Ethical dilemmas and their strategic use in the teaching-learning process: guidelines for their design

Abstract

In order to strengthen ethical and reflective learning in the classroom, ethical dilemmas are presented as an excellent didactic tool for the development of ethical and communicative skills among our students, not only of Humanities, but of any other discipline in the field of humanities. school learning. Thus, the objective of this article is to offer the teacher a proposal for the design of learning activities through the strategic incorporation of ethical dilemmas. For this, different aspects will be addressed, such as the challenge of ethical and reflective learning, the guidelines for the design of an ethical dilemma, the typology of ethical dilemmas and their environmental requirements inside. and outside the classroom, the implementation of dilemmas in the classroom through an 8-step procedure and, finally, the formal proposal of that tutorial guide that the teacher must design in the conception of any learning activity based on ethical dilemmas. Finally, and for didactic purposes, the conclusion will be reached on the relevance of the use of ethical dilemmas in order to promote a comprehensive training based on competencies, where the student is the true protagonist in the teaching-learning process.