These can be based around some prompts to keep discussion flowing. For example:

• Why do you think that?
• What is your reason for that?
• Can you think of another argument for your view?
• Can you think of an argument against your view?
• How do you know?
• What is your evidence?
• Is there another argument for what you believe?
   

Another example is the use of questions to evaluate the scientific evidence presented in an article or piece of work.

• What scientific evidence is included?
• Who collected the scientific evidence?
• How was the scientific evidence collected?
• What does the scientific evidence tell us?
• What are the limitations of the scientific evidence?

Goals, rights and responsibilities

While not actually going so far as to develop a role play students can be encouraged to think through ethical questions from different perspectives.

It is often useful to make a table with the different actors in the ethical dilemma as rows and for each their goals, rights and responsibilities. Goals are things we aim for, rights are things that are due to us and responsibilities are the things we owe others. For example:

	Goals	Rights	Responsibilities
Car driver	To get to work quickly	Respect from other road users	To drive safely
Lorry driver	To deliver goods on time	Respect from other road users	To drive safely
Cyclist	To get to work safely	Space and respect from other road users	To cycle with due regard for others
Pedestrian	To walk without fear of traffic	To be safe	To use pavements and crossing places

 Organising group talk