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<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Topics%3A+Olympics%2C+social+media+%26+Free+Speech%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech&t=Topics:+Olympics,+social+media+&+Free+Speech"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Topics: Olympics, social media & Free Speech&body=Opinion: Yes, Kamila Valieva should be skating in BeijingBig sporting events usually see a fair share of controversy - the Winter Olympics held in Beijing was no different. 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The familiar ethical issue of 'doping' reared its...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Topics: Olympics, social media & Free Speech</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Personal and Professional Skills " href="https://www.thinkib.net/ibcp/page/45434/personal-and-professional-skills-">Personal and Professional Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Real world issues and dilemmas" href="https://www.thinkib.net/ibcp/page/42964/real-world-issues-and-dilemmas">Real world issues and dilemmas</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Topics: Olympics, social media & Free Speech</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967915" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="panel panel-aubergine"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>The Winter Olympics</p></div></div><div class="panel-body"><div><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/skates-3623008_640.jpg" /><div class="content" readonly="true"><h3 class="heading" style="">Opinion: Yes, Kamila Valieva should be skating in Beijing</h3><p class="text">Big sporting events usually see a fair share of controversy - the Winter Olympics held in Beijing was no different. The familiar ethical issue of 'doping' reared its head in what ordinarily might have been seen as quite a cut-and-dry case of an athlete testing positive. However the case of Kamila Valieva being allowed to skate despite testing positive has proved to be very interesting. Was age a key factor? Was the decision fair and ethically sound?</p></div></div><h5>The Washington Post: 16th February 2022</h5><p>This activity takes an unusual opinion piece and allows students to analyse, evaluate and reflect on how their own opinion is forming. The extensive teachers' notes include an annotated version of aspects of the story. The worksheet has the article in full for students to work individually and/or collaboratively.</p><div class="pinkBg"><h5><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Interactive reading and analysis</h5><div class="dottedBox"><p><strong>Analyse: How are the ideas formed?</strong></p><ul><li>Look at the lines in <strong>bold </strong>and consider what further questions you could ask that would help your background research?</li><li>Then look at the lines in <strong>blue</strong> and consider where you stand with the writer’s opinion.</li><li>Then underline how the writer builds their argument from then on.</li></ul><p><strong>Evaluate:</strong> <strong>At the end of the article, where do you stand? </strong></p><ul><li>Write, draw or speak the thoughts you have, not worrying what order they come out.</li><li>Try ‘I used to think … but now I think … and this means’.</li></ul><p><strong>Reflect:</strong> <strong>What further research do you need to carry out to pull the pieces together here?</strong></p></div></div><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a>Starting discussion<br /><br />What are the key words here that jump out? before reading the article, discuss initial opinions about this statement and initial thoughts about ways forward for the anti-doping movement.</h5></div><div class="yellowBg"><h6>'I’ve learned that anti-doping efforts are strong only if they have integrity. Decisions can’t be only politically expedient; they have to be based in law and evidence. Taking down a brilliant kid whose adults may have abused rather than safeguarded her isn’t the way to fix what’s broken about the anti-doping movement'.</h6><p><em>Doriane Lambelet Coleman, <strong>a professor at Duke Law School, is co-director of the Center for Sports Law & Policy and a senior fellow at the Kenan Institute for Ethics.</strong></em></p></div><h5><a href="Browse server to select file" target="_blank" title="Worksheets"><img class="ico" src="img/materials/exercise-24.png" style="vertical-align: middle" /> </a>Deconstucting 'The Washington Post' opinion piece</h5><div readonly="true" style="background: #ddd; margin: 20px 0; width: 100%;"><iframe frameborder="0" scrolling="no" src="/media/ib/ibcp/deconstructing-the-washington-post-16th-feb.pdf" style="width: 100%; height: 480px;"></iframe></div><h5><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Teacher notes</h5><p>The notes here an extension to the worksheet included for students. They invite an interactive and critical group reading of the article - research and fact checking can be carried out at the same time as the reading.</p><section class="tib-hiddenbox"><div class="dottedBox"><p><u><strong>Part 1</strong></u></p><p><em>Doriane Lambelet Coleman, <strong>a professor at Duke Law School, is co-director of the Center for Sports Law & Policy and a senior fellow at the Keynan Institute for Ethics. (1)</strong></em></p><p>Russian Kamila Valieva is the best figure skater on the planet, she is gorgeous to watch perform and she should be skating in Beijing.</p><p><strong>The Court of Arbitration for Sport’s</strong> decision to <a href="https://www.washingtonpost.com/sports/olympics/2022/02/14/kamila-valieva-russian-skater-cas-ruling/?itid=lk_inline_mIB Docs (2) Teamal_5" target="_blank">allow Valieva to compete</a> this week has been widely <a href="https://www.washingtonpost.com/sports/olympics/reaction-as-kamila-valieva-cleared-to-skate-at-olympics/2022/02/14/1b0ed048-8d6f-11ec-8ddd-52136988d263_story.html?itid=lk_inline_mIB Docs (2) Teamal_5" target="_blank">criticized</a> as the arbitrary product of <u>corrupt institutions driven by commercial and political interests (2).</u> <strong><span style="color:#0000FF;">Actually, the decision was a textbook application of well-established law. It was also ethically sound.(3)</span></strong></p><p>No one’s goal should be premature, career-ending penalties for children. It’s also wrong to turn Valieva into a punching bag for legitimate concerns about Russian state-sponsored doping and the Olympic movement’s flawed anti-doping effort.</p><p>The only issue before the <a href="https://www.tas-cas.org/fileadmin/user_upload/CAS_Ad_Hoc_Media_Release_Beijing_8.pdf" target="_blank">arbitration panel in Beijing</a> was whether to restore a provisional suspension imposed — and then reversed — by Valieva’s domestic federation after a December drug test returned a preliminary positive for a banned heart medication. The panel was not charged with deciding whether Valieva had committed a doping violation. That decision has not yet been made.(4)</p><p><strong>Under the law, children and younger adolescents are considered “protected persons,” and claims against them may be adjudicated more leniently than those against older adolescents and adults.</strong> Many have focused on 15-year-old Valieva’s protected status, <a href="https://www.wsj.com/articles/kamila-valieva-olympics-figure-skating-russia-doping-11645015949?mod=hp_lead_pos12">suggesting</a> it’s the reason she has escaped punishment for alleged doping. But her status, and the proportional treatment she receives, are only part of the heavy weight on her side of the legal scales.(5)</p></div><p><strong> Part 1 notes: </strong><br />(1)This first section really invites students to ask questions and interact with the text. The very first line with the writer's credentials will prompt the question 'are they in the position to know what they are talking about?'.<br />(2) Who could these 'corrupt institutions driven by commercial and political interests' be? This could be a prompt for finding alternative opinion pieces for balance of argument.<br />(3) An initial prediction of what could be the proof for such a statement would be an interesting step for students, in playing 'devil's advocate' - especially if they are instinctively against the original statements of this article.<br />(4) This paragraph adds nuance to the argument. Why does this distinction made by the panel make a difference?<br />(5) What are the implications of the law here for how we view Valieva? The students might like to consider further stakeholders here and whilst a 15 year old athlete must be protected, who is responsible for doping? </p><div class="dottedBox"><p><u><strong>Part 2</strong></u></p><p>Valieva’s case so far is characterized by the absence of evidence — both for her opponents to prosecute her and for her to defend herself. The burden was on Olympic organizations to show they were likely to succeed on the merits of a doping charge. <span style="color:#0000CD;"><strong>Combine that with the irreparable harm Valieva</strong> </span>would undoubtedly suffer were the suspension reimposed, as a legal matter the decision allowing her to compete was not surprising. Indeed, a different outcome would have been political.</p><p>The law applied to Valieva’s case is the same as used in the United States. <strong>In 1992, the U.S. Supreme Court </strong><strong><a href="https://www.washingtonpost.com/archive/politics/1992/06/21/high-court-lets-runner-compete/c8d9fc58-7704-4273-a6d1-42de8c642b62/?itid=lk_inline_mIB Docs (2) Teamal_18" target="_blank">ordered</a></strong><strong> USA Track & Field to allow world-record holder Butch Reynolds to run in Olympic trials even though he was serving a suspension for a two-year-old positive steroid test.</strong> Justice John Paul Stevens wrote: “A decent respect for the incomparable importance of winning a gold medal in the Olympic Games convinces me that a pecuniary award is not an adequate substitute for the intangible values for which the world’s greatest athletes compete.” The law hasn’t changed since I was one of the lawyers on the losing side of that argument.</p><p>This week, U.S. sprinter Sha’Carri Richardson tweeted that the <a href="https://twitter.com/usatoday/status/1493190527348449289" target="_blank">only difference</a> between her not being allowed to compete in the Olympics last summer after a <a href="https://www.washingtonpost.com/sports/olympics/2021/07/02/shacarri-richardson-drug-test/?itid=lk_inline_mIB Docs (2) Teamal_19" target="_blank">positive drug test</a> and Valieva’s clearance to compete now is that “<a href="https://twitter.com/itskerrii/status/1493209274457153536?ref_src=twsrc%5Etfw%7Ctwcamp%5Etweetembed%7Ctwterm%5E1493209274457153536%7Ctwgr%5E%7Ctwcon%5Es1_&ref_url=https%3A%2F%2Fsports.yahoo.com%2Fsha-carri-richardson-compares-her-situation-with-kamila-valieva-only-difference-i-see-is-im-a-black-young-lady-174711170.html">I’m a black young lady</a>.” Actually, other facts explain why: Richardson, an adult, acknowledged knowingly and voluntarily using a banned substance, marijuana. Afterward, she sought and obtained leniency given the particular drug and her personal circumstances. (6)</p></div><p> (6) This is a great opportunity for group work: take three different events each fuelled by the question 'Should they have been allowed to compete? If not, why not?'. Can students manage the complexities of three different examples and draw nuanced similarities and differences between then?</p><div class="dottedBox"><p><u><strong>Part 3</strong></u><br />Beyond law, the ethical calculus is also in Valieva’s favor. Valieva is a world-class competitor but also a child who should be safeguarded by the adults and organizations charged with her care. Does anyone believe that she personally schemed to find a <a href="https://www.nytimes.com/2022/02/12/sports/olympics/olympics-valieva-doping.html">cocktail of heart drugs</a>? <strong>There is a lot of speculation about the metabolic effects of trimetazidine but no peer-reviewed evidence that it enhances performance</strong>. Benjamin D. Levine, one of the world’s leading experts in cardiology and exercise science, <a href="https://www.nytimes.com/2022/02/11/sports/olympics/trimetazidine-doping-kamila-valieva.html">opined</a> that there was “zero” chance that trimetazidine would improve her performance. Even peers who think she should not skate allow that she would be a star regardless, suggesting that fairness to competitors is not the issue so much as the integrity of the anti-doping movement. (7)</p><p>Which brings us to the bear in the room: Russia’s doping history. Punishing Russia for its trespasses arguably requires punishing its athletes — that’s how sanctions work. The International Olympic Committee’s response to Russian doping has been to allow individual athletes to compete, but not allow the Russians to fly their flag, a sometimes laughable approach. The effort, however, also reflects the human values the Olympics represent and the general sense among athletes that sanctions shouldn’t be on the table in sports. A corrupt nation-state should not be able, year in and year out, to deprive its best young athletes of the opportunity to compete against their peers. (8)</p><p>I get the instinct that because Valieva tested positive she should not skate. I was in the race in 1983 when Jarmila Kratochvílová of Czechoslovakia set the still-standing 800-meter world record. That record is widely understood to have been <a href="https://www.nytimes.com/2017/06/15/sports/olympics/jarmila-kratochvilova-800-meters-record.html">the product of doping</a>.</p><p>I later helped set up the world’s first random out-of-competition drug-testing program for USA Track & Field, and I drafted the White House’s negotiating document that helped establish the <strong>World Anti-Doping Agency</strong>. I’ve learned that anti-doping efforts are strong only if they have integrity. Decisions can’t be only politically expedient; they have to be based in law and evidence. Taking down a brilliant kid whose adults may have abused rather than safeguarded her isn’t the way to fix what’s broken about the anti-doping movement.(9)</p><p>By Doriane Lambelet Coleman</p></div><p>(7) Does it add to the argument here to doubt the placement of trimetazidine on the banned substance list? Students can debate if this is a well made point or a distraction from the main point of the article. <br />(8) Who should be responsible for the development of young athletes if it is not their nation-state? Who is responsible for safe-guarding and what are the implications of this?<br />(9) If this is not the answer then what is the solution?</p></section></div><div class="panel-footer"><div></div></div></div><div class="panel panel-aubergine"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Ethical dilemma: Censorshop v free speech</p></div></div><div class="panel-body"><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/on-air-4901461_640.jpg" /><div class="content" readonly="true"><h3 class="heading" style="">Spotify and the Joe Rogan podcast: censorship v free speech?</h3><p class="text">There are a staggering amount of sources devoted to this controversy emerging at the end of JIB Docs (2) Teamary into February. Below are just a few examples of the type of information being produced. This is an excellent debate to consider not just the topic at hand but to consider the bigger ideas and themes at play here. A wider question, and something really interesting to consider, is whether it is actually possible to create a balanced source list using fact-checked articles from multiple perspectives.</p></div></div><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a>Ethical dilemma: To what extent has Spotify responded ethically to the debate surrounding the spread of misinformation through Joe Rogan's podcast? </h5><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Remember that an ethical dilemma is a conflict of ethical principles where there is no clear solution. Look for the clash!</h6><div class="pinkBg"><h5>Sources</h5><div class="dottedBox"><h6><a href="Browse server to select file" target="_blank" title="Key study"><img class="ico" src="img/materials/key-study-24.png" style="vertical-align: middle" /> </a><a href="https://www.rollingstone.com/culture/culture-news/covid-misinformation-joe-rogan-spotify-petition-1282240/">Rolling Stone: 'A Menace to Public Health': Doctors Demand Spotify puts an End to Covid Lies on 'Joe Rogan Experience'</a><br /><a href="Browse server to select file" target="_blank" title="Key study"><img class="ico" src="img/materials/key-study-24.png" style="vertical-align: middle" /> </a><a href="https://www.bbc.co.uk/news/60199614">Joe Rogan: Four claims from his Spotify podcast fact-checked</a><br /><a href="Browse server to select file" target="_blank" title="Key study"><img class="ico" src="img/materials/key-study-24.png" style="vertical-align: middle" /> </a><a href="https://www.theguardian.com/culture/2022/jan/31/joe-rogan-pledges-to-try-harder-after-spotify-misinformation-controversy">Guardian article: Joe Rogan pledges to 'try harder' after Spotify misinformation controversy.</a><br /><br />Further sources<br /><a href="Browse server to select file" target="_blank" title="Case studies"><img class="ico" src="img/materials/case-studies-24.png" style="vertical-align: middle" /> </a><strong>Sky News article: </strong><a href="https://news.sky.com/story/two-thirds-of-anti-vax-propaganda-online-created-by-just-12-influencers-research-finds-12521910">Two-thirds of anti-vax propaganda online created by just 12 influencers, research finds</a></h6></div><div class="box"><h5>Further questions to explore</h5><h6><a href="Browse server to select file" target="_blank" title="Mind maps"><img class="ico" src="img/materials/mind-map-24.png" style="vertical-align: middle" /> </a>Visible Thinking opportunity: Mindmap</h6><p>Create a giant mindmap of all thinking and research on a wall of a classroom or using a jamboard such as Miro.</p><p>This series of questions build from descriptive to interrogative and evaluative all the way to more conceptual about some of the wider ideas at play here. They further reinforce that research, understanding and piecing together of arguments is a process that takes times.</p><div class="blueBg"><div class="dottedBox"><ol><li>What is the problem here? What is being said?</li><li>What is the science behind herd immunity?</li><li>Why are some people against vaccinations for covid?</li><li>Do media corporations such as Spotify have a responsibility to censor some information?</li><li>Do media corporations such as Spotify have a responsbility to uphold free speech for all irrespective of societal impact?</li><li>What should Spotify and its stakeholders do next?</li><li>What if Spotify took this podcast down? What are the implications of this?</li><li>Are opinions as important as facts? (check out Post Truth Theory in <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth')</a></li></ol></div></div><p><img alt="" height="317" src="/media/ib/ibcp/descriptive-to-critical-thinking.png" width="484" /></p><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Thinking routine to support creative thinking: Creative Question Starts by Harvard Project Zero</h6><p>The following thinking routine from Harvard Project Zero has been adapted for this topic specifically.</p><div class="yellowBg"><div class="dottedBox"><p><span class="markedContent" id="page142R_mcid50"><span dir="ltr" role="presentation" style="left: 159.067px; top: 192.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.04463);">1. <strong>Brainstorm</strong></span></span><span class="markedContent" id="page142R_mcid51"><strong><span dir="ltr" role="presentation" style="left: 243.225px; top: 192.648px; font-size: 16.6667px; font-family: sans-serif;"> </span></strong><span dir="ltr" role="presentation" style="left: 247.458px; top: 192.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.998068);">at least 12 questions about this topic from the work that you have already done. You can do this as a pair, a group or a whole class. </span></span><span class="markedContent" id="page142R_mcid57">Choose from the following question starts: </span><span class="markedContent"><strong><span class="markedContent" id="page142R_mcid66"><br role="presentation" /><span dir="ltr" role="presentation" style="left: 656px; top: 247.339px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.944222);">What if...?</span></span><span class="markedContent" id="page142R_mcid67"></span><br role="presentation" /><span class="markedContent" id="page142R_mcid68"><span dir="ltr" role="presentation" style="left: 656px; top: 287.339px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.946335);">How would it be different if...?</span></span><span class="markedContent" id="page142R_mcid69"><br role="presentation" /><span dir="ltr" role="presentation" style="left: 656px; top: 307.339px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.907037);">Suppose that...?</span></span><span class="markedContent" id="page142R_mcid70"><br role="presentation" /><span dir="ltr" role="presentation" style="left: 656px; top: 327.339px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.941274);">What if we knew...?</span></span><span class="markedContent" id="page142R_mcid71"><br role="presentation" /><span dir="ltr" role="presentation" style="left: 656px; top: 347.339px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.933452);">What would change if...?</span></span></strong><br /><br role="presentation" /><span dir="ltr" role="presentation" style="left: 129.067px; top: 272.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.965517);">2.</span><span class="markedContent"></span></span><span class="markedContent" id="page142R_mcid58"><span dir="ltr" role="presentation" style="left: 142.483px; top: 272.648px; font-size: 16.6667px; font-family: sans-serif;"> </span><strong><span dir="ltr" role="presentation" style="left: 159.067px; top: 272.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.00671);">Review</span></strong></span><span class="markedContent" id="page142R_mcid59"><strong><span dir="ltr" role="presentation" style="left: 214.1px; top: 272.648px; font-size: 16.6667px; font-family: sans-serif;"> </span></strong><span dir="ltr" role="presentation" style="left: 217.908px; top: 272.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.00896);">your list, identify the most interesting questions,</span></span><span class="markedContent" id="page142R_mcid60"><br role="presentation" /><span dir="ltr" role="presentation" style="left: 159.067px; top: 292.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.970725);">and select one to discuss.</span></span><span class="markedContent" id="page142R_mcid61"> (If you are working in a group, do take time to discuss any differences of opinions here in selecting!). Discuss this question.<br role="presentation" /><span dir="ltr" role="presentation" style="left: 129.067px; top: 332.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.965517);">3.</span><span class="markedContent"></span></span><span class="markedContent" id="page142R_mcid62"><span dir="ltr" role="presentation" style="left: 142.483px; top: 332.648px; font-size: 16.6667px; font-family: sans-serif;"> </span><strong><span dir="ltr" role="presentation" style="left: 159.067px; top: 332.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.0294);">Reflect</span></strong></span><span class="markedContent" id="page142R_mcid63"><span dir="ltr" role="presentation" style="left: 212.482px; top: 332.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(0.991939);"><strong>: </strong>What new ideas do you have about this topic</span></span><span class="markedContent" id="page142R_mcid64"><span dir="ltr" role="presentation" style="left: 159.067px; top: 352.648px; font-size: 16.6667px; font-family: sans-serif; transform: scaleX(1.0027);"> that you didn’t have before?</span></span><span class="markedContent" id="page142R_mcid65"></span><span class="markedContent"><br />What does this sort of questioning allow us to do? </span><br role="presentation" /> </p></div></div></div><h6><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Extensive teacher notes that explore each of the additional questions as above.</h6><section class="tib-hiddenbox"><p>Taking a reflective project research question is an opportunity not just for debate but plenty of ATL skill development.<br />Don't leave it just at the research and discussion phase. Take a moment with a source such as The <a href="https://www.independent.co.uk/topic/joe-rogan?CMP=ILC-refresh">Independent</a> here which gives an, arguably, overwhelming amount of sources accumulated in connection in this controversy. What is the effect on students as they are faced with this information?</p><p>Bigger questions to come from this ... consider whether it is possible to have a balanced and well-researched stance on the anti-vaccination position. This is not a statement of authorial bias here! This is a chance to consider post truth theory in context: what happens when personal opinion has parity with proven fact in the real world? For further ideas on this, do check out <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a>.</p><p><strong>Further Questions to explore - added notes</strong></p><p><em>This series of questions build from descriptive to interrogative and evaluative all the way to more conceptual about some of the wider ideas at play here. They further reinforce that research, understanding and piecing together of arguments is a process that takes times. </em><strong>This is an important point to make and something to be made explicit in the classroom - everything we do when discussing a new topic builds through skills from descriptive and factual to interrogative and evaluative - you cannot just zoom in one area and just stay there. You need to build up. Evaluation cannot take place without a foundation of context, content and well researched facts and likewise we cannot just leave discussion at a superficial level. </strong></p><p><strong>You can treat this as a differentiated list for your class to divide students off to work on particular skills. However as a whole group process working on the same questions together as a process, it can draw attention to the way they are building an argument through a process here. </strong></p><ol><li>What is the problem here? What is being said? <strong>Find out the key points and arguments. Good tip to lead by stakeholders and find out different perspectives to avoid the just 'for and against' approach. </strong></li><li>What is the science behind herd immunity? <strong>This <a href="https://www.sciencedirect.com/topics/immunology-and-microbiology/herd-immunity">sciencedirect article </a>helps to give an overview of what this is about </strong>https://www.sciencedirect.com/topics/immunology-and-microbiology/herd-immunity <strong>Students might like to consider whether this holds any validity to any of the arguments in this case. </strong></li><li>Why are some people against vaccinations for covid?<br /><strong>This question might be the ultimate rabbit-hole so it is important to define the parameters by which we are looking at this. This article from <a href="https://www.bbc.com/future/article/20210720-the-complexities-of-vaccine-hesitancy">BBC Future</a> in July 2021 presents an interesting perspective - it cannot be said to be balanced but it separates out vaccine hesitancy from extreme views and takes an undramatic and stance on what drives hesitancy that promotes some level of empathy. Please note that there will be a separate suggestion for a discussion based on the news in JIB Docs (2) Teamary 2022 that research has found 2/3 of anti-vax propaganda online created by just 12 influences.</strong></li><li>Do media corporations such as Spotify have a responsibility to censor some information?</li><li>Do media corporations such as Spotify have a responsbility to uphold free speech for all irrespective of societal impact? <strong>Both questions 4 and 5 are arguably answering the same question. This might be an opportunity to split the class up into groups to answer and see how just the angling of a question can take you in a different direction. Then switch it up and see what happens when you change 'do' to 'should'. Great reflective project lesson in how just a word completely changes the opportunity for discussion. In this case it takes the question from what is currently happening to a wider conceptual debate which encourages the student voice and opinion. Again a lesson in how it is hard to have an opinion on what could happen next if you do not know what is happening now. </strong></li><li>What should Spotify and its stakeholders do next? <strong>A great question and relates to my point for questions 4 and 5. Once the foundation is laid for what is happening right now, students can start employing creative thinking and imagining what could happen next. </strong></li><li>What if Spotify took this podcast down? What are the implications of this? <strong>This is a nice question to encourage 'what if' hypothetical scenarios to see if students can develop the knock one effects of decision-making. No training wheels as there possibly is no precedent but using the ethicality of the situation that they have explored, this can provide the scaffolding they need to be able to imagine possibilities. A thinking routine such as '<a href="http://www.pz.harvard.edu/sites/default/files/Creative%20Question%20Starts.pdf">'Creative Question Starts'</a> is excellent for supporting creative thinking. See below exercise above for more details on this thinking routine. </strong></li><li>Are opinions as important as facts? (check out Post Truth Theory in <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth')</a> You may like to lead your whole topic with a big conceptual idea such as this. But certainly after rooting their learning in the context of this particular ethical dilemma, students might be ready to take on a wider question where they can use this learning as an example. Again do check out the resources available for exploring Post Truth theory as detailed above but found under. <a href="ibcp/page/34865/thinking-processes" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes">Thinking Processes</a> in <a href="ibcp/page/34860/core-personal-professional-skills" title="The Core - overview » Core: Personal & Professional Skills">Core: Personal & Professional Skills</a>.</li></ol></section></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-aubergine panel-has-planner"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Making sense of excess information</p></div></div><div class="panel-body"><div><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/medical-g005c9ba0b_640.jpg" /><div class="content" readonly="true"><p class="text">When there is a long running news story with lots of twists and turns it is important to remain committed to distinguishing fact and opinion at the very least and consider the credibility of the news sources we are using. The following exercises can be applied to multiple contexts to review how to decide if a source is credible, clarify events through the creation of a timeline, explicitly identify facts from opinion and explore who the stakeholders are in this situation.</p></div></div><h5>Making sense of excess information</h5><p><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /></a> This page focuses on different news stories each month and multiple contexts are suggested but students are also encouraged to widen their reference point and explore what else is out there. There are some suggestions of systems to use to understand if a source is credible and remember <a href="ibcp/page/37335/understanding-truth" title="The Core - overview » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a> is an excellent resource to expand understanding. Pick one activity or do as a sequence... exercise your excellent teacher judgement!</p><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>ATL skills focus: Research skills</h6><p><strong>Introduction: What makes a credible source? </strong></p><p><strong>1. Find 5 sources from a range of news authorities across the world. </strong>You should aim to have at least three different countries represented. These sources are connected to the story of <strong>Djokovic v the Australian Government running from 5th JIB Docs (2) Teamary 2022. </strong></p><p><img alt="" src="/media/ib/ibcp/raven.jpg" style="width: 700px; height: 235px;" /></p><h6><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>Further teacher notes</h6><section class="tib-hiddenbox"><p>This can be done as an introductory or revision activity if students have already explored in detail credibility of sources. However you can also take advantage of this time as an opportunity to explore the sheer breadth of news articles and opinion pieces and explicitly assess them for credibility using an agreed list of features. you can also make use of the <a href="ibcp/page/33783/research-skills" title="The Core - overview » Core: The Reflective Project » Skills » Research skills">Research skills</a> page and the RAVEN system that is suggested above.</p></section><div class="pinkBg"><div class="dottedBox"><h6><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Synthesising and ordering events</h6><p>Students need to identify the key events that took place that created an ethical issue in this situation. Be vocal about what are the facts of the case and how do we know? Once students have worked out the key events that influenced the outcome of opinion and division in this situation, have them order them from the date that they think is most significant. (Whilst Djokovic may have been refused entry on the 5th JIB Docs (2) Teamary which may denote the start of the story, you may find that there are dates prior to this that shape the case).</p><h6><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Creating a visual timeline and evaluation</h6><p>This timeline can be done as a timeline in a journal, post-its on a desk, A4 paper with agreed events ordered on a wall or students standing with events in a line. Discuss as a group or class the implications of all these points, the different stakeholders involved and the effect and outcome of each event.</p><h6>Separating Fact and opinion.</h6><p>Now identify the multiple stakeholders involved in this story: not just the obvious people - consider different news organisations, courts and government agencies. Clearly extract opinions as sound bites but keep them to less than 50 words. Post these along the timeline. What effect do these opinions have on the direction of events? What sources are these people using to form their opinions?</p><h6>Wider implications of the whole story</h6><p>Take a step back from the analysis of the news story. What are the wider implications of this story? What issues and dilemmas come out that have global implication rather than specific to Australia? You could start with the ethics surrounding compulsory covid vaccination to enter a country and go from there.</p></div></div><div class="yellowBg"><h5><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /></a> Reflective Project debate:</h5><div class="dottedBox"><h5><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Structuring your ideas</h5><p>As you can find out from <a href="ibcp/page/35286/starting-discussions-and-debates" title="The Core - overview » Core: Personal & Professional Skills » Applied Ethics » Starting discussions and debates">Starting discussions and debates</a> in the <a href="ibcp/page/34866/applied-ethics" title="The Core - overview » Core: Personal & Professional Skills » Applied Ethics">Applied Ethics</a> area of the <a href="ibcp/page/34860/core-personal-professional-skills" title="The Core - overview » Core: Personal & Professional Skills"> Personal & Professional Skills</a> area, debates need to follow a specific protocol (there are varieties of this but the formality of the process and structure is key). Here is a summary below. You can also use this summary to identify whether your research and arguments are detailed and shaped enough. To stand the test of a 1st proposer/opposer, 2nd proposer/opposer and summary as well as questions from the audience.</p>Stakeholder here is defined as: <strong>speaker, 1st proposer, 1st opposer, 2nd proposer, 2nd opposer, summarisers and audience members.</strong><p><strong>Debating order</strong></p><p>The order that is followed in a <strong>formal debate</strong> is:</p><ol><li>The debate is chaired by a <strong>'speaker',</strong> who reads out the motion.</li><li>The first proposer presents the <strong>arguments for </strong>the motion.</li><li>The first opposer presents the <strong>arguments against</strong> the motion.</li><li>The second proposer presents <strong>further arguments for </strong>the motion.</li><li>The second opposer presents <strong>further arguments against</strong> the motion.</li><li>This side-to-side debating of the motion continues until all the people involved have had their say ...and limited to each contributor speaking only once during the debate.</li><li><strong>An opposer then sums up the key points of the argument against the motion.</strong></li><li><strong>A proposer then sums up the argument for the motion.</strong></li><li>The speaker re-reads the motion.</li><li>The audience then votes 'for' or 'against' the motion.</li></ol></div><div><h5><span style="color:#FFF0F5;">Skill Development</span></h5></div></div></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Topics%3A+Olympics%2C+social+media+%26+Free+Speech%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech&t=Topics:+Olympics,+social+media+&+Free+Speech"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Topics: Olympics, social media & Free Speech&body=Opinion: Yes, Kamila Valieva should be skating in BeijingBig sporting events usually see a fair share of controversy - the Winter Olympics held in Beijing was no different. The familiar ethical issue of 'doping' reared its...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F43468%2Ftopics-olympics-social-media-free-speech"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
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