Would It Be Right to Use Baby Organs for Somebody Else?

What is the length of each entry?

The minimum length is 500 words per entry (content-only). That is 2 pages

computer-typed, double spaced in 12-point letter using Arial or Times New Roman

font.



Should it be in handwriting or computer typed?

It must be computer typed. For those who as have already begun their journal in

handwriting using for each entry 2 full 8 ½ X 11 pages, they have to continue their

journal computer-typed using the new instructions.





Ideas, discussions, concepts or arguments that you have learned in the lesson and have

challenged your way of thinking.

-

Issues that interested you a lot, and that you would like to discuss in more detail

-

How to apply the concepts learned in class to your own life and way of thinking, e.g. use

them to present and defend your own point of view about X or W topic

o

Always challenge yourself to see the other side of the coin and be sure to be fair

when presenting the opposite point of view: e.g.

I am in favor of __ because ... We

should also take into consideration .... However, the argument against __ is quite

convincing, as it states that ... and many people think that ...

Ask yourself:



What was the most interesting thing I read for this lesson (mark it above with an asterisk) -

why was that?



What were the main things I learned from this lesson?



What did I previously think was true, but now know to be wrong?



What did we not cover that I expected we should?



What was new or surprising to me?



What have I changed my mind about, as a result of this lesson?



I am still unsure about...



What I most liked about what we learned in this lesson was...



Miscellaneous interesting facts I learned in this lesson...















7

JOURNAL RUBRIC

Excellent

(A)

Good

(B)

Fair

(C)

Unsatisfactory

(D/F)

1. Reflection content

Discussion and

integration of acquired

knowledge.

Ability to integrate

learning into real-

world experiences and

analyze issues with a

critical attitude

It addresses and

integrates all the

acquired knowledge,

required topics concepts

and methods discussed

in class and in assigned

readings.

It shows an ability to

proficiently demonstrate

reflection and deep

thinking about acquired

knowledge. It is written

in a simple, yet

effective way with

practical applications to

real-life problems. It

shows integration with

different issues from

wide range of

perspectives (e.g.

personal, cultural,

societal, etc.); It

demonstrates critical

thinking skills in

addressing the subjects

and an ability to

integrate new

knowledge to previous

experiences and ways of

thinking.

It addresses all the

required topics.

Content is good;

however, it could

have been

developed

more/better.

The reflection is

good but could have

been deeper.

It is written well and

clearly, but it

contains a few

grammatical errors.

It lacks

organization of

the ideas

discussed.

The reflection is

superficial.

Journal entries

resemble a

rough draft.

What is

presented is

neither clear nor

effective;

reflection is

poor.















8

* Highlighted Journal:

Before you submit your reflective journal, you will reread your

entries and, using a highlighter and mark those sections of the journal that directly relate

to concepts discussed in the texts or in class. This makes it easier for the instructor to

identify how students have reflected on their experiences and thinking processes in light of

course content.

2. Presentation &

articulation:

Professional

presentation with clear

entries and

highlights.*

Articulation and

organization of ideas

and perspectives

Excellent/professional

presentation of the

journal

with

highlighted sections of

the journal

that directly

relate to concepts

discussed in the texts or

in class. *

It is grammatically well

written, with no spelling

or syntax errors and

complete sentences.

Writing is well-focused;

arguments or

perspectives are

precisely defined and

explained; coherent

flow in developing an

insightful idea

demonstrated

Arguments or

perspectives are

clearly stated and

organized.

Writing flows, but the

articulation of ideas

is not well

presented; concepts

and ideas are not

discussed deep

enough to be very

insightful.

Arguments or

perspectives are

vaguely

mentioned; the

writing lacked an

organized flow

and the ideas

were hard to

follow .

It has

grammatical

errors.

Significant

problems in

grammar,

syntax, etc.

Does not show

any original

thinking or

perspectives;

chaotic in

organization and

presentation of

ideas.

3. Completeness:

Incorporation of the

journal entries into a

whole, demonstration

of the learning

process.

Concrete connections

between journal entries

into a whole;

demonstrating clear

steps in the

developmental learning

process.

Journal entries can

be generally

connected; still able

to observe how the

student develops his

or her knowledge

during the learning

process.

Weak

connections

between journal

entries;

development

gained from the

learning process

is hardly

observed.

No connections

between journal

entries; The

entries are mere

descriptions of

events rather

than showing a

sequence of

learning steps.

Not the required

length.









Annotations















3

Example of a reflective journal

1

:

Journal entry # x, X of January, 2020

This week, we discussed the basics of Ethics. We started off with the definition of Ethics,

which is also called moral philosophy. Ethics is a discipline that deals with what is morally

good and bad. In ethics we study human conduct from the point of view of moral values

(like right and wrong, good or evil) and principles like “though shall not kill”. The term is

derived from the Greek word ethos which means character or disposition. The reason for

this is that in the beginning Ethics was thought of as a discipline designed to develop the

moral character of an individual by teaching him how to develop a set of moral habits that

will help that person conduct his or her life in a virtuous manner. As the professor

explained, there are three major areas of Ethics: Meta-ethics, normative ethics and applied

ethics. Meta-ethics deals with the nature of moral judgements. It looks at the origins and

meaning of ethical principles (e.g. what is Goodness, are moral judgements objective or

subjective? etc.). Normative ethics deals with major ethical theories sometimes called

“normative” because they suggest norms or standards for what we ought to do. Some

theories that the professor mentioned were utilitarianism, deontology and natural law

theory. For example, utilitarianism considers that what is good is what produces the best

consequences or causes the most happiness to the greatest number of people. According

to it, torturing or killing an innocent person would be neither good or bad, it will all depend

on the consequences of the act. On the other hand, Deontology and Natural Law Theory

consider that an action is good or bad according to a set of moral principles and duties, as

well as the intention of the agent. In this case, intentionally killing an innocent person or

torturing people will always be bad regardless of their consequences. In my case, I tend to

be more in favor of the other two, but there are some points about utilitarianism that I

consider worth taking, such as the notion that minimizing pain and suffering is the basic

guide of morality. Finally, applied ethics looks at controversial topics like abortion, animal

rights, climate-change, capital punishment, etc.

The most interesting part for me was the discussion of cases in applied ethics, like capital

punishment, abortion, euthanasia and assisted suicide. For example, the first day of

classes we discussed the topic of Euthanasia and assisted suicide. The question was raised

that if a person/s had a terminal cancer and the pain was unbearable, if they asked you to

receive a lethal dose of a drug to end their suffering would you give it to them or help them

do it? For me personally, I won’t do it (I guess I am against assisted suicide or at least I

won’t assist in their dying), but my mind is divided regarding euthanasia. It is ultimately up

to the person who is suffering to make this decision and I also think that it is immoral to let

someone who is suffering so much to suffer even more. Specially since this illness has no

chance of going away and it is better to leave this world with peace than to go out with

insufferable pain and agony. Perhaps in these cases, people should be given the

opportunity of leaving this world in their own terms. Of course, there is an argument to be

1

This example is based on real student’s journals















4

made about the sanctity of life, but what good is life spending your last days in a hospital

bed just waiting to die in agony. Is that life worth living in eternal pain until they pass? I

don’t think so. It is better for them to be at peace and leave in a good state of mind rather

than in a bad state. So perhaps I would be in favor of Euthanasia, although it is difficult to

reconcile my own beliefs with killing people. In any case, it would be better to leave this

discussion until we have discussed the topic in more detail in further classes. I would like to

learn more about the arguments in favor and against it before I make up my mind.

Professor comment

... Isn’t it contradictory that you oppose assisted suicide, but are in favor of Euthanasia?

The reasons that you offer for been in favor of Euthanasia could also apply to assisted

suicide. For example, both of them are related to people who are terminally ill and

suffering from an unbearable amount of pain and agony. In both cases, it is the patient the

one who is asking for an “opportunity of leaving this world in their own terms”. The only

difference is that in Euthanasia the act of killing is made by a person other than the

patient (e.g. the doctor), whereas in Assisted Suicide the patient is the one who commits

the final act, although with the help of another person. Regarding the sanctity of human

life, the same criticism that you raised against it would also apply to both, as ...

Journal entry # y, X of January, 20...

This week we read Fagothey’s Right and Reason and the professor asked us to answer

some questions about the text. ... We also went over customary and reflective morality as

well as the origins of ethics. The difference between customary and reflective morality is

that customary is based on what your guardians tell you or what society presents as

morally right. For instance, a statement rule that says “stealing is wrong” is a customary

morality because it is generally accepted that stealing is an immoral act. According to

Fagotey “Reflective morality is the attempt to find general principles by which to direct and

justify our personal behaviors” (Fagothey, p. xx). I take it to mean that when we analyze

our acts trying to offer arguments based on moral principles that explain why that act is

good or evil, we are practicing reflective morality. For instance, the abortion debate is a

good example of reflective morality.

For those people who defend the right of a woman to procure an abortion, they argue that

the fetus is not yet self-conscious and that given the choice to choose between the life of a

mother and that of an unborn baby we should choose the first one because the rights of a

full person should trump those of a being who is not yet conscious. On the other side,

people who are opposed to abortion consider that every human life is precious and that we

do not have the right to kill an innocent human being. Both of them offer reasonable

arguments to defend one side or the other.

In my case, I have not yet decided which position to support, perhaps I am something in

the middle of the two. I do not consider that allowing abortions for any reason is the right











5

thing to do. After some months in the womb, fetuses can feel pain and have some form of

self-awareness, so killing them for any reason would not be ethical. On the other hand,

the debate is not clear when we use such terms such as “humans” or “persons”. What does

it mean to be a human being? Perhaps only being part of the human species. What should

be important is how conscious that human is. For example, is it sentient? Is it self-

conscious, has it ever been? The fetus is certainly not yet a full person, but at least it has

some sentience, so it should have some sort of protection. On the other extreme, people

who defend the absolute right to abortion consider that only full persons matter when

making ethical choices; I would remind them that that would allow infanticide, as

newborns are not yet fully developed persons. For these reasons I consider that abortion

should be allowed in some cases, but not in every case. For example, I consider that before

a fetus has some sort of conscience, the mother should be allow to make decisions about

continuing with her pregnancy or terminate it. However, after the fetus has gained some

level of consciousness (e.g. be able to feel pain and have some sort of self-awareness),

abortions should only be permitted for grave reasons, such as the mother risking death for

bearing the child.

As an instance of what is not a good example of reflective morality, I have noticed that

younger persons with minimal income will be more likely to be pro-choice because if they

were put into that situation, they would not be ready to bring a human life into the world

and take care of the child. However, older persons with children are more likely to be pro-

life, since they cannot imagine taking their kids out of their lives. None of these arguments

should be decisive in the debate of abortion. The first is just a monetary argument, and the

second an emotional one. As the professor explained in class, moral arguments should not

be based on a situation that you are personally experiencing or about your personal

feelings because ethics is not about the interests or the benefit of only one person; it is

about the effects of our actions to others and society as a whole.

Professor comment

That is an excellent reflection, Kudos! ... The part that I liked the most was your brief

reflection on the arguments for and against abortion as an example of reflective morality.

Although you focused only on some arguments of the debate, you treated each of them

fairly and showed enough criticism to pinpoint their shortcomings, for example ....

In short

As you have seen, a reflective journal is a personal account of an educational experience

that offers a variety of benefits, from enhancing your writing skills and helping you retain

information to allowing you to express your thoughts on new ideas and theories.











6

TIPS FOR WRITING YOUR REFLECTIVE JOURNAL

A reflective journal is a steadily growing document that the learner writes to record the progress

of their learning. Learners keep a reflective journal for demonstrating how they have integrated

the knowledge of a course in their own way of thinking.

A reflective journal is not:



simply a summary of the course material. Focus more on your reactions to what you've

read, and what you've been reading.



a learning log. On a learning log you might write down the times and days when you read

something. A log is a record of events, but a journal is a record of your reflections and

thoughts on the topics discussed, as well as the assigned readings.

Entries in a reflective journal can include:



Points that you found specially interesting in your reading, and would like to follow up in

more detail.



Questions that came up in your mind, because of points made in material you read on this

topic.

Some ideas for writing your journal:

Write about:

-

Ideas, discussions, concepts or arguments that you have learned in the lesson and have

challenged your way of thinking.

-

Issues that interested you a lot, and that you would like to discuss in more detail

-

How to apply the concepts learned in class to your own life and way of thinking, e.g. use

them to present and defend your own point of view about X or W topic

o

Always challenge yourself to see the other side of the coin and be sure to be fair

when presenting the opposite point of view: e.g.

I am in favor of __ because ... We

should also take into consideration .... However, the argument against __ is quite

convincing, as it states that ... and many people think that ...

Ask yourself:



What was the most interesting thing I read for this lesson (mark it above with an asterisk) -

why was that?



What were the main things I learned from this lesson?



What did I previously think was true, but now know to be wrong?



What did we not cover that I expected we should?



What was new or surprising to me?



What have I changed my mind about, as a result of this lesson?



I am still unsure about...



What I most liked about what we learned in this lesson was...



Miscellaneous interesting facts I learned in this lesson...











7

JOURNAL RUBRIC

Excellent

(A)

Good

(B)

Fair

(C)

Unsatisfactory

(D/F)

1. Reflection content

Discussion and

integration of acquired

knowledge.

Ability to integrate

learning into real-

world experiences and

analyze issues with a

critical attitude

It addresses and

integrates all the

acquired knowledge,

required topics concepts

and methods discussed

in class and in assigned

readings.

It shows an ability to

proficiently demonstrate

reflection and deep

thinking about acquired

knowledge. It is written

in a simple, yet

effective way with

practical applications to

real-life problems. It

shows integration with

different issues from

wide range of

perspectives (e.g.

personal, cultural,

societal, etc.); It

demonstrates critical

thinking skills in

addressing the subjects

and an ability to

integrate new

knowledge to previous

experiences and ways of

thinking.

It addresses all the

required topics.

Content is good;

however, it could

have been

developed

more/better.

The reflection is

good but could have

been deeper.

It is written well and

clearly, but it

contains a few

grammatical errors.

It lacks

organization of

the ideas

discussed.

The reflection is

superficial.

Journal entries

resemble a

rough draft.

What is

presented is

neither clear nor

effective;

reflection is

poor.











8

* Highlighted Journal:

Before you submit your reflective journal, you will reread your

entries and, using a highlighter and mark those sections of the journal that directly relate

to concepts discussed in the texts or in class. This makes it easier for the instructor to

identify how students have reflected on their experiences and thinking processes in light of

course content.

2. Presentation &

articulation:

Professional

presentation with clear

entries and

highlights.*

Articulation and

organization of ideas

and perspectives

Excellent/professional

presentation of the

journal

with

highlighted sections of

the journal

that directly

relate to concepts

discussed in the texts or

in class. *

It is grammatically well

written, with no spelling

or syntax errors and

complete sentences.

Writing is well-focused;

arguments or

perspectives are

precisely defined and

explained; coherent

flow in developing an

insightful idea

demonstrated

Arguments or

perspectives are

clearly stated and

organized.

Writing flows, but the

articulation of ideas

is not well

presented; concepts

and ideas are not

discussed deep

enough to be very

insightful.

Arguments or

perspectives are

vaguely

mentioned; the

writing lacked an

organized flow

and the ideas

were hard to

follow .

It has

grammatical

errors.

Significant

problems in

grammar,

syntax, etc.

Does not show

any original

thinking or

perspectives;

chaotic in

organization and

presentation of

ideas.

3. Completeness:

Incorporation of the

journal entries into a

whole, demonstration

of the learning

process.

Concrete connections

between journal entries

into a whole;

demonstrating clear

steps in the

developmental learning

process.

Journal entries can

be generally

connected; still able

to observe how the

student develops his

or her knowledge

during the learning

process.

Weak

connections

between journal

entries;

development

gained from the

learning process

is hardly

observed.

No connections

between journal

entries; The

entries are mere

descriptions of

events rather

than showing a

sequence of

learning steps.

Not the required

length.









Annotations