The
Train Dilemma: When no Choice is a Good One!
When someone asks us why
we made a decision or why we support some position, we offer, or should be
prepared to offer, reasons for our actions, decisions, or conclusions. To make
better choices, we must become aware of our options and the relevant background
information; we should identify the consequences of our actions for others, for
ourselves, and for the people we will become. (LaFollette, 2007).
Better choices do not
mean good ones. In fact, sometimes no choice is the best choice we can have.
The Trains Dilemma exemplifies this statement:
A
train is hurtling down the track where five children are standing.
1.
You are the switch person. By throwing the
switch you can put the train on a side track where one child is standing. Will
you throw the switch?
2.
You are the switch person. By throwing the
switch you can put the train on a sidetrack where one child is standing. The
one child on the side track is your child. Will you throw the switch to save
the five children?
3.
You are outside the train, standing next
to an elderly man. If you push him in front of the train it will stop the train
and all the children will be saved. Will you push him?
Asked what I would do in
each scenario could lead to an unrealistic answer, as my decision would not be
rational. The dilemma implies that stopping the train was not a possibility, which
made me assume that I would lack time to think about alternatives and the
consequences. I would be led probably by emotions or impulse.
On the first scenario,
probably I would thrown the switch as a reflection. The presumed immediate
consequence is that I would kill the one child on the side. In a long-term perspective,
I would feel devasted for killing one child, and guilty for killing the one who
was playing on the supposed safe place. But the fact I saved five could bring me
comfort.
On the second scenario, I
probably would just close my eyes, because emotion would overcome impulse. The
consequence is that I would feel devasted, but I am not sure I would feel
guilty. My child was not on the way of the train, not playing on an unsafe
place, and I don’t believe the number of kids would make me feel guilt,
although I don’t think I could ever recover from the consequences of my inaction.
On the third scenario, I
could behave by impulse or emotion. With no time enough to think I don’t believe
I would see the old man and per his age and the fact he had a long life
comparing with the promising future of the kids, but by the fact I would hit a
fragile person. The fragility could hit my emotions, but the reflection could kick
in first.
What is not stated or
clear also need to be taken in consideration when we think about the
consequences of our decisions. In the scenarios perhaps wouldn’t make a
difference on the decision itself, but in a situation not under pressure, going
around the circle (Nosich, 2012) of critical thinking could impact greatly on
the consequences.
For instance, I don’t know
if the five kids by looking at the train coming would jump to one of the sides
and coincidently be the same side the train ended up. Or perhaps the kid on the
side would run far away when looking at the train? What about the kid on the
side jumping by impulse on the trail in an act of bravery? If I was outside
close to the old man, I had the alternative to jump in front of the train
instead of pushing the old man. If I was the switch person I would need to take
in consideration what would happen with the train, and the possible passengers,
if I decided to throw the switch bottom. Could I cause an even worse accident? There
are several variables which is hidden behind the scenarios and proportionally a
bunch of unknow consequences. There could be countless implications.
The main learning outcome
from this dilemma for me is timing. As LaFollete (2007) says, if we are not
under pressure to make potentially momentous decision, we will be better
equipped to make good decisions when we must act.
References
LaFollette
(2007). The Practice of Ethics. Malden, MA: Blackwell Publishing
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