scholarly journals Moral education: School as a just community

2003 ◽  
pp. 195-221 ◽  
Author(s):  
Ljiljana Miocinovic
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Collective Responsibility ◽  
Cognitive Conflict ◽  
Moral Dilemmas ◽  
Individual Student ◽  
Moral Atmosphere ◽  
Teachers And Students ◽  
Just Community ◽  
Principal Method

The paper discusses Kohlberg?s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

scholarly journals The complementarity of dilemma discussion with theoretical reading for an effective intervention in moral judgment

2013 ◽  
Vol 6 (1) ◽  
pp. 84-93
Author(s):  
Víctor Hugo Robles Francia
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Moral Dilemmas ◽  
Second Phase ◽  
Final Test ◽  
Effective Interventions ◽  
Lasting Peace ◽  
Two Phases ◽  
Effective Development ◽  
Social Minorities

At present there is great interest in moral education to achieve a straight democracy, a healthy coexistence between all actors and social minorities and a lasting peace. What has guided this research partially effective development of moral reasoning skills. Also, because this subject shows limited field explorations and void effective interventions in Mexico. In particular, this research showed the following hypothesis: effective complementarity discursive exposure Kohlberg's theory to the discussion of moral dilemmas. The Moral Judgment Test was applied as pretest to 19 undergraduates, as intermediate test and final test. There were two phases: the first was on discussion of moral dilemmas, at the rate of seven sessions, one per week; the second one was made through a session and expository reading on the theory of moral judgment. The results showed a decline of moral judgment in the first intervention phase and a significant increase after the second phase.

scholarly journals Pengaruh Penggunaan Metode Pendidikan Moral Terhadap Peningkatan Pertimbangan Moral Siswa SMP

2018 ◽  
Vol 3 (1) ◽  
pp. 133-149
Author(s):  
M. Djunaidi Ghony ◽  
Nur Ali
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Stage Structure ◽  
Moral Dilemmas ◽  
Female Students ◽  
Male Students ◽  
Research Subjects ◽  
Moderator Variable ◽  
Lecture Method ◽  
Independent Variable

The model of learning in teaching moral education widely adopted in Indonesia is the Lecture Question Answer (LQA) method developed from the values induction approach. This method has lent itself to that negative interpretation. The present study attempts at investigating the influences of moral education methods in order to find out a method that is more appropriate to the characteristics and the objectives of moral education in Indonesia. This research is experimental in nature and was performed using a 2x2 factorial design. One independent variable, one moderator variable and one dependent variable were involved in the study. The research subjects were randomly selected from the students of SMP IKIP Malang and they were also randomly assigned to perform research treatments. The subjects’ moral judgment stages were measured using the Kohlberg’s judgment stage structure. A two way anova was then performed to analyze the data. The results show that the method of discussing moral dilemmas is superior to the lecture method. Female students are superior in moral judgment skills than male students.

Does Moral Education Improve Moral Judgment? A Meta-Analysis of Intervention Studies Using the Defining Issues Test

1985 ◽  
Vol 55 (3) ◽  
pp. 319-352 ◽  
Author(s):  
Andre Schlaefli ◽  
James R. Rest ◽  
Stephen J. Thoma
Keyword(s):  
High School Students ◽  
Moral Judgment ◽  
Moral Education ◽  
Meta Analysis ◽  
Moral Dilemmas ◽  
Defining Issues Test ◽  
Psychological Development ◽  
Effect Sizes ◽  
Development Programs ◽  
School Students

A review was conducted of 55 studies of education interventions designed to stimulate development in moral judgment. All studies used the Defining Issues Test. Various subject groups were involved (junior and senior high school students, college and graduate students, adults), various types of programs were employed (group discussion of moral dilemmas, psychological development programs, social studies and humanities courses), and the duration of the programs varied (a few hours to a year-long program). The principal findings from meta-analysis indicate that the dilemma discussion and psychological development programs produce modest overall effect sizes, that treatments of about 3 to 12 weeks are optimal, and that programs with adults (24 years and older) produce larger effect sizes than with younger subjects; however, significant effect sizes are obtained with all groups.

scholarly journals Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

2020 ◽  
pp. 209653112097395
Author(s):  
Zhengmei Peng ◽  
Dietrich Benner ◽  
Roumiana Nikolova ◽  
Stanislav Ivanov ◽  
Tao Peng
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Secondary Students ◽  
Chinese Students ◽  
Educational Background ◽  
Moral Knowledge ◽  
Moral Action ◽  
Action Plans ◽  
Upper Secondary ◽  
Moral Competences

Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical–moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.

scholarly journals Priming intuition disfavors instrumental harm but not impartial beneficence

2019 ◽  
Author(s):  
Valerio Capraro ◽  
Jim Albert Charlton Everett ◽  
Brian D. Earp
Keyword(s):  
Moral Judgment ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Future Research ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Total N ◽  
Two Dimensional Model ◽  
Do So

Understanding the cognitive underpinnings of moral judgment is one of most pressing problems in psychological science. Some highly-cited studies suggest that reliance on intuition decreases utilitarian (expected welfare maximizing) judgments in sacrificial moral dilemmas in which one has to decide whether to instrumentally harm (IH) one person to save a greater number of people. However, recent work suggests that such dilemmas are limited in that they fail to capture the positive, defining core of utilitarianism: commitment to impartial beneficence (IB). Accordingly, a new two-dimensional model of utilitarian judgment has been proposed that distinguishes IH and IB components. The role of intuition on this new model has not been studied. Does relying on intuition disfavor utilitarian choices only along the dimension of instrumental harm or does it also do so along the dimension of impartial beneficence? To answer this question, we conducted three studies (total N = 970, two preregistered) using conceptual priming of intuition versus deliberation on moral judgments. Our evidence converges on an interaction effect, with intuition decreasing utilitarian judgments in IH—as suggested by previous work—but failing to do so in IB. These findings bolster the recently proposed two-dimensional model of utilitarian moral judgment, and point to new avenues for future research.

High School Turnaround

2017 ◽  
pp. 847-872
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2016 ◽  
pp. 1143-1167
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

scholarly journals Moral Development and Citizenship Education in Vocational Schools

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hélène Leenders ◽  
Wiel Veugelers ◽  
Ewoud de Kat
Keyword(s):  
Moral Development ◽  
Learning Outcomes ◽  
Moral Education ◽  
Citizenship Education ◽  
Vocational Schools ◽  
Cultural Environment ◽  
Practical Application ◽  
Teachers And Students ◽  
Development Objectives ◽  
Strong Agreement

We investigate the objectives, practical application, and learning outcomes of moral education and citizenship education at three vocational schools in the Netherlands (VMBO). We explore teachers’ and students’ pedagogical, sociopolitical, and moral development objectives and how they deal with values, dialogue, and diversity. We continue with how the objectives get materialized in practice and teachers’ and students’ perceptions of the learning outcomes. The study shows that there is a strong agreement between teachers and students about the importance of objectives of moral education and citizenship education. Schools differ in how sharply they focus on social and political aspects, and in how reflective and dialogical their approaches are. The differences revealed in the moral education approaches can be largely linked with differences in their cultural environment.

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