" by which he or she can recall the various systems.
Time Frame: 1 class period.
Average to accelerated high school students. (It should be noted here that this protocol is applicable in a multi-cultural setting because the ethical systems are universal. However, the insertion of culturally appropriate fairy tales or folk tales may be necessary.)
Five ethical systems will be applied. A brief summary of the systems is found in the previous module entitled "An Introduction to Types of Ethical Systems" by Janey Lasley and Ilayna Pickett.
Most high school students are familiar with a variety of fairy tales. Many of them, with deliberation, could pinpoint a 'lesson' or 'moral' inherent in the story. It is this familiarity that is exploited.
A. Introduce the five ethical systems mentioned above.
As review those are:
B. Review the following fairy tales - Biblical story.
C. Instruct students to match the ethical system used as the primary construct in each of stories.
D. After some discussion, review the themes as noted below.
After discussion, ask students to think of other stories, movies, poems, songs etc. that illustrate the ethical systems. REMEMBER the intent is to enable the students to develop a "hook" by which they can retrieve the ethical principle at a later date.
The Bible. Revised Standard Version, Thomas Nelson & Sons, 1952
Andersen, Hans Christian. The Little Mermaid, Harper & Row, 1971
Still, James. Jack & the Beanstalk, Putnam, 1977
Perrault, Charles. Little Red Riding Hood, Walck, 1972
Collodi, Carlo. Pinocchio, MacMillan, 1963