The Arts Unit Unit Creative Teachers
Stakeholders
Stakeholders in debates
Stakeholders are any group of people who would have some interest in, or be affected by, the outcome of a debate. It is important to identify relevant stakeholders for your debate topic because it makes it easier to construct your principled arguments around real people, and to consider how your mechanisms for change would affect them.
Referring to stakeholders in arguments
Learning intention: expand and improve arguments by looking at the different stakeholders in a debate
Stakeholders are anyone who will be affected by or have an interest in the outcome of a debate.
You should try to have at least one argument for each of your stakeholders.
Examples of stakeholders for Education debates, in order of priority, include:
students
teachers
parents
the wider community.
Discussing stakeholders in arguments
Duration: 16:39Suggested activity
Watch the above video and take notes.
Review what a stakeholder is and discuss the video with your team.
Determine stakeholders for the topic 'That we should ban doctors from disclosing children's medical information to their parents without the child's consent.'
Order stakeholders (from most to least important). Do this as a team, discussing and justifying your opinions.
Discuss, 'Can you make these groups into smaller groups?'
Determine the motivation (for example, fear, selfishness, altruism, apathy) for each stakeholder group you have listed.
Write an argument for the topic that refers to a stakeholder, to enhance your argument.
Present your topic to your team, speaking as if you were in a debate. After each team member has presented, discuss and then reflect on your arguments.
Informed consent
Learning intention: to discuss whether stakeholders in a debate have informed consent.
In banning (liberty) debates we discuss whether people can make their own choices or if governments need to force choices upon people.
Informed consent is about letting people make their own decisions once they understand the risks and harms.
In banning (liberty) debates, you need to consider the following to determine if people have informed consent.
Do they have and understand all the information they need?
Do they have the mental capacity?
Are they being pressured or coerced into the choice?
Are they harming other people?
Discussing informed consent
Duration: 23:09Suggested activity
Watch the video and take notes throughout.
Complete the activity in the video about consenting to euthanasia. Brainstorm both affirmative and negative arguments for each of the 4 questions to explain why people can or can't give their informed consent to euthanasia.
Listen and compare your arguments for the activity to the arguments Tony came up with.
Reflect on your arguments and consider how you might approach 'banning' debates in the future.