ABSTRACT
Chapter 1 begins with a provocation when Tolich puts an audio recorder device in front of the class of postgraduate students. Within seconds a student asks, “Do you need our informed consent to use that?” This transformative learning pedagogy was successful, demonstrating that students did not have to be taught informed consent; it was part of their ethical intuitions. It served to shift the students’ frame of reference within the class of their respective roles in relation to the teacher and identified them as ethical agents with responsibilities. This first lesson created a culture for the rest of the semester in which students are encouraged to identify ethical conundrums and to solve them collectively. Core ethical concepts of informed consent and confidentiality emerge from classroom discussions and serve as the basis of ongoing discussions in later chapters and exercises.
