Making ethical decisions

Some choices are not about right versus wrong but right versus right: loyalty to a friend versus fairness to others, honesty versus kindness. A simple framework helps you think clearly instead of going with whatever feels easiest.

Spotting an ethical decision

• The Markkula Center for Applied Ethics at Santa Clara University suggests first asking: could this choice harm someone, or benefit some people unfairly at others' expense?
• It also asks whether the issue is about more than what is legal or efficient. Something can be legal and still unkind or unfair.
• Warning signs you are facing an ethical choice: you would not want your parents to see it, you are looking for a loophole, or you feel you have to keep it secret.
• Common teen examples: a friend asks you to cover for them, you find exam answers circulating, you see a classmate being excluded, or you are asked to give a fake review.

Six lenses for looking at a choice

• Rights: which option best respects the rights of everyone involved?
• Justice: which option treats people fairly, giving each what they are due?
• Utilitarian: which option produces the most good and least harm for the most people?
• Common good: which option best serves the whole community, not just some members?
• Virtue: which option leads me to act as the sort of person I want to be?
• Care: which option takes account of the relationships, concerns and feelings of everyone involved?

A five-step process

• 1. Identify the ethical issue: who could be harmed or treated unfairly?
• 2. Get the facts: what do you know, what do you not know, who has a stake, and what are all your options (not just two)?
• 3. Evaluate the options using the six lenses.
• 4. Choose and test: the Markkula Center suggests asking, 'If I told someone I respect which option I chose, what would they say?'
• 5. Act and reflect: how did it turn out, what did you learn, and is any follow-up needed?

Worked dilemma: the leaked test

• Situation: the night before a chemistry test, someone shares what they say are the answers in a class group chat.
• Facts and options: you do not know if they are real. Options include using them, ignoring them, leaving the chat, or quietly telling the teacher.
• Justice and rights: using them is unfair to students who did not see them. Virtue: would you be proud of a grade you did not earn?
• Utilitarian and common good: if the test is compromised, the teacher can reset it, which helps everyone in the long run.
• A defensible choice: do not open or use the answers, and let the teacher know that a possible leak is circulating without naming or shaming anyone. Then revise as normal.

Worked dilemma: covering for a friend

• Situation: a close friend asks you to tell their parents they were at your house when they were somewhere else.
• Care lens: you care about the friendship and do not want them in trouble. But you also care about their safety and your relationship with their parents.
• Rights and honesty: you would be asked to lie to adults responsible for your friend's safety.
• Possible response: 'I cannot lie for you, but I will not go out of my way to tell them either. If anything is wrong, I will help you talk to them.'
• If you think your friend may be in danger, safety comes first: tell a trusted adult.

Tools for everyday decisions

• Pause: most ethical mistakes happen when we decide in a rush or under group pressure. 'Let me think about it' is a complete sentence.
• Look for a third option. Dilemmas often look like two bad choices until you brainstorm more.
• Talk it through with someone whose judgement you respect: a parent, teacher, faith leader or older friend.
• Your faith or philosophy can guide you, too. Many traditions share principles like the Golden Rule, fairness and honesty, so you will often find common ground with people of different beliefs.