Ethics

The worksheet aims to provide students with a deep understanding of a pedagogical theory. Students apply central technical terms, transfer theoretical concepts to pedagogical scenarios, and reflect on the relevance of the theory for practical application. Content and methods: The focus is on the application, in-depth exploration, and critical reflection of an educational theory. Methodologically, the worksheet combines the translation of technical terms into everyday language, cooperative group work via an expert group method, the elaboration and presentation of subject-specific content, the development of practical case studies, the analysis of different positions and arguments, as well as a concluding reflection and self-assessment. Competencies: Apply and explain central terms and concepts of a theory Comprehend, structure, and summarize specialized texts Transfer theoretical content to pedagogical situations and case examples Analyze and evaluate professional positions and arguments Formulate and justify personal judgments Reflect on and assess one's own learning progress Target group and level: Adult students or trainees in the field of social pedagogy, particularly aspiring educators. Note on further work: The worksheet serves to deepen and apply a pedagogical theory. It can build upon an introductory worksheet and forms the foundation for further tasks in which theoretical concepts are applied to more complex practical examples and critically reflected upon. Introductory worksheet on the topic: Theories – Fundamentals Note: Internet access is required for the group research phase.

This worksheet aims to introduce students to the "trolley problem" as a fundamental ethical dilemma, encouraging them to evaluate moral decision-making through the lens of different philosophical theories and their modern application in artificial intelligence and autonomous driving. Content and methods: The worksheet uses a multimedia approach, starting with a video-based discussion of the trolley scenario. It then provides informative texts on utilitarianism, deontology, virtue ethics, and moral relativism to facilitate theoretical understanding. Students apply these concepts through comprehension questions, analytical writing tasks, and a creative "pitch" presentation where they role-play as programmers to address the ethical challenges of self-driving cars. Competencies: Ethical reasoning and moral judgment Application of philosophical theories to modern technology Critical thinking and perspective-taking Argumentation and presentation skills Reading and media literacy Target group: Grade 10 and above

Objectives The goal is to learn the Jigsaw method as a way to independently explore complex philosophical models of thought. Participants engage objectively and critically with fundamental questions of existence and evaluate them through academic discussion. The sample content serves as a flexible template for systematic method training. Content and Methods This Worksheet uses a cooperative Jigsaw structure to explore core philosophical ideas. After an individual specialization phase, students deepen their knowledge in expert groups and then share it in home groups. Results are organized in a table that highlights major works and key theses. A short, fictional role-play at the end places each position in a contemporary context. All content choices - both the selection of philosophers and the theories - are designed to be interchangeable. Competencies Subject Knowledge: Understanding central philosophical movements and the ability to concisely summarize complex models of thought. Methodological Skills: Confident use of the Jigsaw method as a cooperative learning approach and proficiency in focused academic research. Critical Judgment: Objective engagement with differing worldviews and their relevance for contemporary epistemology. Social and Communication Skills: Responsible peer-to-peer knowledge sharing and facilitation of perspective-taking through role-play. Target Group and Level Middle and upper secondary

The worksheet raises learners' awareness of the potential of artificial intelligence to promote inclusion and accessibility. The aim is to understand how technological assistance systems can increase the independence of people with disabilities in everyday life. Content and methods: The content includes an introduction to AI-supported assistance functions for people with disabilities, basic knowledge about this form of disability, typical barriers in everyday life, and ethical issues relating to data protection, accessibility, and the relationship between human and technical support. This is supplemented by practical case studies and the development of students' own app ideas as an application of what they have learned. The methods include the assignment and analysis of specific AI functions, theoretical impulses with hypothesis formation, empathic role-playing, scenario-based case work, creative project work on app design, and structured reflection and discussion phases on ethical aspects. Competencies: Perspective taking: Developing empathy for the realities of life for people with disabilities Media and technology skills: Recognizing AI as a tool for assistive technologies Problem-solving skills: Transferring technological knowledge to complex everyday obstacles Ethical judgment: Critical examination of social conditions Target group and level: Grade 8 and above